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Research indicates that technique curriculum implemented on school level shows such characters:(1) For the subject reception, students, Teachers, schoolmasters and teaching researchers all agree on the importance of technique curriculum, but Students and Teachers have lower degree on the subject reception of the curriculum text. As the curriculum value recognized by Student and Teachers, general technique is"enhance the applicatory ability","sense the technique during the daily life", information technique is"inspire the innovation","cultivate information management and exchange ability"; Teachers and teaching researchers oppugn the curriculum aim orientation on information literature; Students and Schoolmasters'understanding on the general technique curriculum doesn't agree with their action.

研究发现，学校实施的技术课程表现出如下特征：第一，主体认同方面，学生、教师、校长和教研员一致认同课程的必要性，但学生和教师对课程文本的总体认同感偏低；学生和教师最认可的课程价值，通用技术是&提高动手能力&、&感知生活中的技术&，信息技术是&激发创造性&、&培养信息处理与交流能力&；教师和教研员对信息素养的课程目标定位存在质疑；学生和校长对通用技术课程存在认识与行为相悖的状况。

Further investigation and proposals are made to achieve that more law graduate students can pass the examination or obtain the same qualifications without sacrificing too much energy,and meanwhile to ensure the quality of graduates of law graduate students,which will attract more students to enter the field of the legal profession.Therefore,a beni...

在此基础上做相应的思考，旨在使更多的法学研究生能在不牺牲科研精力的基础上能通过司法考试或者取得与司法考试相同的资格，保证法学研究生毕业生的质量的同时，能吸纳更多的法学研究生进入法律职业领域，从而在两者之间建立一种新型良性互动关系。

The study at the undergraduate stage will provide students with strong backgrounds in theoretical fundamentals and systematic expertise of materials science and engineering, help students learn about the trend of development in this field, master necessary experimental and computational methods, skills, and have a good command of a foreign language, educate students to develop engineering problem solving skills or enable them to develop new materials, products, processes, and equipment, and capacitate them to sort out problems in practical applications by methods of analyzing chemical composition and structure of materials, controlling material manufacturing process and quality, and testing and analyzing material properties, and by techniques of synthesizing materials and processing material products.

学生通过本科阶段的学习，牢固掌握材料科学与工程学科理论基础和系统的专门知识；了解本领域的发展动向；掌握必要的实验、计算方法和技术；精通一门外国语；具有解决工程问题或从事新材料、新产品、新工艺、新设备的开发能力；能运用材料化学成份和组织结构的分析方法、材料的制造过程和质量控制方法、材料性能检测和分析方法、材料的改性技术、材料制品的加工工艺和技术等解决实际应用问题。

Confronted with the new course reform, the teacher is not to turn his role into other roles, but to determine anew in accordance with the requirements of new course his own professional connotations, which are expressed in the following "5-er/or＇ s": The teacher is a service performer of the students, which is the essential characteristic of the role, showing the nature and the working attitude of the teacher; he is a promoter of the students＇study, which is the kernel characteristic of the role, normalizing his teaching behavior; he is a cooperator of teaching and study, which is the basic characteristic of the role, normalizing the equal relation between the teacher and students as well as between teaching and study ; he is a constructer of the new course and a teaching - study researcher, which are the significant characteristics of the role, normalizing his specialty research and advanced learning and improvement.

面对新课程改革，教师不是把自己的角色转变为其他角色，而是根据新课程的要求重新确定自己的职业内涵：教师是学生的服务者，这是教师角色的本质特征，表明教师的性质和工作态度；是学生学习的促进者，这是教师角色的核心特征，规范教师的教学行为；是教与学的合作者，这是教师角色的基本特征，规范师生平等的教学关系；是新课程的建设者和教学研究者，这是教师角色的重要特征，规范教师的专业研究与进修提高。

From the point of education notion, the former puts more emphasis on the mastery of basic skills while the latter encourage scientific innovation spirit. As for the subjects, the former is oriented to all students, devoting to students' comprehensive development and their education for life. On the contract, the latter prepares students to be qualified university applicants. Regarding assessment, both believe that fairness and comprehensiveness are important. Additionally, assessment reacts on teaching and multi-assessment is preferred. Contrastingly, the former lays more stress on result-oriented paper exams while the latter also takes daily teaching process into consideration when it comes to assessment.

