| 1. | Educational criticism connects with education all along
教育批评从来都和教育形影相随。 |
| 2. | The third part made a try on how to promote the development of educational criticism
第三部分：超越：教育批评的发展探索。时代和教育的发展需要更新姿态的教育批评。 |
| 3. | This thesis is divided into four parts . the first part unscrambled the connotation , the backgrounds and its functions of educational criticism
本文共分四个部分：第一部分：解读：教育批评的内涵、产生机理及功能。 |
| 4. | Exploring and reflecting education pathology phenomena and rethought education function urged the appearance of educational criticism . educational criticism has positive and negative functions
它的产生机理是教育批评主体对教育病理现象和问题所进行的探索和反思活动，以及在此基础上对教育功能的重新思考。 |
| 5. | Because of its special backgrounds of society and education , educational criticism has become a scenery line , catching many people ' s eyes from the late of the 20th century to the beginning of the 21st century
从20世纪末到21世纪初，由于特有的社会背景和教育背景，教育批评已经成为一道引人注目的风景线。 |
| 6. | Although educational criticism has a participation degree exceeding all the time before , the theories of educational criticism very go short of , so it is very necessary to have a system study on educational criticism
虽然教育批评量大势强，引起社会各界人士的广泛关注和参与，但有关教育批评的理论研究仍极为匮乏。 |
| 7. | The representative of educational criticism & educational connoisseurship model is elliot w . eisner . this model proposed that curriculum evaluation is a process of educational criticism and educational connoisseurship
“教育批评和教育鉴赏模式”的主要代表是艾斯纳，该模式认为课程评价的过程应是教育批评和教育鉴赏的过程。 |
| 8. | " 2 2 models of qualitative evaluation " explored three representative models : responsive evaluation model , illuminative evaluation model , and educational criticism & educational connoisseurship model . the main representative of responsive evaluation model is robert stake
第二章“质性课程评价模式研究”主要审视了三种有代表性的课程评价模式即“回应模式” 、 “解释模式” 、 “教育批评和教育鉴赏模式” 。 |
| 9. | Educational is a kind of education phenomena and society phenomena in order to buildup rationality of education practice ad promotes the development of education through apperceiving , unscrambling oppugning and animadverting the education pathology by educator and other peoples
教育批评是社会各界人士通过对教育病理问题的感知、解读、质疑和批判，表达对教育现实的认识与评价，以提升或增强教育实践合理性、推进教育发展为目的的一种教育现象和社会现象。 |
| 10. | But , at the same time , there are many existing problems , which will do harm to the development of education including unilateralist reason , imbalance attribution ; radical without enough sense ; blindness heat , repetition and levity ; west adoration , regardless the situation of a country
但与此同时，教育批评仍然存在着一些误区，如片面思考、归因失衡；激愤有余、理性不足；盲目求热、重复多变；崇慕西方、不顾国情。这些误区会对教育发展产生消极的影响。 |
