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China is a country with a vast territory, as well as a lopsidedly developed economy, education and sports. The Health Standard, fully considering the difference of region, age and body shape of the students, could well reflect the real state of students' constitution.

标准针对我国幅员辽阔，经济、教育、体育发展很不平衡的实际情况，充分考虑到了地区、年龄、身体形态的差异，能够较好的反映学生的体质发展状况。

With the idea of students foremost, for everyone to success, with the spirit of seeking perfection by harmony and comity, with the objects for high quality education and founding famous unit, we'll make great progress in teaching, education research, strict organization and favourable service to form the school spirit of solidification, diligence, pioneer, lovingness, and aspiration, to form the teaching style of preciseness, cooperation, and innovation, to form the learning style of work, aggressiveness, thoughtfulness, and knowledge, to build the projects of education innovation in class teaching, of development in teaching research, of inner quality in the learning of arts, computer and English, of hardware in the equipments, to create "four- specialty" unit of teachers with special teaching skills, of students with extra abilities, of school with particular characteristics.

学校秉承"以人为本，为了每一个孩子的成功"的办学理念，以"尚美和合"精神引领各项工作，以"实施优质教育，创建区域名校"为目标，努力在教学、科研、管理、服务上进行不断的创新、探索。逐步形成了团结勤奋，开拓求真，尊师爱生、立志成才的校风；严谨扎实，协作创新的教风；刻苦勤奋，自主进取，思辨明理，全面发展的学风。大力实施以课堂教学改革为核心的创新教育工程；以教育科研为动力的可持续发展工程；以艺术语言、计算机语言和英语言为特色的现代人素质工程；以设施装备数字化为特征的硬件加速工程。扎实推进素质教育，形成了教师有特点，学生有特长，学校有特色，办学有特质的"四特"格局。

A turning point of nonintelligence development was in Grade 2 of junior school;(2)At the same Grade,nonintelligence level of high-class students was higher than that of low-class students.

本文从发展的角度研究小学、初中至高中阶段优生、差生非智力因素的发展趋势，并探讨智力、非智力因素与优生、差生学习成绩的关系。

Some people think college students should often take part in school activities such as all kinds of contests and sports, while others hold the main task of students is learning, so they shouldn't pay much attention to school activities.

一些人认为大学生应当经常参加一些学校活动例如各种各样的比赛和运动，而一些则持有学生的主要任务是学习的观点，因此他们不应当在学校活动上投入过多的关注。

Growing university students are facing increasing social pressure, which brought them increasing difficulties and frustration in their study lives. These have caused a variety of psychological maladaptation and psychological barriers to the students.

成长中的大学生面临日益增多的社会压力，他们在学习、生活和社会适应等方面遇到越来越多的困难和挫折，引发了种种心理适应不良和心理障碍。

They disturb the female students, especially the Malay and Chinese students.

他们骚扰女学生，特别是马来和华裔学生。

Our research shows that Maple Leaf students have the lowest drop out rate of any international group of students.

我们的研究表明枫叶学生在各个国际学生群体中，辍学率是最低的。

To strengthen mathematical symbol language analogy and symbol's suggesting function, to cultivate students' ability to transfer the mathematical narrative language to mathematical symbol language, to lead students to understand the definition of mathematical symbol and to regulate the writing of symbols will all contribute to developing mathematical thinking.

加强数学符号语言类比和符号提示功能教学，培养学生将数学叙述语言转换成数学符号语言的能力，引导学生正确理解数学符号的含义并规范符号书写，促进学生数学思维的发展。

"everyone has different learning mathematics, different people in math with varying degrees of development" is the fundamental value of mathematics curriculum pursuit, the math teacher, in the specific process of teaching, not only for all students , the need to be individualized, paying greater attention to students in the spirit of learning mathematics training.

"人人学不同的数学，不同的人在数学上获得不同程度的发展"是数学课程的基本价值追求，对于数学教师来说，在具体的教学过程中，不但要面向全体学生，更需因材施教，更要注重学生在数学学习精神方面的培养。

Therefore, in mathematics teaching, we should proceed mathematics teaching needs, students from the life experience, practical life, to dig the life meaning of mathematical knowledge, to capture the phenomenon of life in mathematics, reflect the "math from life, resides in life, with in life ", so that students understand the math on your side, and thus realized that the charm of math, feel the fun of math and realize that everyone learn valuable math, everyone can get the necessary math, different people in mathematics get different levels of development.

因此，在数学教学中，我们应从数学教学的需求出发，让学生从生活经验、生活实际中去挖掘数学知识的生活内涵、捕捉生活中的数学现象，体现"数学源于生活、寓于生活、用于生活"，使学生体会到数学就在身边，从而领悟到数学的魅力、感受到数学的乐趣，实现"人人学有价值的数学，人人都能获得必需的数学，不同的人在数学上得到不同的发展"。

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。