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Combining the teaching practice of analytical geometry, this article puts forward the implement strategy of instruction of mathematics study: penetrate the principle of mathematics study towards the students; instruct the students how to study; help the students form the better non-intellect factor; develop the student's original cognizance level; present the instruction of mathematics study ; raise the extent of students' participation ; keep the teaching and instruction in harmony and instruct the solution of students' query.

结合立体几何教学实践，本文提出了数学学法指导的实施策略：向学生渗透数学学习方法理念：对学生学习的各环节进行学习方法指导；对学生形成良好的非智力因素进行指导；发展学生的元认知水平；数学学法指导的基本方法；提高学生的智力参与程度；教学与学法指导和谐统一；对学生质疑问难的方法进行指导。

However there are some differences in the learning motivation in terms of different backgrounds:① The higher the academic degree holders, the lower the intensity of the learning motivation in self-development, social contact, family requirement and degree pursuing.② The students from town and villages show great motivation in Better Serving Society, however the students from cities pay more attention to the assessments from family and working company.③The intensity of the motivations in female students in pursuing knowledge, self-development and social contact are apparently stronger than male students.④With the increasing of age, the motivation intensity decreases in the aspects of self-development, career-development and competition or promotion. The students in the age of 40"s to 50"s pay more interests in educating children.⑤The motivation intensity in Better Serving Society, Avoid Failure in The Work and Better Educating Children decreases with the increasing of the income. Middle income class emphases more in promotion.⑥ The intensity of motivation in pursuing knowledge is very strong in state-worker and free-lancer. Teachers pay more attention to career development and the free-lancer emphasis in developing enterprises and self-expressing.

在对比分析中，成人学员因学历、来源地、性别、年龄、收入、职业的不同，其学习动机存在一定的差异：①随着学历层次的升高，成人学员在发展、交往、家庭、文凭动机的多个子项上表现出差异，动机强度依次降低；②县乡学员在"更好地服务社会"项目中比城市学员表现强烈，而城市学员更重视家庭及单位对自己的看法与评价；③女性学员在求知、职业、交往三大类上的动机水平较明显高于男性学员；④在发展、职业、竞争或提升三个方面，随着年龄的增加，其动机强度呈递减趋势，而41－50岁的学员在"为了更好地教育子女"这一项上表现尤为突出；⑤在"更好的服务社会"、"避免工作失败"、"更好的教育子女"三个项目中，随着收入的增加，其强度水平依次减弱，中间收入的学员较其它两层次更在意"得到提升"；⑥不同职业的学员有不同的动机表现，公务员与自由职业者的求知动机表现强烈，教师的职业动机水平相对偏高，自由职业者强调"发展事业"与"表现自己"。

The first part is the author"s special viewpoint about the thinking ability, such as the meaning, the essence, the classification and the operating process. The second part describes the relations between developing thinking ability and the urgent needs of country, society and individual development from five aspects. The third part is about the connection and differences of thinking ability, intelligence, ability, creativity and the constructivism theory. The forth part analyses the teachers" nine injudicious actions that will influence the students" thinking ability. The fifth part discusses the students" seven bad learning behaviors that will cause the degradation of thinking ability. The sixth part is about the unsuitable policies or actions adopted by school, society or family that will cause the degradation of the students" thinking ability. The seventh part discusses the countermeasures that can maintain and develop the students" thinking ability. The eighth part brings forward twelve countermeasures that can exercise the student"s thinking ability in chemistry teaching. The last part gives a brief account of the task.The author expects that this article can enhance the coteries" attention to the students thinking ability.

本文共分九个部分，第一部分对思考力的含义及其本质、分类和运行过程提出了作者的观点；第二部分从五个方面阐述培养思考力与国家、社会、个人发展的迫切需要之间的关系；第三部分简要叙述了思考力、智力、能力、创造力与建构主义理论之间的联系和区别；第四部分分析了教师的九种不当行为对学生思考力水平的影响；第五部分分析了学生的七种不良学习行为导致思考力下降的因素；第六部分叙述了学校、社会和家庭的不当政策或行为导致学生思考力水平下降的原因；第七部分着重从八个方面阐述了保持和发展学生思考力的对策；第八部分提出了在化学教学中训练学生思考力的十二种对策；最后在结束语中对本课题主要观点进行了概述，以期望引起教育界同仁对学生思考力培养的重视。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate. The results of statistical analysis suggested the score of clinical medicine students were than that of forensic and preventive medicine students, and the difference between the forensic and preventive medicine students was not significant.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

Based on ethnology theory, sociology and other subject perspectives, starting from cases of sample questionnaire and network of college students'national consciousness, it analyzes the basic characteristics of college students'national consciousness. Then, review the historical changing track of college students'consciousness Since the reform and opening time, and analyze the obsessional factors of college students'consciousness; and then, generalize some ordinary guiding and cultivating strategies. Taking the education of outlook on nation in Guangxi University for Nationalities for an example to introduce the facilitation experience of college students'national consciousness in national institutions. This provides effective reference to guiding and cultivating college students'national consciousness.

