学生的

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。

The study method of the so-called change student, is to direct the student from the study of passive one method direction study process that diversify that study method change, make the student passively absorb the ready-made conclusion this ascend of lesson not, but is a student personally vivid thought activity of plentifulness, experience a fulfillment with the creative process.

所谓转变学生的学习方式，就是指使学生从单一被动的学习方式向多样化的学习方式转变，使学生的学习过程不是被动地吸收课本上的现成结论，而是一个学生亲身参与丰富生动的思维活动，经历一个实践和创新的过程。

The research is conducted among 651 parents of students in Grade 3 of two key and two common senior high schools in the aspects of basic family situation, student studying quality and family education by questionary.

本研究以两所重点中学，两所普通中学651名高三学生家长中采用问卷调查的方式，从学生的家庭基本情况，学生学习品质，家庭教育三方面在问卷中进行追踪调查。

The system computerized all the processes concerning the apartment management which include apartment,dormitory distribution,roomer registration,santitation examination,and the query for apartment property,students' violation of discipline,teachers' records and rooming situation.

软件从对学生的分房开始到最后的公寓管理全部电脑化它主要包括：公寓寝室的配置住宿人员登记卫生检查公寓资产学生违纪值班老师记录以及对学生住宿情况查询，可以更快地了解到每个学生的住宿情况，使公寓的管理效率更高，做的更好！

Second, slow-spoken words less, when students make mistakes, I will not be severely reprimanded in general, always alert to their own system of anger, words spoken can slow the elimination of the fear of students to enable students to learn from their teachers to understand the teachings of truth understand the error.

二是慢言细语少厉色，当学生犯错误时，我一般不会严厉地训斥，时时警戒自己要制怒，慢言细语能消除学生的恐惧感，让学生从老师的教诲中理解道理，认识错误。

Appropriate reasonable expands can build one kind spiritedly, the loose free atmosphere, the open student's field of vision, stimulates student's appeal, is helpful in raising student's exploration spirit and the innovative ideology, and can cause the student to extrapolate twice the result with half the effort.

恰当合理的引申能营造一种生动活泼、宽松自由的氛围，开阔学生的视野，激发学生的情趣，有助于培养学生的探索精神和创新意识，并能使学生举一反三、事半功倍。笔者在教学视导中发现，有些教师对引申的摘要："引申"主要是指对例习题进行变通推广，重新认识。

The MLD profited from verbalization more than the MRD.Finally,there was a significant difference in the rehearsal level among the three types of students.The normal math learner performed best,then followed by the MLD only and the MRD.

3三类小学生在复述水平上差异极其显著；其中数学学习正常学生的复述水平最高，其次是单纯型数学困难学生，表现最为落后的是混合型数学困难学生。

We offer a unique education that is rooted in China but integrated with an international approach and perspective, taught bilingually.

根植于中国，我们通过双语教育开拓学生的国际视野。学校既有中国学生，也有来自其他国家的学生。

On the other hand, the more important thing is because the urban housing is a kind of heterogeneity products.

另一方面，更重要的是由于城市住房是一种异质性产品。

Climate histogram is the fall that collects place measure calm value, cent serves as cross axle for a few equal interval, the area that the frequency that the value appears according to place is accumulated and becomes will be determined inside each interval, discharge the graph that rise with post, also be called histogram.

气候直方图是将所收集的降水量测定值，分为几个相等的区间作为横轴，并将各区间内所测定值依所出现的次数累积而成的面积，用柱子排起来的图形，也叫做柱状图。