查询词典 students

By adopting self-designed Trust Questionnaire between Teachers and Students, self-designed Relation Questionnaire between Teachers and Students and Rotter's Interpersonal Trust Questionnaire, it surveys 433 students and 212 teachers from three universities in Guilin of Guangxi province in the study and eliciting the following conclusions:(1) Self-designed Trust Questionnaire between Teachers and Students and self-designed Relation Questionnaire between Teachers and Students had good validity and credibility.

本研究调查采用自编的师生信任问卷，师生关系问卷和Rotter 的人际信任量表对广西桂林市三所高校433 名大学生和212 名教师进行问卷调查，得出以下结论：(1)自编师生信任问卷和自编师生关系问卷有较好的信度和效度。

The tactics in students learning are: attach importance to train mathematical ability of study, attach importance to happening and developing about knowledge, arouse students to organize the system of knowledge initiatively, be good at finding the problems about students'study and to solve it and feedback timely. The methods of dealing with text are: adjusting order and going to the aim step by step, having good bedding and linking up successfully. The methods of teaching are: paying attention to excavate hide knowledge, reducing hinders of students, paying attention to the hard trying in study producing, arousing students'factor of unintelligence, teaching basis on the text and getting progress step by step, attaching importance to thinking habit and conquering the difficult in teaching, fostering fine atmosphere in study collectively.

学生学习方面采取的策略有：重视培养数学的学习能力；重视知识的发生发展，激发学生主动建构知识体系；善于发现学生的学习问题，及时进行解决和反馈；教材处理的策略有：调整顺序、逐步到位；作好铺垫、顺利衔接；教师教学方面采取的策略有：注重挖掘隐性知识，减少学生的学习障碍；关注学习过程中的努力，激发、提高学生的非智力因素；注重因材施教，循序渐进；注重学生的思维习惯，突破教学难点；培养良好的集体学习氛围。

According to the physiological and psychological characteristics of primary and secondary school students, they have a fresh image of the curious things, easy to arouse strong interest, so that teachers can use multimedia teaching methods to stimulate the enthusiasm of students, teachers, classroom teaching through multimedia teaching methods and teaching content and teaching methods be combined so that students interested in boring things, so that the knowledge students involuted easy to understand, so that Discovery is the improvement of students problem-solving skills, this is the means of the use of multimedia teaching the key.

根据小学生生理和心理特点，他们对于新鲜形象的事物有好奇心，易引起浓厚的兴趣，因此，教师可以采用多媒体教学手段以激发学生的学习积极性，教师可以通过课堂教学把多媒体教学手段与教学内容、教学方法有机结合起来，让学生对乏味的东西感兴趣，让学生对繁难的知识易于理解，让学生很愉的提高解决问题的能力，这是使用多媒体教学手段的关键所在。

Then , after testing some senior 1 and senior 2 students from Nanjin Foreign School with FCI test tables,the dissertation concludes:﹡The differcences and similarity among the students'.﹡The presence of the preconcept in the students mind which affects the learning preconccept.﹡The latentness of the preconcept.﹡The similarity between the preconcept in the students'mind and the science history.﹡Preconcept and science concept coexist in students'mind.﹡The difficulty for the traditional teaching to change the preconcept.

然后，笔者用FCI测试量表对南京外国语学校的部分高一和高二学生进行了测试，通过访谈及对测试结果的分析，得出了如下结论：﹡学生的前概念具有个体性和一定的共性；﹡前概念广泛存在于学生头脑中，并严重影响物理概念的学习；﹡学生的前概念具有隐蔽性；﹡学生的前概念与科学发展史上的某些概念存在着相似性；﹡前概念与科学概念并存于学生的头脑中；﹡传统教学很难改变学生的前概念。

One type of students are those who are short of study motion. This type of students can be divided into four situation. That is the contradiction between demands and realities, the repound after pressure, they have ever been defeated, they negate the value of study, Another type of students are those whose knowledge is not enough. Their previous knowledge can't catch up with the teaching demands of a vocational school. The third type of students are those who have no suitable study methods and good learning habits. The fourth type of students are the synthesis of all above.