本文坚持以马克思主义的世界观和方***作指点，立足于民族理论、社会学等学科视角，从大学生民族意识的现实抽样问卷与网络表达的个案调查入手，剖析大学生民族意识的基本特性，接着，归顾改造开放以来大学生的民族意识历史演化轨迹并剖析大学生民族意识的现实困扰因素；入而，归纳普通院校大学生民族意识导育策略，并以广西民族大学民族观教育为例介绍民族院校的大学生民族意识导育经验，以期对高校大学生民族意识导育工作提供有效的借鉴。

The results show that:(1) In the low income college students to solve the problem of the way the scores were significantly lower than those of non- low income students ,and in the self-condemned was significantly higher than that of the non-low income students; low income college student s in the SCL-90 body, forced, interpersonal sensitivity, depression, anxiety, hostility, paranoia, psychosis, and so on eight the factor scores were significantly higher than the non- low income college students, the low income college students in general mental health level was significantly lower than the non-low income students.

研究结果表明：(1)贫困大学生在应对方式的解决问题因子上得分显著低于非贫困大学生，在自责因子上显著高于非贫困大学生；贫困大学生在SCL-90的躯体化、强迫、人际关系敏感度、抑郁、焦虑、敌对、偏执、精神病性等8个因子上及总分上得分均显著高于非贫困大学，总体上贫困大学生的心理健康水平显著低于非贫困大学生。

Generally speaking, satisfied, happiness, happy, positive emotion of adoring etc can raise the circulation of student, make students clearheaded, enlarge the aesthesia range, Memory is quick and firm, thinking is deep and flexible, learning efficiency improves; Unsatisfied, not agitated, painful, sad, getting angry pacifism emotion can weaken student" circulation, make students feel dizzy, memory is confused, notice scatters, Thought is slow-witted, mechanical, learning efficiency is low, Proceeding emotion education Cake improve students" interest at maths greatly, It also can packet students be full of appetite efficiencies, It can improve students" ideation, and improve students" performance .

一般来说，满意、欢乐、喜悦、爱慕等积极情感能提高学生的活动能力，使学生头脑清醒，感知范围广阔，记忆敏捷牢固，思维深刻灵活，学习效率提高；不满意、烦躁、痛苦、忧伤、愤怒等消极因素能削弱学生的活动能力，使学生头昏脑胀，记忆混乱，注意力分散，思维迟钝、刻板，学习效率低。

Creating the question environment ,forming the comflict between recognition andcomprehension -exploring independently and experiencingactively-cooperation learning and creating democracy atmosphere-self-examinatong evalution and building the new recognition construction-various training , confirming and transferring the new knowledge .I have reached the following conclusion through carrying out the training tactics of students"question consiousness during one-year experimentl,It is good for stimulating students" learing interestes, make students play the important role and brisking the class atmosphere .2,It is good for building new and harmonious relationships between teachers and students .3, It is good for training students" geography learning ability .4, It is good for improving students" ability of asking questions and futhermore training their innovative thoughts and ability.

经过一年多的实验，得出以下结论：一、实施学生问题意识的培养策略，有利于激发学生的学习兴趣，突出学生的主体性，活跃课堂气氛；二、实施学生问题意识的培养策略，有利于建立新型的和谐的师生关系：三、实施学生问题意识的培养策略，有利于培养学生的地理学习能力；四、实施学生问题意识的培养策略，有利于提高学生提出问题的能力，进而培养他们的创造性思维和创造能力。

Future of their children by the children of communicative competence to decide, but China's education law, either from the social school these comparisons macro view of the status of convexes students or adults has never been this rather special groups of students to always say that the status of tokgo enceph 13-18 - year - old students in the period from the perspective of the relevant legal norms of middle school students, especially under the guidance of middle school students how to establish harmonious with classmates, and teachers, and the family relationship between the law.that is, self-acceptence secondary school students.

孩子的未来由孩子的交际能力来决定的，但是我国的教育法要么是从社会，学校这些比较宏观的角度来说明学生的地位，要么就是从未成年人这个比较特殊的群体来总说学生的地位，独缺13-18岁这个时期的从中学生角度规范中学生的相关法律，尤其是指导中学生如何建立和谐的与同学，与教师，与家庭的关系的法律。即中学生人际关系法。

Results Teenagers' overall body image depression had a negative correlation with their self regard in four aspects. The score of self regard of boy students who had body image depression was significantly lower than that of girl students; the score of self regard of university students who had body image depression was significantly lower than that of middle school students; the score of self regard of urban students who had body image depression was significantly lower than that of rural students. Teenagers obesity index had a significant positive correlation with their subjective knowledge of body weight. There was no statistical significance between the self regard scores for those BMI in accordance with the self cognition of weight and those BMI with inconformity.

结果 青少年学生总体像烦恼及4个具体方面与自尊都呈显著负相关，有体像烦恼的男生自尊得分显著低于女生；有体像烦恼的大学生自尊得分显著低于高中生，城市学生的自尊得分显著低于农村学生；青少年学生肥胖指数与自我对体重的主观认识呈显著正相关，肥胖指数与自我体重认识一致与不一致者的自尊得分差异无统计学意义。

Do you know, i need you to come back

你知道吗，我需要你回来

Yang yinshu、Wang xiangsheng、Li decang,The first discovery of haemaphysalis conicinna.

1〕 杨银书，王祥生，李德昌。安徽省首次发现嗜群血蜱。