学生

the teacher according to the student intelligence, the foundation and the study manner and so on, divides into the student three: a kind of student; b kind of student; c kind of student.

教师根据学生智力、基础和学习态度等，将学生分成三层：a类学生；b类学生；c类学生。

The concept of triangular ratio and triangle formula;(2) Reorganization and deep understanding of the concept of complex number which are promoted by the learning of triangular representation of complex number;(3) Teacher's beliefs and college entrance examination.

本文中的调查显示，复数的三角形式是学生认知的难点，我从以下四点分析了对学生学习三角形式的影响：（1）三角比、三角公式对复数三角形式认知的影响；（2）复数三角形式的学习是学生对复数认知的重组和深化；（3）老师的信念和高考对学生学习复数三角形式的影响；（4）教材体系的编排对学生学习复数三角形式的影响。

After a further analysis based on the empirical results,a trial probe on the cognitiveprocessing mechanism of the problem representation of the word problem in two types of MLDwas made by the author.The MRD performed much poorer than the MLD only in the mostdifficult equation listing of word problem and the medium and most difficult problemrepresentation of word problem,which showed no difference in computation and comprehensionof simple meaning of the problem,but the gap between two types of MLD became wide as afunction of difficulty and cognitive loading.It indicated that the MLD only had some advantage over MRD for they used more cognitive skills to solve the problem.

基于以上实验的结果，对两类数学困难小学生的应用题问题表征的认知机制作如下推断：混合型数学困难学生仅在高难度水平的应用题列式成绩和中高难度水平应用题问题表征水平上比单纯型数学困难学生得分显著低下，表明两类数学困难小学生在计算能力与理解简单题意的能力上并无差异，但随着难度提高，认知负荷加重，两类数学困难学生在应用题解题上的差异得以突显，表明当需要运用更多的认知能力解决问题时，单纯型数学困难学生比混合型困难学生更具优势。

The single wheat school and Taiwan school are the largest with lie in that Denmark pays attention to groups discussing very much, it is possible in 40% of the time of school Make groups report of panel discussion, remaining time was not used for having a class , but the school of Denmark quite paid attention to students view on anything In not giving a lesson, teacher will ask student issue constantly, even very much enthusiastical to is it is it say out their idea to make a speech to raise the hand student have, and just opposite in Taiwan We have few panel discussions, have an examination outside having a class, idea say come out us seldom too, compare as if passive study, the school of Denmark has not had uniforms like school of Taiwan either in addition, the reason with the uniform of school of Taiwan is , do not hope that students spend too much time in disguising oneself , they hope that students spend more time on the lessons , I think this is Taiwan with the biggest difference of Danish school.

单麦学校和台湾学校最大的不同就在於丹麦非常注重团体讨论，有可能在学校40%的时间都在作小组讨论小组报告，剩余的时间才用来上课，而丹麦的学校也相当重视学生对任何事情的看法在上课当中，老师会不断问学生问题，学生也很踊跃的举手发言把他们的想法讲出来，而台湾正好相反我们小组讨论很少，上课之外就是考试，也很少把我们想法讲出来，比较像是被动的学习，另外丹麦的学校也没有像台湾学校一样有制服，之所以台湾学校有制服的原因是，不希望学生花太多时间在装扮自己上面，他们希望学生花多一点时间在课业上，我想这是台湾跟丹麦学校最大的不同。这些东西我没有办翻译的很详细很到位所以可以请大家帮我翻译一下吗谢谢唷很感谢

The collaboration between student affairs and academic affairs is to share the responsibility of student learning, to share the expertise about student learning, to dedicate to the process of creating a seamless learning environment and to make students get knowledge through curriculum and extracurriculum simultaneously and gain comprehensive development.

学生事务与学术事务的合作是两者共同承担学生学习的责任，分享关于学生学习的专业经验，致力于为学生创造&无缝的学习环境&的过程，使学生能够同时从课程学习和课外活动中学习到知识，获得全面发展。

Elementary education base in the process, first, ranking, memorizing, the examination system, the paper sets in various methods of students' imagination and creativity, but will do topics, students can get a high score, test and seldom someone to ask "why" in the teaching process, the teacher teach students also focus on solving method, and not to teach students to ask "why", the teacher not only, and the evaluation standard is exam, is the so-called "test, teacher, student, expressed the Minge."

