应对

In classroom teaching evaluation, we should pay more attention to the students status. In reference to the practice of Chinese language teaching and teaching assessment theories in Wushen Banner, I posed the evaluation ways for new curriculum in Wushen Banner, a remote national minority area. And I made a lot of experiments.

最后结合乌审旗语文教学实际和有关评价理论，在对乌审旗初中语文教学评价现状进行调查分析的基础上，提出了像乌审旗这样偏远的少数民族地区应对新课程改革的评价对策并进行了实验。

For a long-term stable Exchange Rate of RMB, the Commercial Banks are not only lack of a full understanding of Exchange Rate risk but are also lack of the essential experiences and skills to manage the Exchange Rate risk. Exchange Rate System reform makes domestic Commercial Banks face a great challenge of Exchange Rate risk. Adapting RMB Exchange Rate reform and managing Exchange Rate risk are the subjects that the domestic commercial banks must face.

长期稳定的人民币汇率使商业银行对汇率风险既缺少足够的了解和重视，也缺乏必要的外汇风险管理的经验和技能，汇率制度改革使我国商业银行开始真正面临汇率风险的考验，尽快适应人民币汇率制度改革，应对汇率风险是我国商业银行面临的重要课题。

How should be we answered again, does with promoting international the abidance of marine course of study develop?

我们又该如何应对，以促进国际海运业的持续发展？

Problem solving, withdraw, ask for help and restrain could reduce the negative moods caused by college entrance examination stress, while illusion and abreaction could increase them.

4问题解决、退避、求助和忍耐的应对方式可以减轻学生在高考应激中的消极情绪，而幻想和发泄的使用对消极情绪的减轻是不利的。

Coping ways of abreaction and seeking social support positively and negatively predicted self-affirm, separately.

护理工作量及环境资源维度的工作压力越大，护士的自我肯定水平越低，自我肯定水平低的护士更倾向于寻求社会支持；护理工作性质维度压力越大，护士抑郁水平越高，积极使用理智应对方式的护士，抑郁水平较低；在护理丁作性质、工作量和医护人际关系三个维度的工作压力较大的护士。

There are passive and active ways to deal with students absent-mindedness in class.

如何应对学生开小差，有消极和积极两种方式。

The results and findings in this research are helpful to our firefighting people to take effectivestress.means to improve the ability to cope

本研究的研究结果可为有关部门及基层第一线的消防人员有针对性的采取切实可行的应对方法提供客观依据和适当的对策性建议，提高一线消防人员的应对能力与技巧。

A study of the decision making and coping of functionally illiterate consumers reveals cognitive predilections, decision heuristics and trade-offs, and coping behaviors that distinguish them from literate consumers.

的决策制定和应对的研究揭示了他们在感知偏好、决策探试及交换、应对行为等方面与开化消费者的不同。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

Up to now, the athletics competition acts and its regulation containing the theory of having a change of the competition venue and its accommodation are studied, it includes the theory of athletics information and management, the theory of competition risk and response and the theory of competition diversity and its regulation.

对运动员参赛行为及其影响因素与调控进行了研究，主要包括竟技能力时空转移理论、易地参赛调适理论、竞技信息处理理论、参赛风险应对理论和参赛变异应对理论。

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。