查询词典 educational level

The reformulation of objective-teaching in China has ever been put in practice all over the country, and its extent, time and influence are quite unprecedented. The reformulation of objective-teaching in China promotes the development of Chinese basic education, makes a miracle in the history of Chinese educational reformulations, and is a mark in the present educational teaching reformulations.

我国的目标教学改革曾遍布全国大多数省、市、自治区，其开展范围之广、时间之长、影响之大是空前的，它促进了我国基础教育的发展，创下了中国教育改革史上一个奇迹，是当代教育教学改革中浓重的一笔。

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。

At the end of the school year, the final accounts of educational cost should be rendered and the educational cost sheet should be finished.

作者对北京市第56中学1997-1998学年的教育经费进行调整计算，转换成了教育成本，说明这一方法是基本可行的。

Key Words: Montessori educational method, Current educational method of our co Social adaptive behavior

不同年龄段幼儿在接受蒙台梭利教育模式时社会适应行为没有明显差异。

To professional identity of kindergarten teacher majors, there exist such differences as: nature of kindergarten, age of the kindergarten teachers, years of serving as a teacher, the educational background, professional post and salary and so on, which can be seen in the following aspects: 1 the degree of professional identity of kindergarten teachers in non-governmental kindergarten is higher than that of teachers in governmental kindergartens; 2 the degree of professional identity of kindergarten teachers aged between 21 to 25 is the highest, while those aged between 31-40 is lowest; 3 the professional identity of kindergarten teachers who have taught for 2 to 14 years in school is of the highest, while those for 15 to 25 is of the lowest; 4 those whose academic background is intermediate rank are considered to be the highest in the professional identity while those graduated from the junior middle school are regarded to be the lowest, 5those whose professional post ranks second in primary school are the highest level in professional identity, while those whose professional post are of first rank are in the lowest; 6those whose income is between 501 and 1000 RMB are regarded to be on the top in their professional identity while those whose income above 1500 RMB are in the lowest level.

主要表现为：1民办幼儿园教师职业认同高于公办幼儿园教师；2年龄在21—25岁之间的教师职业认同最高，31—40岁之间的教师最低；3教龄在2—14年间的教师职业认同最高，15—25年间的教师最低；4学历为中职的教师职业认同最高，初中学历教师职业认同最低；5职称为小教二级的教师职业认同最高，小教高级的教师最低；6工资收入在501—1000元的教师职业认同最高，1500元以上的教师最低。3、在其他因素上，如"是否担任行政职务"、"婚否"、"所带班级"、"班额大小"等方面，幼儿教师的职业认同没有显著差异。

After rectifying the family structure, and educational level of parents, the influencing factor of adaptability was formula mainly; intensity of reaction was breastfeeding duration for 4-6 months and breast milk mainly; rhythmicity was breastfeeding duration for 7-9 months and formula only; activity level was both breast milk an formula milk equally and breastfeeding duration for 7-9 months; quality of mood was formula only and duration of breastfeeding for 7-9 months; approach-withdrawal was breast milk mainly and both breast milk and formula milk equally; distractibility was formula milk mainly.

校正家庭结构、父母亲受教育水平等因素后，适应度的影响因素是主要喂奶粉；反应强度的影响因素是母乳喂养持续时间4~6个月和主要喂母乳；规律性的影响因素是母乳喂养持续时间7~9个月和只喂奶粉；活动水平的影响因素是母乳与奶粉等量和母乳喂养持续时间7~9个月；情绪本质的影响因素是只喂奶粉和母乳喂养持续时间7~9个月；趋避性的影响因素是主要喂母乳和母乳与奶粉等量；注意分散的影响因素是主要喂奶粉。

The level of modern educational technology has leapt to a new level.

现代教育技术水平跃上了一个新的台阶。

The proportion of staffs with college degrees or higher increased 18.6 %. The proportion of public health doctor was 9.7% in 1998 and was 8.7% in 2005. The educational level of village doctors did not change and more than half of them received the education of high school or special secondary school.(3) Compared to 1998, the immunization coverage rate of 2005 was increased. The highest incidence rate of infectious diseases appeared in 2005 and it was 3.953‰, and the lowest was 2.083‰in 2001. From 1998 to 2005, incidence of Hepatitis and Tuberculosis increased quickly. The incidence of Measles fluctuated greatly in theyears of 1998 to 2005 and the incidence of Pertussis and Tetanus keeped a low level.(4) When falling ill, the rural residents preferred the Village health departments. 310 residents know Iodine Deficiency Disorders , 73.8% of investigated school-age children had ever took parasiticide.

调查地区2005年与1998年相比，单苗接种率与五苗接种率均有提高，各县法定传染病发病率，2005年最高，为万分之39.53，2001年最低，为万分之20.83；调查的8个目标县，1998年～2005年计划免疫相关传染病，病毒性肝炎、肺结核发病率增高，麻疹发病率波动很大，百日咳、新生儿破伤风发病率保持在较低的水平； 4、村卫生室是农村居民首选的医疗机构，在患病后经常就诊的机构中，村卫生室选及率达68.3％，其次是乡卫生院，为42.3％；调查的居民中，有310名知道碘缺乏病，知晓率仅为39.6％；被调查居民中有607人家有学龄儿童，在这些学龄儿童中，448人曾服用过驱虫药，药物驱虫率为73.8％；曾发生过肠道寄生虫感染的儿童173名，肠道寄生虫感染率为28.5％。

So to professionalize teaching depends not only on the enhancenment of the speciality level of teachers 'education and the scientific level of education discipline,but also the transformation of the educational issues of tcachers.

教师专业化问题，不但依赖于教师教育专门化程度的提升和教育学科的科学化，而且依赖于教师教育理念的更新。

1If our English basis is very weak,for example,our level is as same as middle school's educational level,we need to attend English training classes.

如果我们的英语基础非常差，比如说只相当于初中的水平，那么我们就需要去参加一些英语培训班。

It's not quite as simple as that.

并没有那么容易。

It debuted in 1992 in Japan and the United Kingdom, and 1993 in the United States.

它首次亮相于1992年在日本和英国，在美国1993年。