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Through correlative analysis and path analysis, it finds that (1) the family environment and the colleges and universities environment have direct and indirect influence on self-identity development of students; and (2) the family environment and the colleges and universities environment exert the major effect on self-identity development of students through identity style as mediational variable, so identity style becomes the explanatory base of self-identity status. That is, the predictive effect of diffuse/avoidant identity style for identity diffusion, normative identity style for identity foreclosure, and information identity style for identity achievement respectively is most significant; and (3) family environment that is helpful, supportive, warm, expressive, and promote autonomy and independence possibly makes students form identity achievement or identity moratorium, family environment that is excessively cohesive and warm but lacking independence possibly promote students to form identity foreclosure, and family environment that lacks of supportive and warm possibly make students form identity diffusion; and (4) colleges and universities environments that have better relationship system, clear developmental purpose, and promote to pay attention to societal concerns, critical and explorative qualities, and provide healthy, expressive, democratic, open atmosphere facilitate identity development, in turn form advanced identity. Colleges and universities environments that only emphasize the receival of colleges and universities aims, order and instilments, and scarcely encourage critique, exploration, individuation possibly make students form identity foreclosure. However, the ones that is remote relationship system, and lacking support, and students don't cognize the aim of colleges and universities possibly make students form identity diffusion.

通过相关分析、路径分析发现：(1)家庭环境和学校环境对大学生自我同一性有直接和间接的影响；(2)家庭环境、学校环境对大学生自我同一性影响主要以同一性加工方式为中介变量，同一性加工方式成为自我同一性状态的解释基础，弥散—回避定向同一性风格对弥散型同一性预测力最大，信息定向同一性风格对成就型和延缓型同一性预测力最大，常规定向同一性风格对排他型同一性预测力最大；(3)相互支持、帮助、关心、自由表达和鼓励自主和独立的家庭环境促进大学生同一性的发展，形成成就型或延缓型同一性状态，过度亲密而缺乏独立性特征的家庭环境可能形成排他型同一性状态，而缺乏支持性，关系疏远的家庭环境可能形成弥散同一性状态；(4)良好的关系系统，明确的发展目标，鼓励学生对社会事务关注、倡导批判和探索精神，塑造良好、健康、可供自由表达、民主、开放的文化氛围的大学校园环境促进大学生同一性发展，形成高级、成熟的自我同一性，而一味强调学校目标的接受，强调秩序、灌输，缺乏对批判、探索、个性发展鼓励的学校环境有可能使学生形成排他型同一性状态，但若学校的关系系统疏远，缺乏支持性的民主的风格，目标不能被学生明确感知的学校环境则可能影响学生形成弥散型同一性。

Freshman low income students in dealing with the problems on the score was significantly lower than sophomore, junior and senior low income students, and the self-condemned, was significantly higher than that of sophomore, junior and senior poor students; senior low income students SCL-90 in the interpersonal sensitivity, anxiety, hostility, paranoia and mental illness, as well as scores were significantly higher than those on the junior poor students, and obsessive-compulsive disorder in the sophomore and senior poor students were significantly higher than those freshman students , on the whole, a senior health poverty level of the mental health was significantly lower than the other three-year low income poverty students.

大一贫困生在应对方式解决问题上得分显著低于大二、大三、大四的贫困生，而在自责因子上显著高于大二、大三、大四贫困生；大四贫困生在SCL-90的人际关系敏感度、焦虑、敌对、偏执、精神病症以及总分上均显著高于大三贫困生，另外在强迫症上大二、大四贫困生均显著高于大一学生，总体上大四贫困生的心理健康水平显著低于其他三个年级的贫困生。

The results showed that there were inadaptive responses,and there were significant differences (P＜0.01) among all levels. There were less inadaptive responses in the secondary nursing students than in the baccalaureate standard(P＜0.05) and college nursing students (P＜0.05); The Basic Physiologic Needs and the Role Mastery were not significantly difference among different level nursing students (P＞0.05); The difference in the self-Concept and in the interdependence was significant (P＜0.01). There were less inadaptive responses in the secondary nursing students than the BSN(P＜0.05) and college nursing students (P＜0.05) in the Self-concept; there were more inadaptive responses in the BSN than that in the college (P＜0.05) and secondary(P＜0.01) nursing students,and the difference was not significant among the college nursing students and secondary nursing students in the Interdependence.

