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educatee

网络  受教育者

英英释义

noun

  • a learner who is enrolled in an educational institution
      Synonym:studentpupil

    双语例句

    • As a quasi-public sector, the development of higher education must depend on the investment of government and educatee.
      高校属于准公共部门,其发展必须靠政府和受教育者的投入支撑。
    • Inter-subjectivity ideological and political education surpasses the subordinate subject-object relationship between educator and educatee in traditional ideological and political education and promotes the subjectivity of educatees.
      主体间性思想政治教育超越了传统思想政治教育中教育者和受教育者的主体与客体的从属关系,提升了受教育者的主体性。
    • The moral infusion of traditional educational mode obliterates the subject personality of educatees and falls away the cognitive rule of educatee's morality, which finally leads to educatee's antipathy against and disregard for the moral-education infusion.
      传统教育模式下的道德灌输抹杀了受教育者的主体性人格,严重背离了受教育者的道德认知规律,最终导致的是受教育者对灌输式道德教育的反感和漠视。
    • The distance between moral education and students 'life, the distance between moral educator and educatee and the deviation in moral evaluation are factors from the aspect of education.
      从教育方面看,主要由于德育内容与学生生活有距离,德育工作者和受教育者有距离,德育评价偏差等因素。
    • Making the full development of the character of the educatee.
      使受教育者德智体全面发展;
    • Educator and educatee are the two basic elements in the network ideological and political system.
      网络思想政治教育的教育者与受教育者,是网络思想政治教育系统中的两个基本构成要素,二者之间的关系是网络思想政治教育系统中最基本、最重要的关系之一。
    • The educatee is always in an inferior status among the relations of various educational laws, their rights and interests are easy to be neglected.
      摘要在各种教育法律关系中,受教育者往往处于弱势地位,其权益容易被人们忽视。
    • Four, respect, understand and care about educatee.
      第四,重视尊重、理解、关心受教育者。
    • "Making the full development of the character of the educatee".
      使受教育者的个性充分发展。
    • As an understandable experience containing a kind of relation of value judgement, moral experience melts the dual "view of opposite subjects" of the educator to the educatee in the course of moral education.
      道德体验作为一种含有价值判断的关系融通性体验,从三重生态的视界消融了道德教育过程中教育者与受教育者的二元“对立主体观”。