| 1. | By reflecting deficiencies of traditional curriculum design backward design was developed and being used
摘要在反思传统课程设计不足的基础上，逆向设计应运而生。 |
| 2. | In addition to the traditional curriculum , the government is now encouraging continuous learning through different media such as the internet , interlaced with proper guidance from teachers
政府除了在学校提供传统的课程外，还鼓励学生在老师正确指导下，透过互联网等不同媒体不断学习。 |
| 3. | Recently project - learning curriculum draw more and more attention as an education research trend . it ' s an initiation of traditional curriculum and is greatly influenced by constructivism and modern theory
研究型课程是近年来人们关注的教学研究热点之一，它受到认知结构理论、人本主义教育观和后现代主义新课程观的影响，是在原有课程基础上的一种创新。 |
| 4. | And then this paper explores and reflects rationally the orientation of traditional curricular value in china and draws the conclusion that the loss of vitality of the design of traditional curriculum derives from the " the losing of man "
以此为基轴，对我国传统基础教育课程价值取向进行了理性的剖析和反思，认为“人的迷失”是传统基础教育课程设计失去依托和生命力的真正根源所在。 |
| 5. | It analyses the reasons that made teachers have no rights from many aspects . it concludes that two kinds of elements led to the loss of rights . one is overt factors , that is , the traditional model of curriculum making and the traditional curriculum ideas
其次，对造成教师权利缺失的原因进行了多方面的分析，归结为两个方面的因素：显性因素即主要是我国传统的课程管理体制和课程观念；隐性因素即教师自身的素质。 |
| 6. | On the basis of reflecting the traditional curricula and analyzing the international trend and action of curricula reform in basic education , the paper puts forward a view that the curricula transformation is the basic contradiction of the current curricula reform practice
在反思传统学科课程和分析基础教育课程改革的国际趋势和行动的基础上，提出了学科课程的转型是当前基础教育课程改革实践的主要矛盾的认识与判断。 |
| 7. | This paper is trying to permeate the philosophical speculation to the critical analysis of the changes of curriculum ideology , trying its best to reflect the traditional curriculum ideology on infant education from the view of a humanist with the guid of the eulogy the present aesthetics singing to life ontology and the critique the present aesthetics critisizing to rational ontology . meanwhile , the paper is trying to analyse the persuit of all sorts of modem curriculum ideology on infant education . at last , the paper constructed the new century curriculum ideology on infant education and pointed out that it is our fundamental choice to head for aesthtics , to head for life , to head for understanding , to head for dialogue with the reference to the conception changes of postmodernism
本文把哲学思辩渗透于课程理念变迁的分析与批判中，力求以当代美学对生命本体论的赞扬以及对理性本体论的批判为启示，对传统幼教课程理念? ?古代幼教课程理念、近代幼教课程理念进行人文反思，并对现代流行中的各种幼教课程理念的实质进行分析，最后在结合知识观、课程观后现代转型的基础上构建出作者关于新世纪课程理念的基本路径，明确指出走向审美、走向生活、走向理解、走向对话是21世纪幼教课程理念的基本选择。 |
| 8. | The author analyzed newly develops of the middle vocational education and the author also analyzed difficult position of the middle vocational education . though rethink about tradition of middle vacation , the author thought that the traditional curriculum structure of the middle vocational school is three sections model . the theory curriculum and practice curriculum was departed
笔者在对目前中等职业教育发展的形势和面临的困境进行了分析，对传统中等职业教学模式进行了反思，认为传统中等职业学校的课程结构是“三段式” ，普遍存在着理论课与实践课的教学相分离、 “五重五轻”现象。 |
| 9. | This thesis tries to illuminate the concept , significance , characteristics and principles of the evaluation of inquiry study . it makes an analysis of the differences of the evaluation between inquiry study and traditional curriculum as well as discussing several relationships which must be coped with in the process of evaluation . furthermore , based on certain relevant practice , the thesis suggests a basic structure of evaluation which employs portfolio
本文从研究性学习的概念和特点出发，阐明了研究性学习评价的概念、意义、特点和原则，分析了研究性学习评价与传统课程评价的区别，探讨了研究性学习评价过程中必须处理的几对关系，并在实践基础上构建了利用档案袋进行研究性学习评价的运作体系。 |
| 10. | Thirdly , by means of observing infant teachers " everyday educational behavior , it finds out that child - centrism curriculum ideas have not being finalized in their instructional behavior , but some traditional curriculum ideas , such as withholding teacher - centered education , paying great attention to knowledge infusion and skill training , claiming to be loyal to the teaching plan and teaching goals , calling for teacher - determined education , still influence infant teachers " instructional actions
结果发现，儿童中心主义的课程理念还没有完全体现在幼儿教师的教育行为中，而一些传统的课程观念，如坚持教师本位，强调知识授受和技能(技巧)训练，主张忠实于既定的教学计划和教学目标，提倡教师主导等，依然在影响幼儿教师的教育行为，致使幼儿教师头脑中接受的课程观念与行为中体现的课程观念相互矛盾。 |
