查询词典 students

The result showed that: firstly, they had the hame view on the purpose of the scholarship with the authorities and people's expectation and most university students were satisfied with the system of the scholarship, but the students who were not satisfied still were of large proportion; secondly ,the students inclined to believe that the encouragement of substance can arouse people's enthusiasm better than the encouragement of spirit, and most students wished to have money as a form of incentive; thirdly, in the choice of career students showed some differences due to the difference of gender, professional and urban or rural where they are from, however, on the views of social status, the vast majority of students did't want to be willing to engage in a poor but noble career.

结果显示：其一，大学生对奖学金目的的认识，从总体上讲与国家的期望一致，在对奖学金公平性的认识上，多数大学生对学校奖学金制度表示满意，但是不满意者仍然占了很大的比例；其二，大学生倾向于认为物质鼓励比精神鼓励更能调动人的积极性，且希望获得的奖励形式以金钱居多；其三，大学生对择业条件与择业地域的选择因性别、专业、城乡不同而存在一定的差异，但在对社会地位的认同感上，绝大多数大学生不愿意从事甘于清贫而高尚的职业。

The Guidant-independent Teaching Model of High School Biology sticks to the principle of student-oriented so as to build the classroom atmosphere of democratic, fair, free and open, active the effective teaching interaction and enable students to participate actively in classroom teaching and develop the activeness and independence of students. The Guidant-independent Teaching Model adheres to the rule of students-centered. It proposes teaching-after-self-learning, teaching-follow-self-learning, teaching-promote-self-learning and enables students to learn by themselves at first through reading, self-thinking, questioning, group-discussion and forum.Thus, the independence and imitativeness of students will be achieved.We also lay emphasis on the development of the abilities of self-study and co-operative study so as to get the teaching goal of "learn how to learn" and promote the development of the independence of students.

引导自主式高中生物课堂教学模式坚持以学生为主体，通过营造民主平等、自由开放的课堂教学氛围，实现有效的教学交往和互动，让学生主动参与到课堂教学中来，以发挥学生主体的积极性、主动性；引导自主式高中生物课堂教学模式坚持以学生为中心，主张先学后教、以学定教、以教促学，通过阅读、独立思考、质疑、小组讨论和集中交流等环节让学生自主先学，以充分发挥学生主体的能动性、创造性，培养学生自主学习和合作学习等能力，从而实现学会学习的教学目标和促进学生主体性的发展。

Because of crude facilities or keeping clear of trouble, some teachers enjoy following the beaten track in their teaching and ruling their students by their voices alone. They use the monotonous methods such as punishing the students to transcribe words repeatedly, without any innovation in teaching scenes. In this way, the teachers make a language which is closed to students to be a kind of solitary and tedious mechanical repetition, and then they get half the result with twice the effort in the mass, even causing a lapse of misguidance. Therefore, students' aggressiveness and personality in study were hindered, and their interests in study were killed. It's certain that students were repelled to study. In the same time, students were lack of opportunity to practice oral English after class, not to mention enjoying the pleasure in colorful second classroom.

一些教师或限于教学设备间陋，或贪图省事，因循守旧，一本书、一只粉笔、一块黑板一成不变，乐此不疲，教学"一言堂"，包办代替，对学生强注硬灌，罚抄单词，没有任何情景的创设，把贴进学生生活的语言变成了孤零零的、枯燥乏味的机械重复，教学总体上"费时较多，收效较低"，陷入"勤勤恳恳地教书，辛辛苦苦地害人"的误区和怪圈，阻碍了学生的主动发展和个性培养，扼杀了学生的学习兴趣，使其厌学、怕学；课余几乎没有口语应用的机会，更谈不上去享受多姿多彩第二课堂的乐趣；教学要求实行统一标准。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate. The results of statistical analysis suggested the score of clinical medicine students were better than that of forensic and preventive medicine students, and the difference between the forensic and preventive medicine students was not significant.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学分析，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate. The results of statistical analysis suggested the score of clinical medicine students were than that of forensic and preventive medicine students, and the difference between the forensic and preventive medicine students was not significant.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

Based on ethnology theory, sociology and other subject perspectives, starting from cases of sample questionnaire and network of college students'national consciousness, it analyzes the basic characteristics of college students'national consciousness. Then, review the historical changing track of college students'consciousness Since the reform and opening time, and analyze the obsessional factors of college students'consciousness; and then, generalize some ordinary guiding and cultivating strategies. Taking the education of outlook on nation in Guangxi University for Nationalities for an example to introduce the facilitation experience of college students'national consciousness in national institutions. This provides effective reference to guiding and cultivating college students'national consciousness.

