教育比较研究,comparative educational study
1)comparative educational study教育比较研究
英文短句/例句
parative Study on the Physical Education in the Town and Countryside Schools in Henan;河南省城乡中、小学体育教育比较研究
2.The Comparative Study of Christian Education in Modern China and Japan (1860-1950);近代中日基督教教育比较研究（1860-1950）
3.A Comparative Study: Specialized Postgraduate Education Between China and USA;中美高等教育学专业研究生教育比较研究
4.A comparative study of Japan s enslaving education and parochial education in China;日本侵华教育与中国教会教育比较研究
parative Research in Education verses Studies in Comparative Education;试论“教育的比较研究”和“比较教育研究”
6.On comparison in comparative research subjects-with reference to comparative education;谈谈“比较学科”研究的“比较”——以“比较教育”为个案
7.The Influence of Liberation Education Theory on Comparative Education Research;解放教育理论对比较教育研究的影响
8.A Comparative Research Between Experimental and Practical Pedagogies;实验教育学与实践教育学之比较研究
parative Education Research and Originality of Education Theory in China;比较教育研究与教育理论的中国原创
10.Research Field of Development and Education in Comparative Education;比较教育的"发展与教育"研究领域
parative Researching between Art Education and Potential Education in Colleges and Universities;高校艺术教育和潜性教育的比较研究
12.Educational Knowledge of Nation-state and Comparative Education Research;民族国家教育知识和比较教育研究——比较教育学科体系再思考
13.Investigation Analysis and Exploration on P.E. Curriculum Setting in P.E. Institutes in China and Foreign Countries;中外体育教育专业课程设置比较研究
parison Study about PE subject among Japan ,England and USA;日、英、美三国体育教育专业比较之研究
15.A comparative study of curriculum of P.E. speciality in university between China and Japan;中日高校体育教育专业课程比较研究
16.The Comparison of Course Offering for Pre-service Teacher Education in England and America;英美教师职前教育课程设置比较研究
17.Analyses of the Current State of Comparative Education Research by Measuring and Evaluating "Comparative Education Research";《比较教育研究》计量评价与比较教育研究发展现状分析
18.Area Studies" as the Foundation of Comparative Education;“区域研究”与比较教育学——以明确“区域”的教育特质为目的的比较研究
相关短句/例句
comparative education researchers比较教育研究者
1.We observed comparative education research from the vision,position,operations,quality of "exile",we deemed thatcomparative education researchers should fulfill their responsibilities as an intellectual——look at the education issues or questioned education policies,combat power,on behalf of the weak,not the right to speak,forgotten people,the pursuit of knowledge create an.文章以此从"流亡者"的视野、立场、行动、品质四个方面来观照比较教育研究,认为比较教育研究者应该履行自己作为一个知识分子的职责,那就是以双重视角和批判的眼光看待和质疑教育决策和措施,"对权势说真话",代表弱者、没有话语权、被遗忘的人群,追求知识创造和学术自由。
3)comparative education study比较教育研究
1.The Discussion of the Method and Methodology in Comparative Education Study;比较教育研究方法与方法论之初探
2.Along with the rapid development of globalization,today scomparative education study faces the demand of transformation both in researching method and researching paradigm.要实现这些变革,首先需要转变比较教育研究的逻辑思维。
3.Quality study,with its establishment based on post-positivism,criticism,and constructivism,is increasingly prominent incomparative education study.建立在后实证主义、批判主义、建构主义三种范式基础之上的质的研究方法在比较教育研究中日渐显其重要地位。
4)comparative education research比较教育研究
1.Considering the problem of inadequate use ofcomparative education research methods in the study of globalization of education,this paper puts forward some thoughts on comparative education methodology in the perspectives of international .比较教育研究的发展在很大程度上源于方法论的不断丰富。
2.This article takes the reconsideration of the disciplinary system of comparative education from ontology,epistemology,methodology and axiology of thecomparative education research.本文从比较教育研究的本体论、认识论、方法论和价值论四个方面对比较教育学科体系进行了再思考,认为比较教育是民族国家教育的比较研究。
3.We need to admit its existence and analysis the form and the conditions of value-involvement incomparative education research.任何学术研究都会涉及到价值,比较教育研究自然也不例外。
5)comparative study in education science教育比较研究法
6)comparative research in Education教育的比较研究
1.It deems thatcomparative research in Education is to compare two or more educational objects,ideas,people,etc.本文从词源学、哲学、学科和方法等维度去认识"比较",认为教育的比较研究是依据一定的参照点或框架,遵循基本法则,展开对任何两个或两个以上的教育事物进行研究。
延伸阅读
比较教育研究不同国家、民族和地区的教育的学科。通过比较不同的教育制度，探讨教育的共同特点、发展规律及其总的趋势，并进行预测，以便根据本国的条件进行取长补短，为提高教育质量服务。