结果表明：不同层次护生在毕业实习期均存在不适应反应，不同学历间有显著差异（P＜0.01），中专护生不适应反应少于本科（P＜0.05）及大专护生（P＜0.05），在生理需要及角色功能方面，不同学历间无显著性差异（P＞0.05），在自我概念方面，不同学历间存在显著性差异（P＜0.01），中专护生少于本科（P＜0.01）及大专（P＜0.05）护生，在互相依赖方面，不同学历间存在显著性差异（P＜0.01），本科护生多于大专（P＜0.05）及中专（P＜0.01）护生，大专与中专护生间无显著性差异（P＞0.05）。

The handwriting and drawing motor of the students of different academic achievements differs in such ways as:a. Slow students\' motor control ability is inferior to that of the other students, which suggests some students have abnormal function of neural motor, including the unilateralization of brain function.b. The motor control ability of the excellent students from senior high school excels that of the other students.c. The harmonizing ability over double tasks of the excellent students exceeds that of the ordinary students. Such difference becomes more evident with complication of cognitive tasks.

三不同学业成绩学生的手书运动存在以下差异：1、学差生的手书运动控制能力低于学优生和中等生，提示在学差生中间可能有部分学生存在神经运动功能的特殊状况，包括大脑功能单侧化的改变。2、高中学优生的手书运动控制能力高于中等生和学差生。3、学优生在手书活动中的双任务协调能力优于学差生，随着认知次任务的复杂化，不同学业成绩学生之间的差异更为明显。

Through difference significance tests and analyses, it finds that (1) man students more possibly form identity achievement, and woman students more possibly form identity foreclosure and identity diffusion; and (2) the difference of self-identity status between man and woman students is associated with various domains; and (3) self-identity status between man and woman students have some similarities that identity exploration has the same importance to both; and (4) grade-one is a period when students face up to more identity crises, and grade-two is key period of identity formation, and grade-three is a developmental period of identity that provides the basis for re-solution of the emergence of new identity crises in grade-four;(5) there is a gradually enhanced direction from lower self-identity statuses to advanced ones from grade-one to grade-three, but there is also a direction that reentry into the identity crisis by grade-four. It indicates that the identity achievement formation does not mean the end of development of self-identity and proves that there is a continuous MAMA cycle in self-identity development; and (6) that students self-identity status mainly is identity moratorium provides some evidence for which there is a Moratorium in student development, and which self-identity formation is not easy; and (7) the development of student self-identity is associated with various domains, what students pay most attention to firstly is vocation, secondly life philosophy, and lower interesting in political and religious domains in ideology; for relational domains, students pay more attention to dating and friendship compared to sex role and recreation domain.

通过差异显著性检验和分析发现：(1)男生更可能形成成就型同一性，女生则更可能形成排他型和弥散型同一性；(2)男女大学生自我同一性的差异与不同的领域相关；(3)男女大学生自我同一性也存在相似性，同一性探索对于男女大学生同样重要；(4)大学一年级是同一性危机面对较多的时期，二年级为同一性形成的关键期，三年级为同一性的发展期，所形成的同一性为四年级所出现新的同一性危机的解决提供了基础；(5)从一年级到三年级存在从低级的自我同一性向高级的自我同一型转变的渐进增强，但到四年级又有重新进入同一性危机的趋势，说明大学生成就型自我同一性的形成并不意味着自我同一性发展的结束，证明了自我同一性发展的MAMA周期持续存在的特点；(6)学生自我同一性状态主要还处于延缓型同一性状态，进一步证明大学生发展心理合法延缓期的存在，以及自我同一性形成不是一件很容易的事情；(7)大学生自我同一性的发展与领域相关，大学生较为关注职业领域，其次为人生观领域，而对政治和信仰领域兴趣较低；另外，大学生对友谊、交往领域较为关注，对性别角色和活动领域关注程度相对较低。

The major findings were as follows:(1) There were significant interactions between Feedback and Goal-setting in both students' mathematical performance and test anxiety;(2) No significant differences were found in mathematical performance and test anxiety between the student self-set goal condition and the teacher-assigned goal condition when feedback was presented;(3) There were significant differences in students' mathematical performace between correct-predicting students' and incorrect-predicting students, but no difference was found in students' test anxiety between the two groups of students;(4) High-estimating students and low estimating students showed significant differences in mathematical performance, but no difference in test anxiety.