本文坚持以马克思主义的世界观和方***作指点，立足于民族理论、社会学等学科视角，从大学生民族意识的现实抽样问卷与网络表达的个案调查入手，剖析大学生民族意识的基本特性，接着，归顾改造开放以来大学生的民族意识历史演化轨迹并剖析大学生民族意识的现实困扰因素；入而，归纳普通院校大学生民族意识导育策略，并以广西民族大学民族观教育为例介绍民族院校的大学生民族意识导育经验，以期对高校大学生民族意识导育工作提供有效的借鉴。

The results show that:(1) In the low income college students to solve the problem of the way the scores were significantly lower than those of non- low income students ,and in the self-condemned was significantly higher than that of the non-low income students; low income college student s in the SCL-90 body, forced, interpersonal sensitivity, depression, anxiety, hostility, paranoia, psychosis, and so on eight the factor scores were significantly higher than the non- low income college students, the low income college students in general mental health level was significantly lower than the non-low income students.

研究结果表明：(1)贫困大学生在应对方式的解决问题因子上得分显著低于非贫困大学生，在自责因子上显著高于非贫困大学生；贫困大学生在SCL-90的躯体化、强迫、人际关系敏感度、抑郁、焦虑、敌对、偏执、精神病性等8个因子上及总分上得分均显著高于非贫困大学，总体上贫困大学生的心理健康水平显著低于非贫困大学生。

Generally speaking, satisfied, happiness, happy, positive emotion of adoring etc can raise the circulation of student, make students clearheaded, enlarge the aesthesia range, Memory is quick and firm, thinking is deep and flexible, learning efficiency improves; Unsatisfied, not agitated, painful, sad, getting angry pacifism emotion can weaken student" circulation, make students feel dizzy, memory is confused, notice scatters, Thought is slow-witted, mechanical, learning efficiency is low, Proceeding emotion education Cake improve students" interest at maths greatly, It also can packet students be full of appetite efficiencies, It can improve students" ideation, and improve students" performance .

一般来说，满意、欢乐、喜悦、爱慕等积极情感能提高学生的活动能力，使学生头脑清醒，感知范围广阔，记忆敏捷牢固，思维深刻灵活，学习效率提高；不满意、烦躁、痛苦、忧伤、愤怒等消极因素能削弱学生的活动能力，使学生头昏脑胀，记忆混乱，注意力分散，思维迟钝、刻板，学习效率低。

Creating the question environment ,forming the comflict between recognition andcomprehension -exploring independently and experiencingactively-cooperation learning and creating democracy atmosphere-self-examinatong evalution and building the new recognition construction-various training , confirming and transferring the new knowledge .I have reached the following conclusion through carrying out the training tactics of students"question consiousness during one-year experimentl,It is good for stimulating students" learing interestes, make students play the important role and brisking the class atmosphere .2,It is good for building new and harmonious relationships between teachers and students .3, It is good for training students" geography learning ability .4, It is good for improving students" ability of asking questions and futhermore training their innovative thoughts and ability.

经过一年多的实验，得出以下结论：一、实施学生问题意识的培养策略，有利于激发学生的学习兴趣，突出学生的主体性，活跃课堂气氛；二、实施学生问题意识的培养策略，有利于建立新型的和谐的师生关系：三、实施学生问题意识的培养策略，有利于培养学生的地理学习能力；四、实施学生问题意识的培养策略，有利于提高学生提出问题的能力，进而培养他们的创造性思维和创造能力。

Future of their children by the children of communicative competence to decide, but China's education law, either from the social school these comparisons macro view of the status of convexes students or adults has never been this rather special groups of students to always say that the status of tokgo enceph 13-18 - year - old students in the period from the perspective of the relevant legal norms of middle school students, especially under the guidance of middle school students how to establish harmonious with classmates, and teachers, and the family relationship between the law.that is, self-acceptence secondary school students.

孩子的未来由孩子的交际能力来决定的，但是我国的教育法要么是从社会，学校这些比较宏观的角度来说明学生的地位，要么就是从未成年人这个比较特殊的群体来总说学生的地位，独缺13-18岁这个时期的从中学生角度规范中学生的相关法律，尤其是指导中学生如何建立和谐的与同学，与教师，与家庭的关系的法律。即中学生人际关系法。

The second is to cut a mere 100 calories from your diet , which is the equivalent of a tablespoon of butter.

第二个就是从你的饮食中减少一百卡路里，只是相当于一大汤匙的黄油。

This is where the Rorschach test comes in.

现在，罗氏测试就出现了。