在中小学基础教育过程中，分数第一、排名、死记硬背、考试制度、试卷的设置等种种做法都在抑制学生的想象力和创造力，学生只求会做题目，考试能考出高分，而很少有人去问&为什么&，教师在教学过程中也只注重传授给学生解题的方法，而不去教你&为什么&，学生不问，教师不讲，唯一的评价标准是考试，正所谓&考考考，老师的法宝，分分分，学生的命根。&

After World War II, with the enforcement of a series of education laws such as the National Defense Law, the Higher Education Act of 1965, the 1972 Reauthorization of Higher Education Act, the Middle-Income Student Assistance Act , the Student Loan Reform Act of 1993, the U.S federal government has gradually set up a complete financial aid system. The system is based on student loans as its main aid form and supplemented by other forms of aid such as grants, scholarships, federal work-study programs and federal tax credits.

二十世纪三四十年代后，尤其是二战后，联邦政府出于国家利益的考虑，开始关注高等教育，从而介入学生资助领域，先后推出《国防教育法》、《高等教育法》及其系列修正案、《中等收入家庭学生资助法》、《学生贷款改革法》以及《纳税人救助法案》等一系列高等教育资助法案，逐步建立起以学生贷款为主体、辅之以助学金、奖学金、联邦工读计划以及联邦税收补贴等形式的完善的联邦政府学生资助体系。

To further investigate the influence of the Internet on the students, a further research is conducted by breaking the students into three groups -frequent Internet users, occasional Internet users and non-internet users. The result indicates that the self-harmony of frequent Internet users shows a sharp difference in terms of school and grade, the self and the unharmony of show a sharp difference in terms of school, grade and sex, and that the self-esteem and the two dimension - the flexibility and rigidity of self-harmony show no difference in terms of school, age and sex; the self-harmony and all dimensions of occasional Internet users show no significant difference, the self-esteem of occasional Internet users show no significant difference in terms of school and grade but show significant difference in terms of sex; the self-harmony and all dimensions of the non-Internet users show no significant difference, the self-esteem of the non-Internet users show no significant difference in terms of grade and sex, and the self-esteem of the non-Internet users show significant difference in terms of school.

为了进一步研究网络对学生的影响，又将学生分为经常上网、偶尔上网、不上网三类分别来研究：经常上网学生自我和谐在学校、年级都存在极显著差异，自我与经验的不和谐在学校、年级、性别存在极显著差异，自尊和自我和谐的灵活性和刻板性两个维度在学校、年龄、性别都没有差异；偶尔上网学生，自我和谐及各维度都不存在显著性差异，自尊在学校和年级不存在显著性差异，在性别上有显著性差异；不上网学生自我和谐及各维度都不存在显著性差异，自尊在年级和性别不存在显著性差异，自尊在学校上有显著性差异。

Nowadays, the evaluation of students conducted by unitary value orientation in junior school teaching practice in Huhhot city has resulted in unitary evaluation of students'subjects, lopsided evaluation of students content, overemphasizing the function of distinguishment and putting undue stress on the results of evaluation of students which are extremely antagonistic to the education goal of students'development by quality education and pursued by the reform of basic curriculum.

现阶段呼和浩特市城区初中教育教学实践中学生评价在单一价值取向引导下所呈现的单一的学生评价主体、片面的学生评价内容、过分强调甄别与选拔功能以及过分重视学生评价结果的学生评价，同素质教育所倡导的、基础教育课程改革所追求的促进学生全面发展的教育目标是完全对立的。

With regards to the learning motive of music, after excluding the pretest influence, it is the finding of the study that the students belonging to the experimentation group score higher in the areas of "Total score","Internal goal orientation","Work value","Controlled belief","Expectation to succeed" and "Test on anxiety" than the control group, amongst which "Work value" reaches significant difference on the measurement chart; of all the students scoring high on "Selective attention" during pretest, the experimentation group scores higher than the control group on posttest scores; regarding the students with lower pretest scores, the control group performs better than the experimentation group; of the students with higher pretest scores on "Discrete attention", the posttest scores of experimentation group are higher than those of the control group; regarding students with lower pretest scores, the control group performs better than the experimentation group; on "Sustained attention", the posttest scores of the experimentation group are higher than those of the control group; on the "Total score" of multidimensional attention measurement, the posttest scores of the experimentation group are higher than those of the control group.

研究结果发现，在音乐学习动机方面，经排除前测影响后，实验组学生在「总分」及「内在目标导向」、「工作价值」、「控制信念」、「期望成功」、「测试焦虑」等分量表上皆高於对照组，其中在「工作价值」分量表上达到显著性差异；在「选择性注意力」前测分数较高学生中，后测成绩为实验组显著优於对照组，对前测分数较低学生而言，则是对照组显著优於实验组；在「分离性注意力」前测分数较高学生中，后测成绩为实验组显著优於对照组，对前测分数较低学生而言，则是对照组显著优於实验组；在「持续性注意力」方面，后测成绩为实验组显著优於对照组；在多向度注意力量表「总分」方面，后测成绩为实验组显著优於对照组。

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