| 1. | Time spirit and historic duty of subjective education
主体教育的时代精神和历史使命 |
| 2. | Summary of the proceedings of the second national seminar on education emphasizing the subjective initiative of students
第二届主体教育理论专题学术研讨会综述 |
| 3. | I sincerely hope this article can do some useful complement in the field of main body education
希望本文的研究能为我国“主体教育”这一块领域作一些有益的补充。 |
| 4. | Secondly , governmot is the actor who regulates both non - govemmen education invesaned and individual education investrient - - - - tution
其次，政府是非政府教育投资主体教育投资的调控者。 |
| 5. | Under the instruction of the idea of students - centered class teaching , found the classroom teaching format which is suited to build students " ability of self - educating
应在主体教育思想指导下，构建适于培养学生生物学自学能力的课堂教学模式。 |
| 6. | The first part " the main difficult condition in current education practice " points out it is crucial to train the self - controlling ability of students
第一部分“主体教育在当前教育实践中的困境”分析了实施主体教育在实践中遇到的问题，指出培养学生自我监控能力是关键。 |
| 7. | Undoubtedly , the exploration we made in both quality education and subject education has improved recent education to a certain extent . however , education still has no substantial change
人们在素质教育和主体教育方面的探索在一定程度上改善了当前的教育。但是教育还没有发生实质性的变化，依然是以知识为中心的应试教育。 |
| 8. | Absorption of philosophical concept of the activeites and the psychological theory of psychology and education and participation in education , the theioretical basis for quality education in psychology was discussed
吸收哲学中的活动观、心理学中的心理活动论、教育学中主体教育和参与教育等有关思想，论述了参与式心理素质教育的理论基础。 |
| 9. | Analysing the theory bases of the one aim , four links model of teaching this teaching model is guided by modern teaching thoughts , such as leading role teaching thoughts and the teaching thoughts of making students learn how to learn
第二部分：阐明了“一标四环”教学模式的理论依据。该模式以主体教育思想、学会学习等现代教育思想为指导，借鉴和吸取了掌握学习、发现法等国内外部分教学模式的合理成分。 |
| 10. | Educational system , as a system of regulations which normalize the educational conducts of the subject of education and promote the development of both education and human beings , is subject to and dominated by the educational ideas and notions of the subjects
摘要教育制度作为规范主体教育行为、促进教育发展和人的发展的规则体系，无论是其内容还是形式都受着主体教育思想、教育观念等的影响、指导和支配。 |
