1) aesthetic study
审美化学习
1.
The aesthetic study of university students is an excellent form of s tu dy to adapt the need of study society.
大学生的审美化学习是为适应学习化社会的需要而产生的最优化的学习形式,体现出学习规律和审美规律的高度融合。
2) aesthetic learning
审美学习
1.
The conceptual of educational aesthetics advocates creating educational aesthetics and it emphasizes students,aesthetic learning and realizing the .
教育美学观主张创造教育美,强调学生审美学习活动,并实现学生身心自由发展。
3) The aesthetic leaning of Chinese
语文审美学习
4) classroom teaching based on aesthetic
教学审美化
1.
The puzzled and reconsidering of the contemporary classroom teaching based on aesthetic;
当代教学审美化之困惑与反思
5) aesthetic teaching
审美化教学
1.
Explains New Curriculum Standards in light of aesthetics,puts forward the concept of geometry aesthetic teaching and three principles to realize it: to percept aesthetics by geometric figure,to establish aesthetics by analyzing methods of geometry,to create aesthetics by unearthing application of geometry.
从审美的角度解读新的数学课程标准,提出几何审美化教学的概念以及实施几何审美化教学的三条原则:借助图形世界——感美,分析几何学的方法——立美,挖掘几何学的应用——创美。
2.
Therefore,teachers should carry out aesthetic teaching and construct its model in school s reform so as to follow our leading Party s education pri.
审美化教学是学校实施素质教育的重要内容,是培育新世纪全面发展的高素质人才的重要任务。
3.
The teaching aim of ideological and political theory is to bring up people to the unity of truth,good and beauty,for which,aesthetic teaching is essential means,and aesthetic teaching is a kind of teaching of individual style.
公共政治理论课的教学目的就是培养真善美统一的人,进行审美化教学是实现这一目的的极为重要的手段,而审美化的教学必然体现为个性化的教学。
6) aesthetic education
审美化教学
1.
Research on Mixing Occupation Ideal Education with Aesthetic Education in Nurse School Chemistry;
中等卫生学校护理化学审美化教学中培养职业理想的研究
2.
By the methods of investigation and experiment, the authors analysed the teaching tactics of physical and aesthetic education and put forward a program.
主要采用调查法、实验法等研究方法对体育与健康审美化教学策略进行分析,并提出设计方案。
补充资料：劳动审美学习
劳动审美学习
aesthetic learning through labor
劳动审美学习(aesthetie learning throughlabor)个体获得劳动审美经验，导致审美心理结构及审美行为发生较持久的变化的过程。这种变化不能根据遗传因素、成熟过程或学习者的暂时状态去解释。它与知识、技能、品德的学习不一样。不是获得系统的知识、技能和品德。不然其结果是审美心理结构和审美行为的改变。它也与通过艺术手段而进行的审美学习不一样，两者之间在学习内容、学习结果上均有区别。它在教育情境中与在日常生活中也有很大区别。后者多是自发产生的，免不了盲目性和片断性。而前者则是在教育目标影响下、在教师的系统指导下，有目的、有计划、有组织地进行的，因而劳动审美效率高、效果好。 (李红撰甘欣然审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条