theories of activity meaning in Chinese
活动理论
Examples
- The paper finds out the root causes that result in the indirect expenditure with the consideration of the theory of activity - based costing , and allocates the indirect expenditure according to them
本文按照成本动因的思想找出间接费用发生的成本动因，进而使间接费用的分配具有理论上的依据，同时也具有一定的逻辑基础。 - Using the principal theory of activity - based costing as a springboard , this paper makes tangible - , deep researches on the design of abc accounting system , based on the condition in the international environment of our country ' s - progress , which is composed of five chapters
本文以作业成本的基本理论为起始点，立足于我国发展与国际接轨面临的现状，就作业成本会计体系的设计进行了具体、深入的探讨，共分为五部分。 - This concept of teaching has been criticized and there have also been theories trying to revise the " special process of cognition " , like the theory of development , the theory of activity ( behavior ) , the theory of practice , but in today ' s classroom teaching practice , the traditional teaching characteristics such as classroom - centred , book - centred and teacher - centred can still be seen and stubbornly dominated teachers in their teaching behaviors
这种教学认识尽管受到批评，在理论研究中也出现诸如“发展说” 、 “活动说” 、 “实践说”试图修正“特殊认识说” ，但在今天的课堂教学实践中，依然体现出课堂为中心、书本为中心、教师为中心的传统教学的特征，并顽固地左右着教师的行为。 - This article , from education thought history ' s angle , rearranges the idea of activity education , sums up the feature of activity education , emphasizes that students should be the subject of activity education . it focuses on some problems , such as , the value activity education seeking on education aim , its content and its teaching methods , etc . the parts concerned with activity teaching mainly analyze several typical teaching methods of science education and culture education , in order to make the theory of activity education more practical and activity teaching methods more theoretical . this direct aim of this article is to activity the teaching process more smoothly , of which the principle is through the activity education to train the students as the subject of the real - life activity
本文从教育思想史的角度梳理了活动教育的观点，全面地奠定了活动教育论的理论基础，界定了活动教育的概念，论述了活动教育的特征，提出了培养现实活动主体和过程目标的观点；分析了活动教育在教育目标上的价值追求，提出了适宜于活动的课程内容的新构想。在教学方法上，主要分析了科学教育和人文教育中存在的几种典型活动方法，以便使活动教育理论具有更强的实用性，使活动教学法具有一定的理论性。本文研究的直接目标是使教育过程更顺利地活动化，宗旨是通过活动教育把学生培养成为现实活动的主体。