行为模式

The results show:(1) the total explanatory of four main variables in HBM is 22% which achieves significant level;(2) the effect of HBM in health behavior has significant differences while different sources, research designs, types of behavior, ways of performance, and types of independent variables;(3) sources, research designs, types of behavior, types of dependent variables, and types of independent variables need to rely on the interactions with other variables to moderate effect sizes;(4) no matter what sources, research designs, types of behavior, ways of performance, and types of independent variables are, perceived barriers of taking action are the strongest variable.

结果显示：(1)健康信念模式四变项对健康行为之总解释力为22%，达到显著水准；(2)在不同的出处、研究设计、行为类型、行为表现类型及自变项种类时，健康信念模式对健康行为之总解释或预测效果有显著差异；(3)出处、研究设计、行为类型、行为表现类型及自变项种类等变项须透过与其他变项之交互作用来共同调节效果量的大小；(4)不论研究设计、行为类型、行为表现类型及自变项种类为何，自觉行动障碍都是健康行为最强之解释或预测因子。

Both of the phenomena indicate that in classroom teaching teachers carry out much of the talk while students don't show much of the active participation; 2 in carrying out speech acts, the Question and Answer Mode (No.4 and 8 Act) is rather monotonous, and the Creative Inquiry Mode of the T-S Speech Interaction in classroom teaching seldom occurs; there does exist plenty of interaction in primary school classes, however, much of this is sponsored and maintained by teachers, while the students, participating in a passive way(No.8), are lack of initiation and creative thinking(No.9 Act).

这两种现象说明了同一个问题，即课堂上教师直接施加的影响较多而学生主动积极的参与较少。2、实施言语行为互动的模式多为"问与答模式"（序对4、8），相对单一，而"创造性询答模式"在课堂教学师生互动中很少出现；在小学英语课堂教学中确实存在大量的互动，但往往由教师发起并维持(第4类行为：教师提问)，学生只是被动参与（第8类行为：学生话语—教师驱动），缺乏主动性及创造性思维（第9类行为：学生话语—学生主动）。

This article, drawing on the education development request and the children science edu- cation reality, carries out a general analysis from the different stages in the their development and intro- duces the interaction pattern, the co-building pattern, the procedure interaction pattern and immersion pattern in order to make the teacher and infant become an organic whole and make the interaction in science education harmonious and perfect.

本文结合教育发展要求和幼儿科学教育、教学实际，从不同侧面对在幼儿科学教育开展中的师幼互动模式进行综合分析，提出共创模式、渗透模式、搭架构建模式、合作研究模式、程序互动模式这五种师幼互动模式，旨在使师幼行为融为一个有机的整体，使科学教育中的师幼互动变得和谐、完善，促进互动的有效性。

Microeconomic behavior has type of two kinds of research model: One kind is the egocentric mode that sets out from the hoggish sex of individual action, one kind is the altruism mode that sets out from the altruistic sex of individual action.

个体经济行为有两种研究范式：一种是从个体行为的利己性出发的利己主义模式，一种是从个体行为的利他性出发的利他主义模式。

This article takes the Marxism Humanics and Western Stimulation theory as its foundation stone .It also takes the Marxism Humanics as its guide thought and philosophical foundation which constitute the Stimulation Management Mode . Through reflecting on the traditional Stimulation Mode and studying the logical foundation of stimulation of teachers in elementary and middle schools ,we deeply reflect on the Tradition Stimulation Mode and its thought and attribute the problem of stimulation strategy to the loss of the humanity and the pinch of the value pursuit .From the reality of Chinese culture and modern school culture .we use the essential thought in the Western Stimulation Theory for reference and set a definition on Stimulation from the philosophical view ,that is ,the subject takes the corresponding stimulation mode according to the understanding of the stimulated object needs ,acts on the motivation ,purpose and action of the stimulated and consequently satisfy the purpose of the subject .

本文以马克思人学理论和西方激励理论为理论基石，以马克思人学思想作为建构激励管理模式的指导思想和哲学基础，通过对传统激励模式的反思，通过对中小学教师激励的逻辑基础的研究和外在因素的研究，对传统教师激励模式及思想做深刻反思，将传统中小学教师激励策略问题归结为人文性的缺失和价值追求的匮乏，并从中国文化、现代学校文化实际出发，借鉴西方激励理论中的精华思想，从哲学的视角定义了激励的内涵是行为主体根据对激励对象需要的理解而采取的相应的刺激方式，作用于被激励对象的动机、目的、行为，从而满足行为主体的目的。

The analysis of data may provide answers for the following questions:(1) Judging from their knowledge and understanding of culture, what are the features of EFL learners'"interculture behavior system"(2) What are the different cultural patterns of the learners'"interculture behavior system" Can we regard these patterns as a co-culture or several co-cultures under the dominant first or second culture (3) How will the learners' individual background influence their "interculture behavior system"

主要回答以下问题：(1)从对于文化的知识和理解上看，外语学习者的"中介文化行为系统"有哪些特征(2)外语学习者的"中介文化行为系统"包括哪些不同文化模式这些文化模式是否可以被看作主导文化下的群体文化(3)学习者的个人背景会怎样影响其"中介文化行为系统"

So, it is difficult to be explained by reasonal choice theory .but it has suited the perceptual regulation of perceptual choice theory .Look from its concrete recruitment behavior and incentive mechanism, they are not accord with reasonal choice theory, but embody such characteristics of choosing by tradition , choosing by experience and choosing by characteristic of goal totalization .

因为，国有企业的招工行为是对马克思主义理论的照搬照抄，是对苏联企业模式的模仿，同时它还是在计划场域制约下，遵循实践意识的行为选择；而国有企业选择统一工资政策和企业办社会的福利模式作为服务于用工的激励机制，其行为选择既受计划场域的制约，同时也受中国传统思想的影响。

The study suggested:(1) The behavior changing process should increase self-efficacy, let the stage progressive change continue to form the progressive model.(2) The behavior changing initial period should remove the behavioral barrier factors, avoid the backward change to form the backward model.(3) If the behavior maintains the behind stage, should promote perceived benefits, let the stage detrained to form the retain model.

本研究建议行为改变过程应增加自我效能，让阶段前进改变被持续而形成前进模式，改变初期应排除行为障碍因素，避免阶段向后改变而形成后退模式，行为若维持在后面阶段，应提升知觉和说，让阶段被滞留而形成维持模式。

This article introduces learning and behaviour Change theories, including Cropley's motivation theories in adult education, Cross model (also called chain-of-response model), Mager and Pipe's applied behaviour analysis model, and Fox's Forces for change theories.

本文介绍了学习和行为改变的理论，包括CroPley 成人教育的动机理论，Cross模式，Mager——Pipe的应用性行为分析模式和FOX的改变人们行为的动力理论。

The results show that: various behavioral models of captive Amur tiger are more regular.

结果表明：笼养东北虎的各种行为模式具有较强的规律性。

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。