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Anonymous asked in 社會與文化語言 · 1 decade ago

拜託請幫忙翻譯~我搞不懂這意思~

別給我火星文的翻譯軟體~拜託~

Teaching death education

Children and death can appear in many parts of the pre-registration curriculum. However, the participants all suggested that death education should be a mandatory part of the curriculum in its own right. Form the outset,students must also begin (or continue) their individual process of personal development around mortality. One participant suggested that students need ‘to get immersed into the subject, at the same time they need to know that it does not have to be morose or frightening’. There was agreement that programmes should follow a developmental syllabus, with protected teaching time set aside at regular intervals throughout the course. Childhood loss, self-awareness, children’s understanding of death, communication strategies, student support and coping skills, cultural needs, good practice and management, grief theories and reflection were all mentioned. Avoiding the use of horror stories and not deliberately heightening emotions were also considered important.

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  • 1 decade ago
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    Teaching death education

    認識死亡的教育

    Children and death can appear in many parts of the pre-registration curriculum.

    孩子和死亡能出現在許多預先註冊課程的場合。

    However, the participants all suggested that death education should be a mandatory part of the curriculum in its own right.

    但是, 參加者全部建議死亡教育應該是課程中必修的部分。

    Form the outset, students must also begin (or continue) their individual process of personal development around mortality.

    從開始的時候 學生也必須開始(或繼續)他們跟死亡有關的個人發展的單獨過程。

    One participant suggested that students need ‘to get immersed into the subject, at the same time they need to know that it does not have to be morose or frightening’.

    一個參加者建議學生需要融入主題裡, 同時他們需要知道不要鬱悶或害怕'

    There was agreement that programs should follow a developmental syllabus, with protected teaching time set aside at regular intervals throughout the course.

    對於節目應該跟隨教學大綱來發展, 以及防止因課堂間的休息而讓教學沒有達到大家的注意, 我們有共識,。

    Childhood loss, self-awareness, children’s understanding of death, communication strategies, student support and coping skills, cultural needs, good practice and management, grief theories and reflection were all mentioned.

    失去童年、自我意識、兒童對死亡的理解, 溝通的策略、學生支持和應付的技能、文化需要、好的做法和管理、悲痛的理論和反應我們都提到了。

    Avoiding the use of horror stories and not deliberately heightening emotions were also considered important.

    避免使用恐怖故事和不要故意地激起情感被認為是很重要。

    Source(s): 自己一句一字努力翻出來的
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  • 1 decade ago

    教的死亡教育

    孩子和死亡能出現在許多前註冊課程的部份。但是, 參加者全部建議死亡教育應該是課程的一必須的部份因本身之能力。形成最初, 學生必須並且開始(或繼續) 他們的個人發展的單獨過程在必死附近。一個參加者建議學生需要` 得到浸沒入主題, 他們同時需要知道它不必須是鬱悶或嚇唬' 。有協議, 節目應該跟隨一個發展教學大綱, 與被保護的教學時間留出在正則區間在路線過程中。童年損失、自我意識、對死亡的兒童的理解, 通信戰略、學生支持和應付的技能、文化需要、好實踐和管理、哀情理論和反射全部被提及了。避免對恐怖故事的用途和不故意地升高情感並且被認為了重要。

    • Commenter avatarLogin to reply the answers
  • 1 decade ago

    教的死亡教育

    孩子和死亡能出現在許多前註冊課程的部份。但是, 參加者全部建議死亡教育應該是課程的一必須的部份因本身之能力。形成最初, 學生必須並且開始(或繼續) 他們的個人發展的單獨過程在必死附近。一個參加者建議學生需要` 得到浸沒入主題, 他們同時需要知道它不必須是鬱悶或嚇唬' 。有協議, 節目應該跟隨一個發展教學大綱, 與被保護的教學時間留出在正則區間在路線過程中。童年損失、自我意識、對死亡的兒童的理解, 通信戰略、學生支持和應付的技能、文化需要、好實踐和管理、哀情理論和反射全部被提及了。避免對恐怖故事的用途和不故意地升高情感並且被認為了重要。

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