从理念上看，二者均注重学生能力的培养，前者更强调基本技能的掌握，后者更鼓励科学创新精神；从对象上看，前者面向全体学生，着眼于学生全面发展和终身发展需要的大众教育，后者的定位则是精英教育，使学生成为最有资格的大学申请者；从评价上看，二者均强调客观公正全面的评价、通过评价对教学过程做出指导，在提倡多元化评价的同时，前者更注重充分利用好传统的纸笔测验的评价方式的终结性评价，后者除终结性评价外也注重贯穿在日常课堂教学中的内部评价。

Through the project research and didactical practice, interactive environment in class has been realized, students' awareness and ability of taking an active part in study has been increased, students' integrative diathesis of Life Science has been upgraded, and thus the teaching ideas have been changed and the relationship between students and teachers can be successfully built. What's more, the teaching designing programme and the case is used for a model of further the reform of Life Science and an accumulation of experience and information to be drawn in the future.

通过课题研究和教学实践，不仅实现了良好的课堂互动环境的创建，学生主动参与学习的意识和能力的提高，学生综合的生命科学学科素养的提升，也实现了教师教学观念的进一步转变，和谐师生关系的成功构建；再者，通过本课题的研究和实践所开发的教学设计流程方案和案例资源，旨在为今后生命科学教学继续深入深化的改革提供可操作的模式、可借鉴的经验和资料的积累。

At present,according to the defects on ideological and political work for college students, Labeling Theory functions directively on ideological and political work: avoid tagging on students;avoid bringing about negative influence between teachers and students interaction;together with other social forces,ideological and.

标签理论是西方犯罪学研究犯罪原因的一个重要理论，对高校思想政治工作亦不乏指导意义：思想政治工作主体要避免给学生贴标签；思想政治工作者要防止师生之间的互动给学生带来消极影响；思想政治工作须与社会其他力量一起提供适合大学生健康成长的社会化环境；思想政治工作对待犯罪大学生应采取人性化的帮教手段。

Methods: college students were administered by open-type questionnaire and interview to develop the raw scale. The raw scale was administered to an college students sample for Exploratory Factor Analysis; the emendatory questionnaire was filled by 715 college students for Confirmatory Factor Analysis.

采用开放式问卷和访谈形成最初的调查表，然后选取在校大学生708人（男生395人，女生313人）进行探索性因素分析；选取三所高校在校大学生715人（男生398人，女生317人）进行验证性因素分析。

Namely,"how to teach mathematics course in realtion to other subjects","how to improve our classroom teaching patterns","how to strengh students mathematics co -mmunication in classroom teaching","how to enlight students understanding math- ematics with mathematics experiments","how to implement assessment on teachers and students".

第二部分，中、美课例的对比研究，分别从如何进行课程整合、如何改进我们的课堂教学模式、如何促进学生的数学交流、如何在课堂上运用数学实验促进学生的数学认知、如何在课堂上评价教师的课堂教学等五个大的方面进行了同一教学内容的比较。

The single wheat school and Taiwan school are the largest with lie in that Denmark pays attention to groups discussing very much, it is possible in 40% of the time of school Make groups report of panel discussion, remaining time was not used for having a class , but the school of Denmark quite paid attention to students view on anything In not giving a lesson, teacher will ask student issue constantly, even very much enthusiastical to is it is it say out their idea to make a speech to raise the hand student have, and just opposite in Taiwan We have few panel discussions, have an examination outside having a class, idea say come out us seldom too, compare as if passive study, the school of Denmark has not had uniforms like school of Taiwan either in addition, the reason with the uniform of school of Taiwan is , do not hope that students spend too much time in disguising oneself , they hope that students spend more time on the lessons , I think this is Taiwan with the biggest difference of Danish school.

单麦学校和台湾学校最大的不同就在於丹麦非常注重团体讨论，有可能在学校40%的时间都在作小组讨论小组报告，剩余的时间才用来上课，而丹麦的学校也相当重视学生对任何事情的看法在上课当中，老师会不断问学生问题，学生也很踊跃的举手发言把他们的想法讲出来，而台湾正好相反我们小组讨论很少，上课之外就是考试，也很少把我们想法讲出来，比较像是被动的学习，另外丹麦的学校也没有像台湾学校一样有制服，之所以台湾学校有制服的原因是，不希望学生花太多时间在装扮自己上面，他们希望学生花多一点时间在课业上，我想这是台湾跟丹麦学校最大的不同。这些东西我没有办翻译的很详细很到位所以可以请大家帮我翻译一下吗谢谢唷很感谢

These are places without aristocratic baggage; egalitarian places open to talent, self-improving, engaged in learning and innovation through networks that were at once competitive and cooperative.

这些地方没有贵族遗风作祟，而且对于那些有天分的人是开放的平等之地，这些人善于通过那些曾经很具有竞争力与合作精神的关系网进行自我提高以及学习创新。

Christine: You don't want to see me?

你不想见我？