- 更多网络例句与学童相关的网络例句 [注：此内容来源于网络，仅供参考]
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The degree and direction of rotation greatly affect the students' performance ; the passing rate of 90 degree items is better than that of 180 degree items , the passing rate of 180 degree items is better than that of 360 degree items, and the passing rate of right-rotation items is better than that of left-rotation items. Furthermore, handedness also affects the students' performance; the performance of right-handedness is better than that of left-handedness; right-handed students show an significant advantage over left-handed students on the items of left rotation, but no significant advantage on the items of right rotation.
四、空间旋转游戏经验的多寡，与学童的测验表现有著高度的正相关；而二度空间旋转的表现显著优於三度空间旋转；又旋转角度与旋转方向均显著的影响学童的表现，旋转角度愈大，答对率愈低，向右旋转试题优於向左旋转试题；另外，手利亦显著影响学童的表现，右手利优於左手利，右手利学童在向左旋转的测验表现上，显著优於左手利学童；但在向右旋转试题上，则无显著差异。。
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The result showed that there's inconsistence existed between the extension and intension concepts before the treatment of concept change. For instance, less than 10% of the pupils thought that the oblique prism is prism in the task of property judgment. Yet, there's approx 60% pupils choosing the oblique prism as the prism in the classified task.
结果显示，概念改变活动前学童在非典型正例和非例部份，外延性和内涵性概念存在不一致的现象，例如在性质判别作业中认为斜角柱可以是角柱的学童不到10%，但在选图作业却有约60%的学童圈选斜角柱为角柱。
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Proper use of the class group positive strength can enhance the mind of every student.
三、 小学的文化脉络学童本来是在班级生根茁壮，班级自然文化脉络是教育学童的金矿，善用班级团体正向力量可以提升每位学童的心灵。
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The research instruments included " Science Concept Comprehension Test, Science-related Attitudes Scale, and Problem Solving Ability Test". The results of this study were that: STS group had significantly positive effect than traditional group on SCCT, SRAS and PSAT.(2) Field-independent students had significantly positive effect than Field-dependent on SCCT.(3) There were no interaction between teaching methods and cognitive styles.
刊究结果发现在问题解决能力、科学理解与科学相关态度三方面，STS组学生皆较一般组学生有正向的表现，且前测并不影响学童在此三方面的后测表现；在认知风格上，场地独立性的学童在科学概念理解上表现较场地依赖性者正向，但不同认知风格学童在科学相关态度和问题解决能力两方面并没有显著差异；学生的认知风格和教学法之间，在科学概念理解、科学相关态度和问题解决能力三方面皆无交互作用产生。
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For those students who made errors, the type 9 was found to be the most difficult case. Type 2's have shown good results in other concepts. And type 8 students have performed the poorest in the aspect of equivalence fraction, but did better in simple fraction concepts.
对犯每一错误类型的学童而言，类型九之错误类型最困难，犯错误类型二（不了解分数符号平分意义）的学童在其他概念的表现情形良好，另外八个错误类型的学童，在等值分数概念表现最差，简单分数概念表现最好。
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Methods: Between April and November, 2004, we carried out a cross-sectional study that administerd a self-assessed health questionnaire survey to the parents of 1,117 children from 14 elementary and junior high schools with high tension power lines hovering over the campuses. The control group was consisted of 2,204 children from 18 control schools. Multivariate multinominal logistic regression model was used to calculate the age and socioeconomic indicators adjusted odds ratios and the corresponding confidence intervals of clinical visits and health conditions within a one- month period prior to questionnaire survey in relation to the putatively hazardous exposure to magnetic fields.
本研究利用横断性研究设计，在2004年4月至11月期间，针对台北县市14所校园上空有高压输电线跨越之国民中小学学童1，117名以及18所校园上空无高压输电线跨越之国民中小学学童2，204名的家长进行过去一个月以来，对学童健康情形之自我评量问卷；并利用多变量多名义逻辑斯迥归模式调整年龄与社经指标后，计算胜算比及其相对应之信赖区间，用以估计暴露组学童过去一个月内生病与就医症状的相对危险性。
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Possible factors of affecting on learning addition and substraction computation were impression of mathematics and the learning motivation in personal aspect, teaching ways and learning the concepts of addition and subtraction in school aspect, single parent families, grandparents' teaching, resources of the community, parents' expectation and disciplinary attitude, parents' level of education and status of social economy in living aspect.