其次从学生主观角度分析，其化学学习障碍产生的原因可分为四种类型：一是学习动力不足，这类学生又可大致分为四种情况，即需求的倒错、压力的反弹、心理曾经受挫和否定学习的价值；二是先备知识不足，表现在其先备知识与中专教学要求的不相称上；三是学习方法和习惯不好；四是综合体现上述三种原因。

Nowadays, the evaluation of students conducted by unitary value orientation in junior school teaching practice in Huhhot city has resulted in unitary evaluation of students'subjects, lopsided evaluation of students content, overemphasizing the function of distinguishment and putting undue stress on the results of evaluation of students which are extremely antagonistic to the education goal of students'development by quality education and pursued by the reform of basic curriculum.

现阶段呼和浩特市城区初中教育教学实践中学生评价在单一价值取向引导下所呈现的单一的学生评价主体、片面的学生评价内容、过分强调甄别与选拔功能以及过分重视学生评价结果的学生评价，同素质教育所倡导的、基础教育课程改革所追求的促进学生全面发展的教育目标是完全对立的。

Results About39.3%of surveyed students considered that they paid more attention to the relationship between diet and health.The frequency of off-campus eating among students was higher,the statistical significance was found between campus-es and between female and male students.About25.5%of the students in Chigang Campus enjoyed eating out3or more times per week.Only21.2%of the students considered that meals served by refectories were fit for their appetite.

结果 39.3%的大学生认为自己很重视饮食与健康的关系；大学生在校外用餐的频率较高，校区之间和性别之间差异有统计学意义，其中某校区有25.5%的学生每周外出用餐3次以上；仅有21.2%的大学生认为学校食堂的菜肴符合自己的口味。

China Engineering and the teaching has yet to fully utilize the power of MATLAB, MATLAB existing books mostly as a computer application tool there, not with the specific disciplines of organic materials combined, MATLAB GUI interface design, will be teaching content according to a certain order of the structure, using simple language, a rich display screen in front of the students. not only improes the students interested in this program, also makes some of the more abstract concepts of the past and the process of teaching students to reflect difficult to understand and master the content, through iid, image of the method explained to the students, so that students more easily understand and grasp. MATLAB and the emergence of soling this problem, MATLAB based on its powerful calculation and graphics functions so as to sole the problem, The system is controlled teaching address the dull, abstract characteristics do.

而我国工科类的教学还未能充分利用MATLAB的强大功能，现有的MATLAB书籍大都作为计算机应用工具书出现，未能与具体学科的教材有机地结合起来，MATLAB中的GUI界面设计，将教学内容按照一定的结构顺序，用简洁的文字、丰富的画面展现在学生面前，不仅提高了学生学习本课程的兴趣，还使得一些比较抽象的概念和过去教学过程中学生反映难以理解和掌握的内容，通过生动、形象的方法向学生阐明，使学生更容易理解和掌握，而MATLAB的出现解决了这一问题，MATLAB基于它强大的计算和绘图功能从而解决了这一问题，本系统就是针对解决控制教学中的枯燥，抽象的特点而做的。

With regards to the learning motive of music, after excluding the pretest influence, it is the finding of the study that the students belonging to the experimentation group score higher in the areas of "Total score","Internal goal orientation","Work value","Controlled belief","Expectation to succeed" and "Test on anxiety" than the control group, amongst which "Work value" reaches significant difference on the measurement chart; of all the students scoring high on "Selective attention" during pretest, the experimentation group scores higher than the control group on posttest scores; regarding the students with lower pretest scores, the control group performs better than the experimentation group; of the students with higher pretest scores on "Discrete attention", the posttest scores of experimentation group are higher than those of the control group; regarding students with lower pretest scores, the control group performs better than the experimentation group; on "Sustained attention", the posttest scores of the experimentation group are higher than those of the control group; on the "Total score" of multidimensional attention measurement, the posttest scores of the experimentation group are higher than those of the control group.

研究结果发现，在音乐学习动机方面，经排除前测影响后，实验组学生在「总分」及「内在目标导向」、「工作价值」、「控制信念」、「期望成功」、「测试焦虑」等分量表上皆高於对照组，其中在「工作价值」分量表上达到显著性差异；在「选择性注意力」前测分数较高学生中，后测成绩为实验组显著优於对照组，对前测分数较低学生而言，则是对照组显著优於实验组；在「分离性注意力」前测分数较高学生中，后测成绩为实验组显著优於对照组，对前测分数较低学生而言，则是对照组显著优於实验组；在「持续性注意力」方面，后测成绩为实验组显著优於对照组；在多向度注意力量表「总分」方面，后测成绩为实验组显著优於对照组。

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。

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。