查询词典 returned student

After the student's delineation of his growth stories, the teacher remarked, to a class of weepy red-eyed students and SAs; This student stood up today and unfolded a wonderful life before us. Behind the splendor of his life lies the strength and depth of life.

这个学生在诉说著成长的过程，现场的同学和学长还红著眼睛，拧著鼻子时，听到老师说：这位同学一站上来，就展现了精采的人生；在他精采生命的背后，有著生命的力量和深度。

The main production: sets of traffic cone Road, reflective articles, reflective warning tape, reflective vests, reflective vests signs, wrist band,束裤belt, PVC bag, seal books, notebook, address book, phone book,名片册, student cards student card, membership certificate, diploma, certificate, folder, driver's license, the State Department and other relevant documents.

主要生产：交通路锥套、反光条、反光警戒带、反光背心、反光背心标志、手腕带、束裤带、PVC袋、印鉴册、记事本、通讯录、电话本、名片册、学生证、学员证、会员证书、毕业证书、荣誉证书、文件夹、驾驶证、等有关国家部门证件。

The farmer can work alone in the field or the woods all day, hoeing or chopping, and not feel lonesome, because he is employed; but when he comes home at night he cannot sit down in a room alone, at the mercy of his thoughts, but must be where he can :see the folks,: and recreate, and, as he thinks, remunerate himself for his day's solitude; and hence he wonders how the student can sit alone in the house all night and most of the day without ennui and :the blues:; but he does not realize that the student, though in the house, is still at work in his field, and chopping in his woods, as the farmer in his, and in turn seeks the same recreation and society that the latter does, though it may be a more condensed form of it.

农民能在田间整天的劳作，除草或者耕作，不会感到孤独，因为他专心于工作。但是日落而归后他不能忍受独守空房，任由思想支配，但是他必须到能看到他伙伴的地方，调整疲惫的身体，就如他所想的回补白天的孤独；由此他想知道那些学生如何能整晚的坐在房间里，不知疲倦和抑郁。其实是他没有意识到那些学生即使在房间也在他的田间工作，就如农民一样，他也在寻找同样的快乐和同伴，只是他的形式更简单罢了。

The farmer can work alone in the field or the woods all day, hoeing or chopping, and not feel lonesome, because he is employed; but when he comes home at night he cannot sit down in a room alone, at the mercy of his thoughts, but must be where he can "see the folks," and recreate, and, as he thinks, remunerate himself for his day's solitude; and hence he wonders how the student can sit alone in the house all night and most of the day without ennui and "the blues"; but he does not realize that the student, though in the house, is still at work in his field, and chopping in his woods, as the farmer in his, and in turn seeks the same recreation and society that the latter does,though it may be a more condensed form of it.

农夫可以一整天，独个儿地在田地上，在森林中工作，耕地或砍伐，却不觉得寂寞，因为他有工作；可是到晚上，他回到家里，却不能独自在室内沉思，而必须到"看得见他那里的人"的地方去消遣一下，用他的想法，是用以补偿他一天的寂寞；因此他很奇怪，为什么学生们能整日整夜坐在室内不觉得无聊与"忧郁"；可是他不明白虽然学生在室内，却在他的田地上工作，在他的森林中采伐，像农夫在田地或森林中一样，过后学生也要找消遣，也要社交，尽管那形式可能更加凝炼些。

The famp3er can work alone in the field or the woods all day, hoeing or chopping, and not feel lonesome, because he is employed; but when he comes home at night he cannot sit down in a room alone, at the mercy of his thoughts, but must be where he can :see the folks,: and recreate, and, as he thinks, remunerate himself for his day's solitude; and hence he wonders how the student can sit alone in the house all night and most of the day without ennui and :the blues:; but he does not realize that the student, though in the house, is still at work in his field, and chopping in his woods, as the famp3er in his, and in turn seeks the same recreation and society that the latter does, though it may be a more condensed fomp3 of it.

