情境

In order to further explore the ecological effects of the above-mentioned study, the researcher changes the test content to a music rhythm activity——"My Music Story" for 5-6 year old children in the kindergarten, and uses the participatory observation method of the qualitative research to describe and analyze the children's eurhythmics ability under the teaching situation with music subject and rhythm example.

为了进一步探究上述研究的生态效度，研究者将实验内容改编为幼儿园大班音乐韵律活动——《我的音乐故事》，采用了质化研究中参与式观察的方法，对幼儿在有音乐主题和律动榜样的教学情境下的律动能力表现进行了描述和分析。

Through the non-parameter test, the researcher discovered that flexibility and adaptability of creative performance in children's eurhythmics ability vary under four different teaching situations, but other abilities are not remarkably affected by the teaching situations; Also, the researcher analyzes sample data through multi-factor variable variance analysis and variable frequency cross-table analysis. The research finally demonstrates that providing children with music subject significantly impacts their flexibility and adaptability of creative performance: the examples provided also not belly influences children's rhythm and time, but the subject, the example as well as their interaction have no remarkable influence on the other constituent of children's eurhythmics ability.

本研究用SPSS11.5软件对幼儿律动能力的得分进行量化处理，通过非参数检验，研究者发现幼儿律动能力中的创造性表现的灵活、变通性在四种教学情境下具有显著性差异，而其他能力受教学的影响均不显著；研究者又对样本数据进行多因素变量方差分析和频数交叉表分析，结果显示：提供音乐主题对于幼儿创造性表现的灵活、变通性具有极为显著的影响，提供榜样对于幼儿的节奏、节拍感也具有一定程度的影响，而对于幼儿律动能力的其他组成部分，主题、榜样以及它们的交互效应所起到的作用并不显著。

Main points of the situated learning theory are as followsemphasizing the importance of the context of learning ; emphasizing the students' active exploring and experienching: emphasizing the interaction, participation, and sharing of learning activities ; emphasizing the enculturation process ; and emphasizing the learning model of the congnitive apprentice.

其要点为：强调学习情境的重要性、重视主动探索操作与经验学习学习、强调学习活动的真实纯正性、重视学习互动参与和分享、重视学习者从边缘参与到核心参与的涵化学习过、以及提倡认知学徒制的教学模式等。

The most usual kind is that which involves a contrast between a point of view stated or implied in some part of the fiction, and the assumed point of view of the author, and hence of the reader.3 Irony is generally divided into three types, namely, verbal irony, dramatic irony and situational irony.

最为普遍的形式为将小说中的一部分陈述或暗示的一种观点与作者以及作者对读者假定的另一观点进行对照。反语一般可以分为三种类型，即口头反语、戏剧性反语和情境反语。

This paper analyses the characterization of Liu Bang in the ironic view: how the author employs skillfully verbal irony, situational irony and dramatic irony to depict an image of Liu Bang against the one in official history.

睢景臣一反以往作品观照历史人物的视角，改用俯视角度来看刘邦，巧妙利用言语反讽、情境反讽和戏剧反讽为读者塑造了一个悖离正史文本形象的刘邦。

I tried to look for some wayout of the situation.and I realized that these attitudes could be used to my advantage.

我试图寻找某些突破这种情境的方法，并且意识到可以利用这些态度使之对我有利。

The results from a summary analysis of case studies reflect the cumulative evidence from many studies of the same setting, policy, process, or program.

关于案例研究的一个摘要性分析反映的是从相同情境、政策、过程或者项目中积累研究根据。

Theatrical System of Dialectics is not only the dialectical relationship of arena element of the dialectal theater system of Brecht, art taste and society effect, and the development theory of Marxism and the drama representation or innovation, but also opening out the biased, intentional or unintentional misinterpretation and utilitarian inclination in the reception process.

这里的&辩证&不仅指向布莱希特戏剧体系内在关联，即舞台各元素之间的相互依存关系，艺术审美和社会功效的关系，以及马克思主义辩证法的发展论和戏剧艺术表现与创新的关系；而且揭橥布莱希特与我国新时期戏剧之间的比较关系，即我国接受布莱希特过程中所出现的整体与局部、理解与误读、理论与实践以及艺术追求与意识形态导向等具体情境。

Situational approach is based on the theory: more than 300 years ago, the Czech educators boast Comenius in "teaching" wrote:"All knowledge is from the beginning of the senses."

情境教学法的理论依据是：300多年前，捷克教育家夸美纽斯在《大教学论》中写道：&一切知识都是从感官开始的。&

The plight of these youngsters, many of them orphans, came to her attention during a 1997 visit to the pediatric cancer ward of a neglected hospital in the Siberian city of Tomsk.

她是在1997年造访汤姆斯卡雅州，西伯利亚市，一个不受重视的医院的儿童癌症病房时才注意到这些小孩子们的情境，他们有很多是孤儿。

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