subjective self meaning in English
主观自我
Examples
- Limited rationality and subjective self - consciousness
有限理性与自我主体意识 - ? educational proposal : strengthening wholeness of moral education . paying attention to hierarchy of moral education of citizen . developing student ' s subjective self awareness
( 7 )教育建议：强化道德教育的整体性；注意公民道德教育的层次性；培养学生的主体意识。 - The results showed that : 1 . the level of self - understanding for 14 - 17 year - old children was higher than that of 7 - 10 year - old children . for 7 - 10 children , the understanding of objective self was mainly at the second level , the understanding of subjective self was mainly at the second level ; for 14 year - old children , the understanding of objective self was mainly at the second level , the understanding of subjective self was mainly at the third level ; for 17 year - old children , the understanding of objective self was mainly at the third level , the understanding of subjective self was mainly at the third level
身体自我图式、活动自我图式、社会自我图式、心理自我图式、自我连续性、自我能动性、自我独特性是衡量自我理解的指标，以hart的自我评分手册作为自我理解的编码标准，对自我理解进行研究，结果表明： 1 、小学生的自我理解水平低于初中生和高中生的自我理解水平，小学生对客体我的理解主要处于第2水平，对主体我的理解主要处于第2水平；初中生对客体我的理解主要处于第2水平，对主体我的理解主要处于第3水平；高中生对客体我的理解主要处于第3水平，对主体我的理解主要处于第3水平。 - There are various reasons of lacking credit . the impact of social phenomenon of breaking one ' s word , the flaws in law and irrationality in contract , the defection of education system , limitation of college management and insufficiency of students " subjective self - cultivation , etc , are all important reasons
造成大学生诚信缺失的原因是多方面的，其中社会上广泛存在的失信行为的影响；法律规范和契约的不完善、不合理性；教育体制及教育方面存在的缺陷；高校管理方面的不到位以及大学生主观修养不够等等，均是导致大学生诚信缺失的主要原因。 - Part two : study on professional growth of mathematics teacher in implementation of new mathematics curriculum according to connotative characteristics of mathematics teachers " professional growth , subjective self - professional growth , research on teaching based in school and professional guidance of mathematics educational community are three methods of mathematics teachers " professional growth . the three methods have relative independency . at the same time they are cogate , interrelated , cosostent and interactional
第二部分：新数学课程实施中数学教师专业化成长的途径研究基于数学教师专业化成长的内涵特点提出主体性自我专业化成长、校本教学研究和数学教育共同体的引领三种数学教师专业化成长途径，认为三者具有相对的独立性，同时又是相辅相成、相互渗透和相互促进的。