家人终日耕于田间，伐于山野，此时他虽孤单但并不寂寞，因他专心于工作；但待到他日暮而息，却未必能忍受形影相吊，空有思绪做伴的时光，他必到"可以看见大伙儿"的去处去找乐子，如他所认为的那样以补偿白日里的孤独；因此他无法理解学子如何能竟夜终日独坐而不心生厌倦或倍感凄凉；然而他没意识到，学子虽身在学堂，但心系劳作，但是耕于心田，伐于学林，这正和农人一样，学子在寻求的无非是和他一样的快乐与陪伴，只是形式更简洁罢了。

The farmer can work alone in the field or the woods all day,hoeing or chopping,and not feel lonesome,because he is employed;but when he comes home at night he cannot sit down in a room alone,at the mercy of his thoughts,but must be where he can "see the folks,"and recreate,and,as he thinks, remunerate himself for his day's solitude;and hence he wonders how the student can sit alone in the house all night and most of the day without ennui and "the blues";but he does not realize that the student,though in the house,is still at work in his field,and chopping in his woods,as the farmer in his,and in turn seeks the same recreation and society that the latter does,though it may be a more condensed form of it.

农夫终日耕于田间，伐于山野，此时他虽孤单但并不寂寞，因他专心于工作；但待到他日暮而息，却未必能忍受形影相吊，空有思绪做伴的时光，他必到"可以看见大伙儿"的去处找乐子，如他所认为的那样以补偿白日里的孤独；因此他无法理解学子如何能竟夜终日独坐而不心生厌倦或倍感凄凉；然而他没意识到，学子虽身在学堂，但心系劳作，他是耕于心田，伐于学林，这正和农夫一样，学子在寻求的无非是和他一样的快乐与陪伴，只是形式更简洁罢了。

The farmer can work alone in the field or the woods all day, hoeing or chopping, and not feel lonesome, because he is employed; but when he comes home at night he cannot sit down in a room alone, at the mercy of his thoughts, but must be where he can "see the folks," and recreate, and , as he thinks, remunerate himself for his day's solitude; and hence he wonders how the student can sit alone in the house all night and most of the day without ennui and "the blues"; but he does not realize that the student, though in the house, is still at work in his field, and chopping in his woods, as the farmer in his, and in turn seeks the same recreation and society that the latter does, though it may be a more condensed form of it. dedecms.com

农人终日耕于田间，伐于山野，此时他虽孤单但并不寂寞，因他专心于工作；但待到他日暮而息，却未必能忍受形影相吊、空有思绪作伴的时光，他必到"可以看见大伙儿"的去处去找乐子，如他所认为的那样以补偿白日里的孤独；因此他无法理解学子如何能竟夜终日独坐而不心生厌倦或倍感凄凉；然而他没意识到，学子虽身在学堂，但心系劳作，他是耕于心田，伐于学林，这正和农人一样，学子在寻求的无非是和他一样的快乐与陪伴，只是形式更简洁罢了。

The article elaborated the zetetic study and the experiment and the experiment teaching's relations, and take "Plant Mitosis Experiment" the class as the example, the utilization inquire into the teaching, obtains the very good teaching effect, the student creatively discovery the root point dyes 2~5 minutes in the experiment for the broad bean with the safranin dye liquor well, thus achieved has raised student's exploration spirit and the innovation ability goal.

文章阐述了探究性学习与实验及实验教学的关系，并以《植物有丝分裂实验》课为例，运用探究教学，获得 ssbbww 很好的教学效果，学生在实验中创造性地发现给蚕豆根尖用沙黄染液染色2～5分钟最好，从而达到了培养学生的探索精神和创新能力的目的。

However, regard classroom as the main body of education, the student's satori is affecting the formation of education climax not only, of education efficiency rise, and the education that matters to ability of student creativity thinking directly.

然而，作为课堂教学之主体，学生的顿悟不仅影响着教学高潮的形成，教学效率的提高，而且直接关系到学生创造性思维能力的培养。

Statified the period setting of education is in before the education pattern that the convention uses in IT education, locate schoolteaching standard in whether tell clear, student whether understand a society to go up, go up in classroom as far as possible tell more, however the receptacle that the student became knowledge however.

分层教学的时代背景在以往的信息技术教学中采用传统的教学模式，把授课标准定位在能否讲清楚、学生能否听懂学会上，在课堂上尽可能的多讲，然而学生却成了知识的容器。

Connectors are lines that can be anchored to particular places, called glue points , on the graphic object.

连接符，可固定在图形对象的特定的地方的线条。

Another way of putting it, too many agents have a say in each other's work, and bureaucratic rigor mortis sets in.

另一种表达是，太多的作用物在彼此的工作里都有话语权，官僚的僵尸开始抬头。