K - kilpatrick 中文 - EN166

kilpatrick n.基爾帕特里克〔姓氏〕。

kilt
These must be got to know and made clear in the first place for any school where a course will be given in the pbl . therefore , the first part of the paper exerts itself to expound the connotation of the pbl , the teaching objectives of the pbl and their comparative research , the characteristics and material requirements of the pbl , the thought origins between the pbl , dewey ' s problem - based teaching , kilpatrick ' s project - based teaching , bmner ' s discovery learning and schwab ' s inquiry learning , and the cause and practical significance of the pbl 為此，本文第一部分先著力闡述了研究性學習的內涵界定，研究性學習的目標定位及其比較研究，研究性學習的特點與內容要求，研究性學習與杜威的“問題教學法” 、克伯屈的“設計教學法” 、布魯納的“發現學習”及施瓦布的“探究式學習”的思想淵源，以及實施研究性學習的動因何在、意義何在。
The fifth part makes some critical remarks concerning influences of kilpatrick on modern china education , analyzing the causes : both america and china had the same deficits of neglecting children in education , desiring for the new teaching methods , the transformation of china ' s intellectuals minds in the time , the charming force of kilpatrick ' s speech and teaching method , propaganda of his former students in columbia university 第五部分，作了幾點評析。肯定克伯屈對近現代中國教育產生了相當大的影響。究其原因在于：其時的美國和中國教育中都存在忽視兒童的弊端；二者對新式教學方法都很青睞；中國知識分子觀念的適時轉變；克伯屈本人的教學魅力及克伯屈舊日學生的推波助瀾。
The thesis chooses the life of kilpatrick as a point to cut in , and then makes a tentative approaches of contents and influences in following issues , including the contacts between him and his chinese students , two times visits to china in 1920s , and the experiment of project method he designed and proposed in china . the author ' s all efforts are trying to find out the exact and all round relations between kilpatrick and the modern china education , returning the history original face 本文以其生平作為切入點，在追述克伯屈教育思想形成的同時，通過考察其與中國留學生、學者的互動往來、兩次來華講學活動及推行設計教學法產生的影響，及其對中國教育產生較大影響的原因的分析，旨在對克伯屈與中國近現代教育的關系作一較為全面的探討，還歷史以本來面目。
According the clue of persons , the second part traces the contacts and friendships between kilpatrick and his chinese disciples , including zhang boling , tao xinzhi and zhu qixian , reflecting his friendly feelings to chinese people 第二部分，以人脈關系為主線，敘述克伯屈與中國留學生(包括張伯苓、陶行知、朱啟賢等)的交往及深厚情誼，反映了克伯屈對中國人民的友好感情。
William kilpatrick is an american outstanding progressive educator in 20th century . he played an important role in the education and culture exchanges between china and the west in early 20th century as well 克伯屈是20世紀美國著名的進步主義教育家，在當時的中外教育交流中扮演了一個重要的角色。
The third part explores the kilpatrick ' s two visits to china , including the cause of the visits , the chief contents of his speeches hi china and influences and remarks 包括來華的緣起，克伯屈在華演講及在其主持的討論會上發言的主要內容、社會反響及其訪華對中國教育理論發展的影響并作評價。
The fourth part discuses the influences of kilpatrick upon china education practice , paying emphasize on project method principles and its spreading in china 第四部分，探討克伯屈對近現代中國教育實踐的影響。著重論述設計教學法的原理及其在中國的傳播。
The first part introduces kilpatrick ' s life and the formation of his education thoughts 第一部分，介紹克伯屈的生平及其教育觀的形成。
Commandant british peace support team east africa , col kilpatrick said 英國東非維和小組司令col kilpatrick說