再思

I also found that caring too much what other people thought of me and trying too hard to earn other's respect had overclouded my original beliefs in education.

我重整及再确认自身教育信念，重新以孩子的角度来面对事件与教学，也让我放下「秩序好就是好老师」，以及「自我能力不足」的迷思，让我放心的做我认为对孩子好的事情。

Scarlett sopped the wheat cake in the gravy and put it in her mouth.

思嘉把烤饼放在肉汤里泡了泡，再拿起来吃。

"Let's return home,"said keith,"no longer ramble about from ceca to Mecca."

基思说：&我们回家吧，别再到处逛了。&

"Let's return home,"said keith,"no longer ramble about from ceca to Mec ca ."

基思说：&我们回家吧，别再到处逛了。&

"Enough of these Ciscos," Cramer wrote . I can't take it anymore.

RealMoney.com网站的专栏作家Jim Cramer上周表达他的不满：思科这些东西已经够了，我不能再忍受它们了。

It includes the statute law -" Big Zhasa" in Genghis Khans time, the laws documents in Yuan Dynasty, legal laws and regulations made by Mongolia lords in north Yuan and in Qing Dynasty.

自成吉思汗颁布实施的成文法一《大札撒》开始，经元朝诸多法律文献、北元时期蒙古封建主颁布实施的许多法律法规，再到清朝对蒙古立法及蒙古封建主制定的地方性法规，都充分说明了这一点。

When Liang Sicheng and his wife to produce a draft of the final design, construction Wong Yu-sheng is no alternative but to tell him that the school's research, apart from the roof of the Library can use Qingwa, some teachers and the principal's office can use the tin roof of the , The other building will be covered grass, mud wall to use a base of clay, brick and wood used to cut half.

当梁思成夫妇交出最后一稿设计方案时，建设长黄钰生很无可奈何地告诉他，经校委会研究，除了图书馆的屋顶可以使用青瓦，部分教师和校长办公室可以使用铁皮屋顶之外，其它建筑一律覆盖茅草，土坯墙改为用粘土打垒，砖头和木料使用再削减二分之一。

Thus, analyzing the strategy of students' solving problems to establish the effective tool table of thought and judging the mode of the students' thought by checking the tools which students use will strengthen the interactive relationship of the system and the learners.

故分析学生的解题策略，以建立有效的运思工具箱，藉以判断学生的思维，强化系统与学习者之间的互动关系，再利用网路科技，让学习者能互相沟通，构成一个完整的合作学习环境。

The Think City has a range of only about 53 miles and up to a six-hour battery recharge time.

&思都&的双座位汽车，仅跑53英里就需长达6小时为蓄电池再充电。

In order to realize the utility of story-telling teaching, this research collect and analyze the test result of "self-devised addition/subtraction word problems", the feedback of adopting story in word problem solving inputted by students, the sound record of teaching activities, the story-telling teaching learning-sheets inputted by students, and teacher's self- examination summary and classroom observation.

为了解故事教学的成效，以学生在「加减法文字题学习成就测验」的测验结果、活动结束后学生填写的「用故事学解题心得单」、活动进行时「教学纪实」的录音记录、学生填写的「故事教学学习单」，以及教师的「省思札记」进行资料的搜集与分析，将每一个教学活动的资料均配合研究目的、研究方法进行反思与诠释，再从中获得相关的研究结果。

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。