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不感兴趣

与 不感兴趣 相关的网络例句 [注:此内容来源于网络,仅供参考]

On no account , not on any account

某人不感兴趣;某人不同意

I told him I wasn't interested, but he wasn't deterred.

我已告诉他我不感兴趣,可他却不罢休。

It wasn't so much that I disliked her as that I just wasn't interested.

与其说我不喜欢她,不如说我对她不感兴趣

She likes to play piano and distastes hip-hop or rap. Also claims not to be interested in fashion.

她喜欢弹钢琴,不喜欢嘻哈和说唱音乐,同时声称自己对时尚也不感兴趣

Not the story about the time you met Prince Charles – you've flogged that one to death.

该不是你见到查尔斯王子时的故事吧-那事你已讲得太多了,人们已不感兴趣

B: I'm still not too jazzed about going…I feel kind of awkward in those cocktail party situations.

我还是对参加会议不感兴趣…我觉得在那些鸡尾酒会的场合里有点儿不舒服。

If she leans away from you the whole night, she is not interested at all.

如果她整晚都不朝你这边靠拢,说明她对你一点都不感兴趣

But I'm not into psychologists. That's not the sort of thing I'm interested in.

但我不需要心理医生,我对那些不感兴趣

I was not so much interested in the revolutionary slogans as in the stories.

我不像小说中那样,对革命口号不感兴趣

The study shows that generally the mathematics view of normal university students majoring in mathematics is right, they depict mathematics learning as a dynamical process. Besides some special traits belong to mathematics, estimation, measurement and decision making themselves are also in the math field; however there are still some people warp the mathematics view, believe that mathematics is an apodeictic collection. Haven't realized the power that mathematics can improve people's taste ability and perfect people's personality, they believe that math learning is a passive process during which students receive acknowledge. What is more, there are different believes existing in the understanding of mathematics essence, mathematics value and mathematics learning. These believes vary with different university students from different grades and genders.

研究数据表明,高等师范院校数学系大学生的数学观总体上来说还是比较正确的,认为数学学习是一个动态的过程,认为数学在社会生活当中有一定的作用,并且认为做数学除了有特定的内容以外,估算、测量及决定本身也为做数学;但仍有一小部分人的数学观还存在着偏差,认为数学是一堆绝对真理的总集,对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到,认为数学问题仅是与教材内容相关的习题和考试中的试题,并且对数学学习不感兴趣,认为数学学习是学生被动接受知识的过程,并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

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