3) traditional curriculum
传统课程
1.
For a long time, the traditional curriculum has been unitary subject curriculum in which students are kept apart from their lives.
审视传统课程，教室(封闭的空间)、知识(外在的权威)、师生(对峙的两极)都表明课程远离生活。
4) subject science curriculum
分科科学课程
1.
In this reformation, the mode of science curriculum setting took place,which is integrated science curriculum and subject science curriculum concurrence in junior high school,and subject science curriculum in senior high school.
尽管综合与分科科学课程各有自身存在的依据、独立的价值，具有互补性，但科学课程从分科走向综合，是国际科学课程的改革趋势。
2.
The first purpose is to reveal and grasp the characteristics, experience and problems of the integrated science curriculum design for 21s' century compulsory education in China, and reveal its advantages by comparing it with the design of subject science curriculum and the local integrated science curriculum of our country from the foundation of P.
本文《综合理科课程设计研究》旨在实现这样几个目的：一是研究我国新世纪义务教育综合理科课程设计的特点、经验及其存在的问题，并且揭示它较之建国后至20世纪末我国分科科学课程设计和地区性综合理科课程设计的优势和超越之处；二是研究国际综合理科课程设计的特点和经验；三是从国际综合理科课程设计特点和经验中探寻促进我国新世纪义务教育综合理科课程设计进一步深化和发展的借鉴方略和启示意蕴。
5) department style art course
分科型艺术课程
6) traditional university curriculum outlook
传统大学课程观
1.
Chinese traditional university curriculum outlook is formed and developed in the special history context.
我国传统大学课程观是在特定的历史背景中形成和发展起来的,是基于"民族国家统整运动"和"发展工业社会运动"两股力量之下的社会本位的专业课程观。
补充资料：分科
1.谓在学问业务上有不同的专长。 2.今指不同的学术或业务的类别。
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