Fifty years rain wind mill grind, sui yue ru ge, in the arduous and tortuous course of development, Yangcheng one of the leading bodieszhi cun gao yuan, down-to-earth, truth-seeking, pragmatic, open, progressive, and always insist on respect for history, advocating ecological, insist the combination of history and modernity, the pursuit of a high starting point, high standards, integrity, artistry, and vigorously to create the humanistic spirit of high learning, educating people to live an integrated environment, as the county's first modern school facilities base, Yangcheng 1 continuously to her vibrant natural environment, a relaxed and harmonious human environment, cui ren progressive education environment for our students to win broad favor!
五十年风磨雨砺，岁月如歌，在艰辛曲折的发展历程中，阳城一中的领导班子志存高远，脚踏实地，求真、务实、开放、向上，始终坚持尊重历史，崇尚生态，坚持历史与现代相结合，追求高起点、高标准、整体性、艺术性，大力创造具有高尚人文精神的学习、生活综合育人氛围，作为全县第一所设施齐备的现代化办学基地，阳城一中不断地以她充满生机的自然环境、宽松和谐的人文环境、催人向上的育人环境博得莘莘学子的广泛青睐！
The thesis begins with the corrent global, post-modern background of humanistic educations, analyses the socialforms in post-industrial times, cultural communications and understanding mutually, classic cultures blending with popularones in visial art field, and the reflections of education world on scientificrationalism, finds that artistic education is seekingthe way towards post-modern models.
本文首先从当代全球化、后现代的人文教育背景切入，分析并梳理出美术教育正在探索转向后现代范式的进程中。
The humanistic education is an important educational trend of thought.
人本主义教育理论是现代西方一种重要的教育思潮。
Zhuhai to the promotion of migrant workers and members of the public to speed up the process of legal process, the elimination barrier system, and advocate humanistic care, to education and training, and other social policy proposals.
提出了促进珠海农民工市民化进程的倡导人文关怀、加快法制进程和消除制度阻隔、重视教育培训等社会政策建议。
This paper discusses the intellectual cultivating modes by integrating science education and humanistic education from the angle of intellectual cultivating and based on the research in our country's higher education.
本文从人才培养的角度，针对我国高等教育存在的问题，探讨了人文教育与科学教育相融合的人才培养模式。
Furthermore, if we lose the continuity of humanistic education, it is very hard to regain.
更重要的是，假如我们葬送了人文教育的薪火相传，一切将覆水难收。
The sense of loss of the humanistic education is one of the major defects of the modern university.
人文教育的失落是现代大学的严重缺陷之一。
The most notable character of schooling in that time is emphasis on secular education. Studia Humanitatis was taken into account, thus, humanistic education rose.
这一时期初、中等学校教育最显著的特点是对世俗教育的关注，人文学科受到了极大的重视，由此兴起了人文主义教育。
The second part of the thesis propounds that there is plenty of contents about the humanistic spirit in biology education in high school.
论文的第三部分探讨了在中学生物教育中进行人文精神培养的目标、培养原则和要培养的具体内容。
In the current mother language crisis, people begin to redefine the cultural implication of Chinese language education from the new cultural angle and stance of the humanistic concern and construct the viewpoint on the cultural essence of Chinese language education.
在当前母语危机状况下，人们开始从文化的新视角和人文关怀的立场重新阐释语文教育的文化意蕴，建构语文教育的文化本质观。
At the same time, in the thesis, the particular contents of humanistic spirit in biology education are:the education of dialectical materialism, the education of patriotism, the ecological motal education, the education of the scientific values and aesthetic education.
基于第二部分和第三部分对人文精神的理解，论文通过学生调查问卷来了解学生的实际情况，同时又设计了一套教师调查问卷来了解教师的教学习惯、对人文精神的认识及相关教学建议。
From these standards, we can see that the general education is required by the comprehensive ability, basic method, wide knowledge and the ability of self-selection in these requirements, the natural sciences, social sciences and humanities training requirements are integrated As one of the people can not simply conclude that some capacity is achieved by the natural sciences, only in certain ways by the scientific community has, and so on, if people have to make such an analysis, then, we have seen, Humanities education here may be the more fundamental factors, not only because of general education because of the principle of universal rational and universal humanism, but also because all of these capabilities will be integrated from an overall, is the humanistic spirit.
从上述这些标准，我们可以看到，通才教育所要求的是综合的能力，基础方法，广博的知识和自我选择的能力，在这些要求中，自然科学、社会科学和人文学科的训练要求都整合为一体了，人们无法简单地断定，某些能力是由自然科学达到的，某些方法只为社会科学所具有，如此等等；倘若人们一定要做出这样的分析，那么，我们看到，人文学科的教育在这里可能是更基本的因素，这不仅是因为通才教育的原则是出于普遍理性主义和普遍人文主义，而且也因为将所有这些能力综合而成一个整体的，主要是人文精神。
In doing so, we are not limited to traditional humanistic methods, such as education and cultural development.
这样，我们就不仅限于传统的人文方法，如发展教育和文化。
The second part analyzes the meaning and characteristics of humanistic education.
第二部分探讨了人文教育的涵义及特点。
It is necessary to conduct humanistic education for modern society to develop continuously.
人文素质教育是现代社会的必然要求，是社会可持续发展的要求。
The dichotomization of humanism and scientism will inevitably lead to a misjudgment of the value of natural science education: natural science education seems to imply no humanistic value.
以人文主义与科学主义的观点审视自然科学教育的价值，就容易出现价值取向上的误区。
So, cultivating the transfixing sense of humanistic education and science education is an important task be resolved in current college education.
因此，融合人文教育与科学教育，更需贯通两者，培养两者之间的通感是当前大学教育亟待解决的重要课题。
The educational goal of humanistic education is to cultivate the whole person with complete personality and the ability of free choice.
人本主义的教育目标是培养人格健全，有自由选择能力的整体的人；其教育原则是创设安全的学习环境、学会学习、学生参与教学、促进学生的学习欲望和情知交融。
Green Minister of Education Fan Hsun Lin Sheng-feng and Reconstruction Committee, deputy executive director (now the Minister without Portfolio), to play the most important government policy to promote the reformers, in the Tseng teachers, the Humanistic Education Foundation, Mr. Li Qiran Consultant, National Taiwan University Graduate The colleagues, Hsieh Ying-chun, Chen Chi-mai, Lin Chih-cheng, Lu Qin Wen architects, these ideals and a strong personality, a strong sense of people gathered birth was born.
教育部范巽绿次长与重建委员会林盛丰副执行长，扮演政府内部最关键政策推动改革者，在曾旭正老师、人本教育基金会顾问李其然先生、台大城乡所同仁、谢英俊、陈迈、林志成、吕钦文建筑师等，这批理想性格浓厚、使命感强烈的人聚集催生下诞生。
This paper, with an analysis of scientific and humanistic values in education administration in China and other countries, discusses the integration of the two sets of values in education administration.
本文在对科学主义和人本主义两种价值取向作简要分析的基础上，结合国内外教育管理的理论和实践以及发展趋势，提出了科学和人文相结合的教育管理价值取向。