| 1. | A tentative analysis of the legal relationship in the process of education management in universities
高校学生管理中的法律关系探析 |
| 2. | The sound mutual promotion between distance education and society in the process of education equality
教育平等进程中远程教育与社会的良性互动 |
| 3. | Teachers play a part on their own volition as the role of supervisor in the process of education supervision
摘要在教育督导的过程中，教师不是被动地接受而是主动地参与了督导，并且具有督导者的角色身份。 |
| 4. | At the present , there are problems of theory and practice which we meet in the process of education , and we should understand them
这是当前大学生创新创业教育过程中遇到的理论与实践问题，需要加以认识。 |
| 5. | To be active , students must participate in the process of education and become more independent and responsible for their learning
为了让学生主动学习，必须让他们参加教育过程从而在学习中变得更加独立，并且对他们自己的学习负起责任。 |
| 6. | Modern distant education will provide independent personalization learning , and the process of education will be paid more attention
现代远程教育提供学生自主学习，重视教学过程，学校将逐步开放学习空间和时间，创造学生自主、个性化学习的环境。 |
| 7. | By analyzing the educational phenomenon of students rights and the studying of rights in the process of education and the rights in school , eight rights of college students together with their legal basis have been put forward , which are the main chapters of this paper
作为本文的重点，对大学生权利的分析主要从教育现象出发，从教育过程权和在校权入手，提出了大学生的八项权利，并努力寻找其法律基础。 |
| 8. | In chapter 2 , after the education mode and methods based on constructivism are analyzed , the principle , the content and the process of education design based on constructivism are given out and three distance education modes based on constructivism are introduced
第2章通过对建构主义教学模式与教学方法的分析，提出了基于建构主义的教学设计原则、教学设计内容及步骤，并介绍了基于建构主义的3种远程教育模式。 |
| 9. | Thus , in the process of education , more emphasis should be put on human and its subjectivity to cultivate new type of talent with inter - subjectivity character . in this paradigm , due to the real equal communication , relationship of " you " and " i " is formed between manager and its objective , teacher and student . furthermore , efficiency and humanity are highly emphasized in management and organization so as to form a highly flexible organization structure , with its development purpose to construct a learning innovating organization including all members
学校组织的“交往理性”范式秉承整合化的组织人性观，认为组织中的人是主体性、社会性和自然性的有机统一；因此，在教育过程中，强调人的意义，发挥人的主体性，主张培养具有“主体间性”人格的新型人才；在“交往理性”范式中，各主体之间实现了真正意义上的平等交往，管理者与被管理者之间、教师与学生之间是“我”与“你”的关系；管理过程中，既追求管理效率，更重视发展方向上的人性维度；组织结构上，充分考虑人的因素，形成高度有机化的弹性组织结构；组织的发展目标是构建全员参与、不断创新的学习型组织。 |
| 10. | Someone puts forward the curriculum outlook of experience ; someone raises that the process of education is a kind of experience ; someone advances that the course of education activities is the course of life experience , so experience has become the curriculum theory and the new value choice of curriculum reform
有人提出“体验的课程观” ，有人提出“教育过程是一种体验” ，有人提出“教学活动过程就是学生生命体验的过程” ，体验成为课程论和课程改革新的价值取向。 |
