研究者

The experiments showed that deception is a developing skill in the preschool years and includes three stages: the first is the behaviorism stage of deception,the second is the mentalistic stage of deception based on the first-order belief,and the third is the mentalistic stage of deception based on the second-order belief.3-year-old children are at the first stage,4-and 5-year-old children are at the second stage,and 6-year-old children begin to enter the third stage.

但那时的研究者都是站在行为问题或道德问题的角度对人类的欺骗行为进行研究。20世纪80年代，儿童心理知识发展的第三个研究浪潮———&心理理论&出现以后，发展学家们开始从心理理论的视角探讨儿童欺骗的发生发展，并从信念的层面对欺骗进行了科学的界定，认为欺骗就是指意图培养他人的错误信念，以使他人产生错误或进入这一误区的行为[1，2]。近几十年来西方研究者对儿童欺骗的研究主要集中于探讨儿童欺骗的发生发展特点[3]。

This study is a kind nonequivalent pretest-posttest designs of quasi-experiment in life education. The experimental group is the six grade class led by the researcher, and the control group is another six grade class of the same school. The researcher executes analysis of covariance of the grade school pupils' life attitude evaluation scale and quality data, in order to explore the meaning, value and feasibility of life education. The researcher wishes to become the reference for someone who wanted to work about the life education by executing the curriculum of life education.

本研究是以实施生命教育课程为主的不等组前后测设计之准实验研究，以研究者实际教学的六年级班级为实验班，另一六年级班级为对照组，进行「国小儿童生命态度量表」前后测的共变数分析，辅以质性资料的分析，来探讨生命教育课程的意义与价值及其可行性，希望能透过研究者对於生命教育课程的实践，成为日后有志从事生命教育工作之参考依据。

Some had called it an ape whereas others saw an early human. In 1992, colleagues and I were invited to Longgupo to provide a reliable age determination and to help understand the palaeoanthropology.

一些研究者称其为猿，而另外一些研究者将其看作一种早期人类。1992年，我的同事们和我应邀到龙骨坡提供精确的断代，并帮助解释其在古人类学上的性质。

The first one is that it can fulfill the psychogenic need of the teacher.

最后，研究者针对公开课中表演现象、挑选幼儿、执教教师主体性缺失、听课教师的评价方式以及研究者自身进行了反思。

While the etic approach and the emic approach of Marym Harris's are featured with idiosyncratic theoretical content and interest.

这里的&介入&不仅仅是指研究者作为研究主体在研究过程中的不可避免性，更重要的是在此过程中研究者主体的意识、思维等主观因素的渗透。

Beginning in 1996, these UK researchers, working with colleagues in Papua, New Guinea and Perth, Australia, increased surveillance for kuru with an expanded field team, and found 11 cases over a period ending in June 2004. All of the patients were born before the cessation of "mortuary feasting," with the youngest one born in 1959. They all lived in the South Fore area, and the researchers obtained detailed histories, including their exposure to mortuary feasts, as well as neurological and genetic data.

从1996年开始，这些英国研究者和巴不亚新几内亚以及澳洲珀斯的同僚一起合作，以田野调查团队方式进行对kuru的监控，至2004年6月为止发现了11例；这些病患都是在「太平间盛宴」终止之前出生，最年轻的一位病患出生於1959年，他们都住在南Fore地区，而且研究者对他们参加太平间盛宴的历史和神经学以及基因等相关数据均充分掌握。

Now there has many valuable elementary information about acu-mox treating CLBP in clinical research but little according to principles of random, contrast and blindness, most of them just observing curative effect, less paying attention on objective marker or experiment, so spreading application of the therapy is cumbered.

目前，关于针灸治疗腰背痛的临床研究已经有不少的很有价值的初级信息资料，但按随机、对照和盲法的要求进行前瞻性研究者少，单纯观察临床疗效者多，实验研究或选用其他客观指标进行研究者少，阻碍了其进一步的推广应用。

Quasi-Experimental Research is adopted in this study. The subjects are 70 third-grade students in two classes from an elementary school in Wen-Shan District, Taipei. The students are grouped into the experimental group and the control group; each group is composed of thirty-five students. The experimental curriculum proceeds for sixteen periods within eight weeks. Both groups are given pretests and posttests by undertaking "Reading Literacy Questionnaire" and "Reading Attitude Questionnaire."

本研究采准实验研究法，以台北市文山区某国小两班三年级之学童为研究对象，将受试学生分为实验组（35人）和控制组（35人），以融入多媒体CAI进行为期近二个月共十六节课的成语故事阅读教学，并以研究者自编之「阅读成效问卷」及「阅读态度问卷」分别对实验组与控制组学童进行前测、后测；再辅以研究者自编之「多媒体CAI教学活动感想问卷」，进一步了解实验组学童对多媒体CAI教学课程的感想。

In 1999, we began to sort out the research results and carry out the second-round experiment. The original aim of this research project is to resolve the problems in actual situation and sets up a bridge between problems and experience, so that educational research can play a particular role in the teaching practice. It is a dynamic process of practice—problem settling---reparctice---problem resettling.

本课题的研究本身是一项行动研究，是由实际工作人员和研究者合作进行的，将实际工作者的实践活动与研究者的学术性探究活动相互联系的一种研究活动，具体而言是在上海市实验学校领导的支持下，由学校老师共同参与共同进行的一项研究。1997年度和1998年度学校连续两年将小学和初中阶段进行的综合模块课程研究立为学校的科研项目，1999年度课题进入研究成果的整理阶段并开始进行第二轮实验。

The last open-end question allows the answerers to write down their opinions, which are then used as one part of data analysis of this study.

为达上述研究目的，本研究是以质性为主，量性为辅，本研究以三位学者、三位教科书编辑人员、十八位国小教师及五位学生家长为研究对象，采用质性研究的访谈法，并由研究者根据前导性访谈编制初步问卷，针对全国十六个县市160位国小教师实施问卷调查，并於初步问卷最后的开放问题，让填答者写下文字说明，这些文字说明也成为本研究的资料分析的一部分，也有部分的国小教师以电子邮件的方式将资料传送给研究者，最后，以质化研究中不断比较分析法及类属分析，进行研究结果的分析与讨论，并综合归纳以提出本研究的结论与建议。

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。