流行 prevalent; popular; fashionable; rage; run; in vogue 流行的式樣 the prevalent fashions; 這首詩在當時十分流行。 the poem was all the rage then. 這首歌正在廣泛流行開來。 the song is becoming widely popular.; 流行病 epidemic; epidemic disease; 流行唱片 a hit record; 流行詞語 a buzz word; 流行感冒 la grippe; 流行歌曲 popular song; pop song; 流行歌手 pop singer; 流行歌星 pop warbler; 流行色 season [fashion] colour; 流行事物 in-thing; 流行術語 in-jargon; 流行文化 pop-culture; 流行藝術 pop art; 流行藝術家 popster; 流行音樂 pop music; 流行字眼 a vogue word
進行中 afoot; get/go ahead; have in hand; in progress(=in the state of be don e); in progress(=in the state of be done); on the march; on the move; under way; underway
The heavy beauty of humanism is transmitted casually when we are looking for the last noble in the city fashion 在城市流行中尋找最后的貴族,厚重的人文之美在不經意間傳承。
As all countries are likely to experience emergency conditions during a pandemic , opportunities for inter - country assistance , as seen during natural disasters or localized disease outbreaks , may be curtailed once international spread has begun and governments focus on protecting domestic populations 由于所有國家都有可能在流感大流行中經歷緊急事件,一旦國家間傳播開始,政府開始著重保護國內人民,在自然災害和局部疾病爆發中見到的國際援助將會受限。
This paper is trying to permeate the philosophical speculation to the critical analysis of the changes of curriculum ideology , trying its best to reflect the traditional curriculum ideology on infant education from the view of a humanist with the guid of the eulogy the present aesthetics singing to life ontology and the critique the present aesthetics critisizing to rational ontology . meanwhile , the paper is trying to analyse the persuit of all sorts of modem curriculum ideology on infant education . at last , the paper constructed the new century curriculum ideology on infant education and pointed out that it is our fundamental choice to head for aesthtics , to head for life , to head for understanding , to head for dialogue with the reference to the conception changes of postmodernism 本文把哲學思辯滲透于課程理念變遷的分析與批判中,力求以當代美學對生命本體論的贊揚以及對理性本體論的批判為啟示,對傳統幼教課程理念? ?古代幼教課程理念、近代幼教課程理念進行人文反思,并對現代流行中的各種幼教課程理念的實質進行分析,最后在結合知識觀、課程觀后現代轉型的基礎上構建出作者關于新世紀課程理念的基本路徑,明確指出走向審美、走向生活、走向理解、走向對話是21世紀幼教課程理念的基本選擇。