学生

Nie: one is prohibited of working hours and days midday drinking, 2 is strictly accept students' parents banquets and gifts, Three is forbidden, imaginary ills, without absenteeism TuoBing leave, a second job, Four is prohibit fraudulent, shuffle disputes over trifles, encouraged and push the unity. Five is prohibited or corporal punishment in disguised forms, the corporal punishment student, 6 it is forbidden to student fees, and its items; apportion 7 it is forbidden to play CARDS, play chess, and time is not work related activities, 8 is prohibited in all kinds of test in violation of stipulations on the management of unity and jobbery, Nine is prohibited in in-service teacher paid tutoring; on-the-job Ten is strictly excessive increase student schoolwork burden.

聂局长：一是严禁工作时间和工作日中午饮酒；二是严禁接受学生家长宴请和馈赠；三是严禁无故旷工、无病呻吟、托病请假、从事第二职业；四是严禁弄虚作假、推诿扯皮、揽功推过、闹不团结；五是严禁体罚、变相体罚学生；六是严禁向学生乱收费、摊派资料及其它物品；七是严禁上班时间打牌、下棋及与工作无关的活动；八是严禁在各类考试中违反统一管理规定，营私舞弊；九是严禁在职在岗教师从事有偿家教；十是严禁过度加重学生课业负担。

so-called thought political lesson teaching life turn is social activities,especially with student vitally related of life pierce through in thought political each link of the lesson teaching in,set free from lifelessly,the abstraction of the thought political the lesson teaching material the knowledge the student,provide feeling toward the student nature,society of opportunity,make student at rightness can close can the daily life of feeling,in with the reality the world of the exchanges and the dialogue creation to future life of pursue with passion,thus and self-movingly and actively obtain knowledge.

所谓思想政治课教学生活化是指将社会生活，特别是与学生息息相关的生活贯穿于思想政治课教学的每一环节之中，将学生从枯燥、抽象的思想政治课教材知识中解脱出来，向学生提供感受自然、社会的机会，使学生在对可亲可感的日常生活、在与现实世界的交流与对话中产生对未来生活的追求和热爱，从而自发地、主动地去获取知识。

It has established the teaching idea of students' main-body position and teachers' magistral position.

它确立了以学生为主体、教师为主导的教学理念，倡导教师将知识的传授与能力培养及学生智力进行综合开发；既注重学生的主观能动性，也注重培养学生的创新精神和实践能力，同时兼顾教学活动中的民主与合作。

The university students'personal credit evaluation management system not only could reflect and correct the students'breack faith behavior in time, bring up their good faith habit, build new credit education pattern, and promote the innovation of students'education management system, but also be propitious to establish the societal personal credit system, and lay massy foundation for the faith society.

高校学生个人信用评价管理系统的建立，不仅能够及时反馈和纠正学生的不良信用行为，培养学生良好的诚信习惯，通过新型的诚信教育培养模式，促进学生教育管理制度的改革和创新；而且有利于推动全社会个人信用体系的建立，为创建诚信社会奠定了坚实的基础。

For the Reading Disabled students, there were significant differences on fluency, meticulousness and general creativity between boys and girls, and there were significant differences on general creativity between the two grades used.

3不同学科教师对正常学生的创造力评价显著高於阅读障碍学生，他们对正常学生的创造力评价基本客观，对阅读障碍学生创造力的评价则与测验成绩呈显著负相关。

Because of crude facilities or keeping clear of trouble, some teachers enjoy following the beaten track in their teaching and ruling their students by their voices alone. They use the monotonous methods such as punishing the students to transcribe words repeatedly, without any innovation in teaching scenes. In this way, the teachers make a language which is closed to students to be a kind of solitary and tedious mechanical repetition, and then they get half the result with twice the effort in the mass, even causing a lapse of misguidance. Therefore, students' aggressiveness and personality in study were hindered, and their interests in study were killed. It's certain that students were repelled to study. In the same time, students were lack of opportunity to practice oral English after class, not to mention enjoying the pleasure in colorful second classroom.

一些教师或限于教学设备间陋，或贪图省事，因循守旧，一本书、一只粉笔、一块黑板一成不变，乐此不疲，教学"一言堂"，包办代替，对学生强注硬灌，罚抄单词，没有任何情景的创设，把贴进学生生活的语言变成了孤零零的、枯燥乏味的机械重复，教学总体上"费时较多，收效较低"，陷入"勤勤恳恳地教书，辛辛苦苦地害人"的误区和怪圈，阻碍了学生的主动发展和个性培养，扼杀了学生的学习兴趣，使其厌学、怕学；课余几乎没有口语应用的机会，更谈不上去享受多姿多彩第二课堂的乐趣；教学要求实行统一标准。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学分析，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学分析，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate. The results of statistical analysis suggested the score of clinical medicine students were better than that of forensic and preventive medicine students, and the difference between the forensic and preventive medicine students was not significant.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学分析，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate. The results of statistical analysis suggested the score of clinical medicine students were than that of forensic and preventive medicine students, and the difference between the forensic and preventive medicine students was not significant.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

However, as the name（read－only memory）implies, CD disks cannot be written onorchanged in any way.

然而，正如其名字所指出的那样，CD盘不能写，也不能用任何方式改变其内容。

Galvanizes steel pallet is mainly export which suits standard packing of European Union, the North America. galvanizes steel pallet is suitable to heavy rack. Pallet surface can design plate type, corrugated and the gap form, satisfies the different requirements.

镀锌钢托盘多用于出口，替代木托盘，免薰蒸，符合欧盟、北美各国对出口货物包装材料的法令要求；喷涂钢托盘适用于重载上货架之用，托盘表面根据需要制作成平板状、波纹状及间隔形式，满足不同的使用要求。