查询词典 students

A stratified random sampling method, cluster-sampling unit, was adopted to select the required student samples which included 421 students from 14 primary schools, 462 students from 15 junior-high schools, and 623 students from 16 high schools in Kaohsiung, Taiwan.

本研究以分层随机抽样方式选取高雄地区45所学校共1516名学生，包含14所国小共421人、15所国中462A、16所高中623人。

We will introduce the newest research results of computer to teachers and students through forecasting IT technology lectures and discuss together how to do useful research and development; we show to students how to show the research capacity and results and how to write normative research discourse and the like by introducing the star of tomorrow practice item of Microsoft Research Asia; via the activity to communicate with Microsoft staffs and schoolfellow we share their research experience and methods with younger students and at the same time listen to them and help them to program their future better.

我们将通过前瞻IT技术讲座，向师生们介绍计算机领域内最新的研究成果，共同探讨如何做有用的研究和开发；通过介绍微软亚洲研究院"明日之星"实习生项目，为学生们如何出色地展示自己的研发能力和成果，如何撰写规范的研究论文等方面给与实际的指导；通过微软员工和校友之间面对面的对话活动，把微软研究员们切身的科研心得和治学方法分享给更多正在起步中的学弟学妹们，同时聆听同学的心声，帮助他们更好地规划自己的职业未来。

How to improve self-controlling ability?The research findings show that it is especially important for students to enhance their subjective consciousness, and to have a right math idea, and to have opportunities of experiencing the real math activity process, and to master methods of math thinking, and improve the communication among members in"math learning community". It is the point of break-through to train students to have the consciousness and skills of self-testing, if we want to improve students'self-controlling ability.

本论文的研究结果显示，培养中学生的自主意识、使学生树立正确的数学观念、让他们有机会经历数学活动的真实过程、掌握数学思想方法、加强"数学学习共同体"成员间的相互交流是培养中学生数学学科自我监控能力的关键，培养学生对数学学习过程的自我检验意识和技能是培养中学生数学学科自我监控能力的突破口。

Commencing from the teaching of common chemistry concept, this topic investigated the function of self-explaining in the teaching of chemistry concept, focusing on exploring whether there exists certain correlation between the level of the students" self-explanation and their academic performances, then tested the variety circumstance of level of students" self-explanation and academic performances after carrying out some training on self-explanation capability. Meanwhile, analyses were made on the exaltation degree to which ths students could improve their academic performances after being trained.

本课题从平常的化学概念的教学入手，探索自我解释(self-explaining)在化学概念的教学中的作用，着重探索了自我解释水平与学生学科成绩间是否存在一定的相关性，进而在通过实施一些自我解释能力的训练后测试学生自我解释水平和学科成绩的变化情况，同时对不同学生经过自我解释能力的训练后的学科成绩的提高程度作了分析。

This role of the teachers are:(1) students in self-observation, experiment or discussion, the teachers should actively look at, listened, put ourselves in the actions of the students feel, think and think, to keep the classroom In the circumstances, to consider the next step how to guide students to learn.

教师的这种角色的特征是：（1）学生在自主观察、实验或讨论时，教师要积极地看，认真地听，设身处地地感受到学生的所作所为、所思所想，随时掌握课堂中的各种情况，考虑下一步如何指导学生学习。

The result shows:(1)the experiment accelerates notably the optimization of students′s psychological quality elements such as stability,anxiety,independence,self-control and nervousness,etc;(2)the experiment lessens the degree of students′anxiety tendency on study,social relationship,loneliness and self-reproaching;(3)the experiment lowers the abnormal anxiety rate on students′ anxiety tendency on study ...

结果显示：(1 )本实验明显地促进学生的稳定性、忧虑性、独立性、自律性、紧张性等个性品质的优化；(2 )本实验明显地降低了学生学习焦虑倾向、人际焦虑倾向、孤独倾向、自责倾向的焦虑程度；(3 )本实验明显地降低了学生学习焦虑倾向、自责倾向的异常焦虑检出率。

The result shows:(1)the experiment accelerates notably the optimization of students′s psychological quality elements such as stability,anxiety,independence,self-control and nervousness,etc;(2)the experiment lessens the degree of students′anxiety tendency on study,social relationship,loneliness and self-reproaching;(3)the experiment lowers the abnormal anxiety rate on students′ anxiety tendency on study and self-reproaching.

验证实验假设，评定实验效果，可以通过定性分析和定量分析来实现，其中定量分析对于验证实验假设，评定实验效果具有重要意义，作为实验效果的评定，如果缺乏必要的定量分析，则很难说是科学的、客观的。教育实验需要确定实验变量(包括控制变量、反应变量)和控制无关变量。

Just first class, the students were out of the classroom, as a large group of horses came to the playground where some students began to ski, some to fight Pole, and several students laughing and joking in the snowman, look at that snow Rendui a small nose and small eyes, but the little sister that his own scarf to a snowman surrounded by a bit lively.

第一节课刚下，同学们像一大群马儿冲出教室来到了操场里，有的同学开始滑雪，有的打雪杖，还有几个同学嘻嘻哈哈的在堆雪人，瞧，那雪人堆的小鼻子小眼的，不过那个小妹妹把自己的围巾给雪人围上就有点生动了。

Second, slow-spoken words less, when students make mistakes, I will not be severely reprimanded in general, always alert to their own system of anger, words spoken can slow the elimination of the fear of students to enable students to learn from their teachers to understand the teachings of truth understand the error.

二是慢言细语少厉色，当学生犯错误时，我一般不会严厉地训斥，时时警戒自己要制怒，慢言细语能消除学生的恐惧感，让学生从老师的教诲中理解道理，认识错误。

Last August, nine U.S. students from Snowden National School in Boston joined Chinese students in Hebei and Beijing in a 15-day program entitled "U. S. and Chinese City Students View China."

去年 8 月，美国波士顿斯诺敦公立高中的9名学生来到中国，到河北和北京与中国学生开展了为期半个月的"美中城市学生看中国"活动。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。