学童对数学的学习兴趣与动机乃是影响学童学习表现的个人心理因素，而教师的教学方式、学童学习概念的成果则是学习资源影响学童学习表现的因素，再者，族群天性、单亲家庭及隔代教养问题、社区资源、家长对学童的期望与管教、家长的教育程度与社经地位等，都是生活环境影响学童学习表现的因素。
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Through analysis and discussion in the following chapters, four strategies are summarized for teachers' further reference.(1) The individualized physical education program－Through the plan with similar to IEP, teachers arrange physical activities properly for children with mental retardation.(2) Cognitive behavior modification－Through demonstration and guidance, students are able to change behaviors by modeling and correcting their cognitive patterns.(3) Task analysis approach－Teachers have to divide a particular movement skill into several individual sub-skills and then students would be able to master that specific skill by linking every well-practiced sub-skill.(4) Data processing mode－Students are motivated to learn with fun because the target skill has been analyzed into meaningful and organized procedures.
经过分析与探讨，本文提供四大体育教学策略供从事体育教学之教师参考：一、个别化体育计划——透过类似个别化教育计划（Individual Education Program， IEP）的计划，让教师先对智能障碍学童的需求与体育活动作适当的安排；二、认知行为改变技术——教师以示范、引导的方式，使智能障碍学童经由模仿，修正认知，让行为得以改变；三、工作分析法——教师先将动作技能分解成数个分项，智能障碍学童经充份练习每一分项，最后再将每个细部动作串联；四、讯息处理模式——透过教师引发学习动机，并将动作以有意义化与组织化的学习方式，让智能障碍学童从乐趣中学得动作技能。
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Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time
这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。
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The results of this study included:(1) Forward-leaning sitting position showed positive effect toward the students with ADHD, especially for the students with the subtype of ADHD-HI;(2) If the educational environment meets the need of the students with ADHD, the problem of attention deficit will be decreased with the growth of age;(3) The modified educational environments in the study were not showed obvious effects toward each student with the subtype of ADHD-IA, the educators should provide more useful learning strategies to improve their attention problems to consider the inside events.
本研究的结果包括：(1)前倾坐姿对ADHD学童的影响是正向的，尤其是诊断为ADHD-HI类型的学童在前倾坐姿下的测试正确率明显高於正中坐姿下的测试正确率；(2)若教育环境的配置可以符合ADHD学童的需求，注意力缺失的问题会倾向随著年龄的增长而逐渐改善；(3)本研究中环境配置的修改并没有对每个ADHD-IA类型的学童产生显著的影响，教育者应该提供更有效的学习策略来改善此类型学童沉溺於内在事件思考的问题。
- 更多网络解释与学童相关的网络解释 [注：此内容来源于网络，仅供参考]
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Concerns have been raised over the damage caused to children's backs by heavy bags：过重书包对学童背部的伤害引人关注
延 concentrate all the SARS patients in one area to | 过重书包对学童背部的伤害引人关注. Concerns have been raised over the damage caused to children's backs by heavy bags. | 宽减税项 concession tax
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Matthew Marsden：饰 "学童"("School Boy")-佣兵
James Wearing Smith 饰 布道师-传教士#6 | Matthew Marsden 饰 "学童"("School Boy")-佣兵#1 | Graham McTavish 饰 路易斯(Lewis)-佣兵#2
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school child：学童
"school calendar","学校行事历" | "school child","学童" | "school community relationship","学校社区关系"
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schoolboy：学童
school 学校 | schoolboy 学童 | schoolgirl 女学生
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schoolboy; schoolgirl; schoolchild：中、小学生;学童
幼儿园学生 kindergarten pupil | 中、小学生;学童schoolboy; schoolgirl; schoolchild | 学生 pupil
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schoolchild：学童
schoolboy 男学生 | schoolchild 学童 | schoolfellow 同窗
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schoolchild：学童 (名)
schoolboy 男学生 (名) | schoolchild 学童 (名) | schooldays 上课的日子; 学生时代 (名)
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schoolchildren：学童
School-in-a-box;箱中学校;; | schoolchildren;学童;; | SCHOPENHAUER;叔本华;;
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Schoolchildren With Umbrellas：中国台湾,红色伞下的学童
2 阿富汗,一个童工的手捧着一窝凌乱的红色纱线 Dye Worker's Hands | 3 中国台湾,红色伞下的学童 Schoolchildren With Umbrellas | 4 南非韦尔科姆,一个孩子跑过的影子 Child's Shadow
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Schoolchildren reading in class：学童朗诵
10. 鸽哨 Pigeon whistles | 11. 学童朗诵 Schoolchildren reading in class | 12. 电报大楼钟声 Telegraph Building chime