在有回馈的情形下，学生自订目标与敎师指定目标间，其学生在数学作业表现或是在数学测试焦虑分数上均无显著差异存在。3。学生自订目标中，预测正确组与预测不正确组学生在数学作业表现上有差异存在，在数学测试焦虑分数上无差异存在。4。学生自订目标中，高估组与低估组学生在数学作业表现上有差异存在，在数学测试焦虑分数上无差异存在。

And study four element in the implementary process of Health Standard for Students" Constitution.The author analyzed the total implemented status through surveying the implemented status of the Students" Constitution Health Standard for Students" Constitution in Yunnan province. And analyzed the cause in unimplemented school: the problem; the management of the Health Standard for Students" Constitution; the matter of the ground, implement and outlay; the knowledge composition and the ability to instruct students of teachers; students" health knowledge and the effects on students of Health Standard for Students" Constitution in implemented school.

通过调查云南省高校大学生体质健康标准的实施情况，分析云南省总的施行情况、对已实施学校推行过程中存在的问题和未实施学校的原因，以及在推行过程中学校对《学生体质健康标准》的管理、所需场地仪器和经费的情况、教师的知识结构与对学生进行指导的能力、学生的体质健康知识以及实施《学生体质健康标准》对学生的作用效果等方面进行研究，着重对施行过程中存在的问题提出相应的对策。

In order to recruit a group of enthusiastic students into the club, inject new vitality into the club, while new activities through the trick to make us better understanding of Beihang Microsoft Press Club, about the club star, PK game programming, Microsoft Championship and other relevant circumstances, we on March 19, 2010 at noon recruit new activities launched in the spring.

为了招收一批充满热情的同学进入俱乐部，为俱乐部注入新的活力，同时通过招新活动使大家进一步了解北航微软媒体俱乐部，了解俱乐部之星、编程PK赛、微软精英挑战赛等相关情况，我们于2010年3月19日中午开展了春季招新活动。

University students' dormitory is an important site for students' daily life and study, especially with the popularity of the system of credit, selecting class, and flexible academic years. With university students' awareness of class membership decreasing, students spend more and more time in their dormitories. Students' dormitory has gradually become an important platform for students' life, study, and communication and an essential place for carrying out ethical-political work and quality education. Consequently its educational function for students has become increasingly prominent.

高校学生公寓是大学生日常生活与学习的重要场所，特别是随着各高校完全学分制、选课制和弹性学制的推行，大学生的班级意识在逐步淡化，学生在公寓的时间越来越长，学生公寓逐渐成为大学生生活、学习、交流的重要平台和对学生进行思想政治工作，开展素质教育的重要阵地，对大学生的教育功能日益凸显。

NARRATIVE IN MORAL EDUCATION brings its moral functions into play by putting the moral cognition, moral emotion, moral conation, moral action together. And the moral functions of NARRATIVE IN MORAL EDUCATION includes: helping the students understand the ethics and human; helping the students understand the meanings of life and spreads moral wisdom; giving guidance to the students as to moral needs; helping the students make moral choices freely; training the moral thinking of students—including training them thinking over moral questions carefully, the habit of thinking moral questions in transposition; helping students promote their moral level by making use of moral consensus; making effect on the ethic of students as a whole communication process.

德育叙事是以统一个体的"知、情、意、行"为心理机制来发挥其德育功能的，其德育功能主要表现为：帮助学生理解道德和人；帮助学生深刻理解生命的意义，传播道德智慧；引导学生的道德需要；避免"控制性说服"，有利于学生在道德层面做出自由选择；训练学生的道德思维方式(训练个体道德思维的周密性、训练学生形成换位思考的道德思维习惯)；调动道德舆论，促进个体道德发展；德育叙事作为一个交往过程，对学生道德品质的影响。

Therefore, it is imperative that you need to be prepared for the great change that is about to occur.

所以，你需要为快要出现的伟大改变准备好，这是必要的。

If u agree with our suggestion of dicker trade,we will exchange paper with u wood.

如果你方同意我们进行易货贸易的建议，我们将用纸与你们交换木材。