查询词典 questions

Adopting speech record analysis by making a sound while thinking ,aiming at Organic Chemistry test questions and doing a lot of individual case analysis, The author summarizes the successful problem-solving thinking strategy for outstanding students of Organic Chemistry questions then edites the successful problem-solving thinking strategy for outstanding students as a teaching plan and trains consciously the students in the experiment team adhibiting the problem-solving thinking strategy for Organic Chemistry in the usual teaching practice activities to find out the characteristics of students" problem-solving thinking activity in Organic Chemistry and to improve the students" ability of problem-solving in Organic Chemistry rapidly.

然后，将优生成功解题的思维策略编成教案，在正常的教学实践活动中，有意识地对实验组学生进行有机化学问题解决思维策略训练，以了解学生有机化学解题思维活动特征，促进学生有机化学问题解决能力的迅速提高。实验以株洲六○一中学高三年级理科两个班的学生为被试，以自编《高中有机化学问题解决能力检验的前测和后测试题》和自编《高中生有机化学解题思维策略训练教程》各1套等为材料，通过6周的教学训练，收集训练前、后有机化学测试成绩等数据，采用SPSS10.0进行统计分析，得出如下研究结论： 1、对高三年级学生进行有机化学解题思维策略训练能有效地提高其有机化学解题能力。

When debaters learn to ask questions, they can determine the central points of an issue. When they respond to questions, they clarify their own thinking.

当辩论者学会提问时，他们就已经确定了问题的中心观点；而当他们回答问题时，就已经确立了他们的想法。

If they ask nice questions then yes, but for sure if they ask stupid questions, I won't answer and they will think I'm a dickhead.

如果他们问题还算友好，那么行，要是他们问那些傻问题，我不会理睬的，然后那些人就会认为我是个白痴。

The authors analyze the questions of pole interaction while extracting formants. A new LPC improved algorithm based on pole interaction by arranging their order of poles is proposed in this paper. The experimental results show that the new algorithm can solve the two questions and it can extract the first three or four formants of whisper speech.

本文分析了共振峰提取中存在的极点交叉问题，通过对极点排序，提出基于极点交叉的LPC改进算法，从而有效解决这两个问题，实验结果证明此算法能够根据实际要求准确提取耳语音的前三个或前四个共振峰。

Children asked questions out of curiosity and therefore their inquiry is used to provide suggestion, offer doubts, lead for discussion, and ask for supports. Secondly, in the beginning reading period, children use illustration and give impromptus performance to guess and predict the plot of story. During the discussion period, children respond in six ways. Children ask more questions on the previous problems. The reading texts are used as basis for clarification and rational explanation for unreasonable points. Children's reading experience, their life experience, and self-creative stories are used to provide detailed explanation on contracted and unclear reading texts. Thirdly, children's response on reading can be divided into two types: concrete and abstract. Concrete responses include practical suggestion, illustration imagination, and plot deduction. Abstract responses include discussing characters' feelings, conversing about imagination outside the texts, and exploring and metaphors.

质疑、引导谈话、徵求支持的目的；(2)初次阅读时，儿童会以猜测与预测故事发展、为图画提供说明以及即兴表演的方式进行回应，而阅读讨论阶段则有六种回应方式：针对提出的问题再予延伸发问、以文本内容为澄清问题的根据、为不合理处提出可能的合理的解释、填补缝隙，将文本中较为简略或不够详尽之处，赋予更多细节说明、提供自己的经验以为例证以及改编或自创故事；(3)儿童阅读回应之重心可分具体、抽象二种主题类型，具体的回应主题以实用性建议、图像联想、推理情节为主；抽象概念之回应主题则以探讨角色的情感、漫谈故事之外的联想、探索隐含的寓意为主。

They also appreciated the honesty that the questions seemed to portray: because of their simplicity, it's difficult to incorporate untruths into the answers to these questions.

他们还赞赏诚实的问题似乎描绘，因为他们简单：，很难纳入这些问题的答案不实之词。

This pattern held true for test questions repeated from the previous day's test well as for questions about toucans the students had never seen before, the team reports today in the Journal of Experimental Psychology: General.

同样，前一天测验中出现过的问题再考，比文章中从未见过的题目得分率高。

This pattern held true for test questions repeated from the previous day's test well as for questions about toucans the students had never seen before, the team reports today in the Journal of Experimental Psychology: General.

同样，前一天测验中呈现过的问题再考，比文章中从未见过的标题得分率高。

His pattern held true for test questions repeated from the previous day's test well as for questions about toucans the students had never seen before, the team reports today in the Journal of Experimental Psychology: General.

同样，前一天测验中出现过的问题再考，比文章中从未见过的题目得分率高。

This pattern held true for test questions repeated from the previous day's test well as for questions about toucans the students had never seen before, the team reports today in the Journal of Experimental Psychology: General.

读完后，由三分之一学生离开，三分之一学生被要求再读一篇额外文章，涉及内容与之前一样。另三分之一被要求对所看文章进行一个简答测试。第二天，所有的受试者都回来参加一项最终的简答测试，其中包括前一天的小测试里的问题，也有新问题。

Plunder melds and run with this jewel!

掠夺melds和运行与此宝石！

My dream is to be a crazy growing tree and extend at the edge between the city and the forest.

此刻，也许正是在通往天国的路上，我体验着这白色的晕旋。