close up the gap

close up the gap的基本解释

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弥合差距

与close up the gap相关的网络例句 [注：此内容来源于网络，仅供参考]

UME Huaxing International Cineplex in the shop,"Confucius" Yesterday at the box office of close to 6 million "Affan up" has up to 45 million, the biggest gap.

在UME国际影城华星店，《孔子》昨日票房接近6万元，《阿凡达》却高达45万元，差距最大。

Investigate its reason has the following kinds: Some people eye annulus v/LIT all over the ground flesh is congenital deformation, perhaps go up eyelid is too short cause eyelid to crack cannot close completely, leave a gap when Morpheus, like seeming to open have sth in mind partly, common calls " sheep eye "; Some person facial nerve are paralytic, and disease of certain head ministry causes facial nerve to lose control, eyelid loses pulling force because of muscle, thereby the eye is cracked increase, add up to eye difficulty; Because certain disease is caused,some people are pop-eyed, and cannot close eye, be like sclerotic grapes Pu the tumour inside swollen, the socket of eye, hyperthyroidism; As a result of,some people are inflammation, ulcer, traumatic wait for a reason to cause palpebral scar sexual weak point shrinks and the skin is short of caustic, cause eyelid to close obstacle, cannot close a key point completely all day.

究其原因有以下几种：有的人眼轮匝肌先天性畸形，或者上眼睑过短造成睑裂不能完全闭合，在睡眠时就留下一条缝隙，好象半睁着眼一样，俗称"羊眼"；有的人面神经麻痹，以及某些脑部疾病致使面神经失去控制，眼睑因肌肉失去张力，从而眼裂增大，合眼困难；有的人是因为某些疾病引起眼球突出，而不能闭目，如巩膜萄葡肿、眶内肿瘤、甲状腺机能亢进等；有的人是由于炎症、溃疡、外伤等原因引起眼睑疤痕性短缩和皮肤缺损，造成眼睑闭合障碍，终日不能完全合眼。

The result shows that: with the expansion of teacher education space, the reform and development of Chinese teacher education is much closer or equal to that of the international teacher education. The transitional stage and education reform in China puts forward a new demand for P. E. talents. The innovation as to education object, specification and curriculum arrangement raised in P. E. Curriculum Arrangement for Chinese Universities with four-year Program published in 2003 meets such a demand, and narrows the gap of education development in high P. E. academy between China and foreign countries. P. E. teachers abroad are usually cultivated by comprehensive universities, the cultivating objectives are verified, and generalists adapted to social development are emphasized. Cultivating mode abroad are various, with "open-type" or "non-directional type" as the main mode, and 4-year program, 5-year program, and 3-year program serve as the main form of education system. Curriculum arrangement abroad stresses general education, with foundationalization, normalization, objectification, optionalization, miniaturization, internationalization and syntheticalization as its characteristics and it employs credit system. The close-typed cultivating mode of P. E. academies in China should be gradually transformed into open-type or multi-type, cultivating generalists instead of specialists, and further constructing a new one with several cultivating types co-existing. Orientation of P.E. teachers in China should follow standard principle, coordination principle, experience principle and resource principle. To improve P.E teacher education in China, the following measures can be taken: relevant laws and regulations should be made for orientation; P.E teachers" training organization should be encouraged to participate in orientation; extension and connotation of P.E. teacher education should be expanded; resources should be optimize; systematic P.E. teachers" orientations should be organized;"Life P.E. Teacher Qualification "should be changed; useful-life should be set for P. E. teacher qualification; P.E. teacher qualification should be regularly authenticated; On-job training of P. E. teachers abroad tends to be systematic, but in China P.E. teachers" on-job training and prevocational training are separated; therefore measures must be taken to change this circumstance and thus speed up the systematic process. Factors concerning constructing a new system of P. E teachers are the following: reconstructing resources, making P.E. teachers" cultivation, orientation and training systematic, establishing a mechanism for encouragement and punishment, making school-based training and college training systematic, and setting up a mechanism combining directional training with non-directional training.

研究结果表明：随着教师教育革新空间的拓展，我国体育教师教育的改革与发展水平逐步与国际体育教师教育发展趋于接轨化。2003年颁布的《全国普通高校体育教育本科专业课程方案》在培养目标和规格、课程设置上的创新性，适应了我国社会转型和教育改革对体育教育专业人才的需求，进一步缩小了与国外高等体育院系教育发展的差距；国外体育教师一般由综合性大学或文理多科性大学培养，培养目标多向化，以培养适应社会发展的通才型人才为主；培养模式灵活多样，多数以"开放型"或"非定向型"培养模式为主，学制多以4年制、5年制、3年为主；课程设置上注重通识教育，突出基础化、师范化、针对化、选修化、小型化、国际化和综合化特点，实行完全学分制的教育管理制度；我国普通高校体育教育本科专业人才培养模式应该由封闭性转向开放式混合型的人才培养模式转变，由专才型转向复合型人才培养模式转变，构建多种类型并存的人才培养模式；我国体育教师入职教育革新应遵循的原则是本位原则、协同原则、经验原则和时间与资源原则，改进措施有：做好入职教育的法规化、制度化建设，激励体育师资培育机构参与体育教师的入职教育，拓展体育教师教育的外延和内涵，优化整合资源，系统组织体育教师的入职教育，改变体育教师资格"终身制"，设定体育教师资格有效期限，推行教师资格定期认证制度等；国际上体育教师在职培训体系显现了体育教师教育一体化的发展取向，但我国体育教师的在职培训与职前培养存在分离性，必须采取改革措施，加速我国体育教师教育的一体化进程；构建体育教师教育新体系的实施要素是：重组资源配置，实现体育教师培养、入职和培训一体化，建立奖惩机制，实现校本与院校培训一体化，建立体育教师定向与非定向培养培训有机结合机制。