| 1. | Psychological education value of the activity curriculum
关于活动性心理教育课程的思考 |
| 2. | The basic theories of composite practical activity curriculum
二、综合实践活动课程的理论依据。 |
| 3. | 6 . the management of composite practical activity curriculum
六、五年制师范综合实践活动课程的管理。 |
| 4. | 3 . the design of composite practical activity curriculum in 5 - year normal school
三、五年制师范学校综合实践活动课程的设计。 |
| 5. | The main representatives are rousseau ' s " natural education " and dewey ' s " activity curriculum "
综合实践活动课程可以回溯到卢梭的“自然教育”及杜威的“活动课程” 。 |
| 6. | The examples shown in the article offer a model for the setting of geography activity curriculum in middle schools
本文中系列中学地理活动课程实施的案例，为中学地理活动课程的开设提供了基本的范型。 |
| 7. | The establishment of composite practical activity curriculum is bound to have far - reaching and wide influence on the reforms of elementary education
综合实践活动课程的设立，必将对中小学教育教学改革产生广泛和深远的影响。 |
| 8. | At the same time , the expectation for comprehensive - practical - activity curriculum brings something that the curriculum must do and is difficult to do meanwhile
走进生活的预设也带来了综合实践活动课程的应为与难为。主要表现在三个方面。 |
| 9. | But in 5 - year normal schools , composite practical activity curriculum is n ' t set up , and relevant research on educational reforms is n ' t carried out yet
但在五年制师范学校中，综合实践活动还没有列入课程计划，相应的教改研究活动也还没有普遍开展。 |
| 10. | Finally the author gives some views on how to effectively assess the quality of comprehensive activity curriculum and improves to carry it out in a deep
最后，对如何有效地实施综合实践活动课评价提出了一些看法，以期推进综合实践活动课评价的深入开展。 |
