HPMug2oMmNrOfxWQHLiEksa6s0hFu9Ox348d7QefarYlaFR5ArkhOwm3Da1pmxmxCtenj1+6luWD#r#n+EPn9L6Ce+9onqnMlT+i ›› 2011, Vol. 27 ›› Issue (4): 5-.DOI: 10.3969/j.issn.1009-0479.2011.04.002
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Abstract: Ｔｈｅｎｏｎｄｉｒｅｃｔｉｖｅｔｅａｃｈｉｎｇｔｈｅｏｒｙｏｒｉｇｉｎａｔｅｓｉｎｔｈｅｈｕｍａｎｉｓｔｉｃｐｓｙｃｈｏｌｏｇｙ．Ｉｔｅｍｐｈａｓｉｚｅｓｔｈａｔｌｅａｒｎｉｎｇｓｈｏｕｌｄｂｅｓｔｕｄｅｎｔｃｅｎｔｅｒｅｄ，ｔｈｅｒｏｌｅｏｆｔｅａｃｈｅｒｓｉｓｔｏｐｒｏｖｉｄｅａｖａｒｉｅｔｙｏｆｔｅａｃｈｉｎｇｒｅｓｏｕｒｃｅｓａｎｄｅｎｖｉｒｏｎｍｅｎｔｉｎｏｒｄｅｒｔｏｐｒｏｍｏｔｅｔｈｅｒｅａｌｉｚｔｉｏｎｏｆｔｈｅｓｔｕｄｅｎｔｓｐｏｔｅｎｔｉａｌ．Ｔｈｅｓｅｖｅｒａｌｃｈａｒａｃｔｅｒｉｓｔｉｃｓｏｆｎｏｎｄｉｒｅｃｔｉｖｅｔｅａｃｈｉｎｇｔｈｅｏｒｙａｒｅｔｅａｃｈｉｎｇｖｉｅｗｏｆｐｅｏｐｌｅｏｒｉｅｎｔｅｄ，ｔｅａｃｈｅｒｓｖｉｅｗｏｆｐｒｏｍｏｔｅｒ，ｓｔｕｄｅｎｔｓｖｉｅｗｏｆｈｕｍａｎｎａｔｕｒｅ，ｗｈｉｃｈｈａｖｅｐｒｏｆｏｕｎｄｅｎｌｉｇｈｔｅｎｍｅｎｔｓａｎｄｌｅｓｓｏｎｓｔｏＣｈｉｎａｓｃｕｒｒｉｃｕｌｕｍｒｅｆｏｒｍ．Ｔｈｅｒｅｆｏｒｅ，ｗｅｎｅｅｄｔｏｒｅｂｕｉｌｄｔｈｅｎｅｗｔｅａｃｈｉｎｇｃｏｎｃｅｐｔｓｏｆｔｅａｃｈｉｎｇ，ｔｅａｃｈｅｒ，ｓｔｕｄｅｎｔ，ｅｄｕｃａｔｉｏｎａｌｒｅｓｏｕｒｃｅａｎｄｅｖａｌｕａｔｉｏｎ．
Key words: ｎｏｎｄｉｒｅｃｔｉｖｅｔｅａｃｈｉｎｇ, ｓｔｕｄｅｎｔｃｅｎｔｅｒｅｄ, ｔｅａｃｈｅｒｐｒｏｍｏｔｅｒ；ｅｖａｌｕａｔｉｏｎ
CLC Number:
Ｇ４２1
LI Bai-Cun. ＴｈｅＩｎｔｅｒｐｒｅｔａｔｉｏｎａｎｄＥｎｌｉｇｈｔｅｎｍｅｎｔｏｎｔｈｅＮｏｎＤｉｒｅｃｔｉｖｅＴｅａｃｈｉｎｇＴｈｅｏｒy[J]. HPMug2oMmNrOfxWQHLiEksa6s0hFu9Ox348d7QefarYlaFR5ArkhOwm3Da1pmxmxCtenj1+6luWD#r#n+EPn9L6Ce+9onqnMlT+i, 2011, 27(4): 5-.
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http://kmyzxb.magtech.com.cn/EN/Y2011/V27/I4/5
