学习单

The experimental group of this study is with seventy-six 5th grade students from three classes using Happy Cuber, and the controlled one is with eighteen 5th grade students from one class using cubic net learning sheets.

实验组进行为期三周每周两次的Happy Cuber实验教学，对照组则在实验期间实施展开图学习单填写的学习。

Fixed and random effects, Completely Randomized Design, Global F test, ANOVA, SS Partitioning, mean separation.

教学目的：通过学习掌握方差分析的基本原理和基本方法，重点学习单因素的完全随机试验设计方法及数据分析方法。

The call developmental process of Psittacula agapornis consists of five instinct phases according to its call character. In the first phase （congenital cal1 phase, CCP, 0~12 day of age）, the juveniles only produce single syllable with short syllable length. The second phase（blank-model-forming phase,BMFP, 13~30 day of age） is important for formation of vocal learning pathways. During this phase, the calls characterized by more and longer syllables. In the third phase （call-model-forming phase,CMFP, 31~45 day of age）, the call development is guided by a model system for vocal learning, vocal learning is engendered so that some calls with multi-syllables with UP1 are produced, principal frequency has increased about by 920 cent, the number of note is double that of second phase. The short-term memories are transformed into long-term memories in the forth phase （call-feedback-learning phase,CFLP, 46~90 day of age）. The call of juveniles is a close match to tutor call which accompanied by double various sounds with BS and UP1, and more resonance components were formed. Second principal frequency has increased about by 970 cent, the number of note increases by 2.6~3.0 times. During the fifth phase （excellent call phase,ECP, after 91 d）, vocal motor pathway is developed and the calls are accompanied with most stable, harmonious vari-tone and complex repertoire.

牡丹鹦鹉的鸣声发育分为5个时期。0~12 d为先天性鸣声期，鸣声特征为以基本音为主音的单音节单音调声，声长短。13~30 d为空白模板形成期，鸣声特征为以基本音为主音的多音节单音调声，声长和音量显著性增加，表明发声学习通路开始形成。31~45 d为鸣声模板形成期，鸣声特征为以第1陪音（UP1）为主音的多音节单变调声，声长和音量显著性增加，主音频提升约920音分，涵盖的律音数增加1倍，表明发声学习模板逐渐形成，发声学习开始。46~90 d为鸣声反馈学习期，鸣声特征为以BS和UP1为主音的双变调声，声长和音量显著性增加，主音频涵盖的律音数增加2.6~3.0倍，第2主音频提升约970音分，表明稳定模板逐渐形成，短期记忆逐渐向长期记忆转化。91 d后为完美鸣声期，鸣声特征为以UP1为主音的复合变音调声，声长、音量、主音频的提升和涵盖的律音数都趋于平稳，鸣声稳定而和谐，表明发声运动通路基本形成。

Using the worksheets,"Analogism Tests of Cell-Related Curriculum", TIWM and "Cell Structure and Physiological phenomenon Achievement test". In consideration of the evaluation result, we try to explore the correspond proportions which the students of experimental group that is achieves by the education of conceptual change.

使用学习单、「细胞相关课程类比测验」、TIWM和「细胞构造及生理现象成就测验」等评测学生概念改变之成效，并辅以诠释性分析，探究实验组有多少比例的学生其另有概念之改变，是经由概念改变教学而达成。

There is a close relationship between monoamines and learning and memory. NE and dopamine are believed to have a role in facilitation of memory. For this, an observation of clausenamide on monoamines and their metabolites as well as monoamine oxidase B activity was carried out.

目前认为脑内单胺类递质的变化与学习记忆密切相关，其中DA，NE的增加有助于学习记忆的形成，为了探讨黄皮酰胺的促智作用机制，我们首先研究了黄皮酰胺对小鼠脑内单胺类递质及其代谢产物和单胺氧化酶的影响。

The second part is how many basic functions that should be contained in the network worksheets.

第二部分研究网路上的学习单应具备哪些必要性的功能。

During reading each of the stories, the subjects were also asked to complete the complementary worksheets.

在阅读互动故事过程中，学生则须完成相关的学习单。

This study ofstudent worksheets use "content analysis" to explain and survey to rely on qualitative data analysis.

本研究的学习单以内容分析法来说明，至於问卷以叙述统计来陈述。

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。

Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time

这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。

In the negative and interrogative forms, of course, this is identical to the non-emphatic forms.

。但是，在否定句或疑问句里，这种带有"do"的方法表达的效果却没有什么强调的意思。

Go down on one's knees;kneel down

屈膝跪下。。。下跪祈祷