二年级的

Every element of the physical fitness of all students in 2005: 1 There are no significant difference of tallness and weight in different grades of girls and boys. 2 The younger of girls have better flexibility performance; but the boys are opposite. 3 The elder girls and boys have better muscular strength and endurance performance. 4 The elder girls and boys have better leg explosive power performance. 5 The younger girls have better cardiovascular endurance performance; but the boys have no significant difference because of the age.

二、九十三学年度学生各项体适能：1、不同年级女、男生没有身高或体重的差异。2、年纪小似乎比年纪大的女生柔软度为好；男生则反之。3、女生旧生的腹肌肌力与肌耐力皆比新生为好；年纪最小的男生腹肌肌力与肌耐力的最差。4、女生旧生下肢瞬发力较新生的表现为好；年纪较大的男生下肢瞬发力比年纪轻的表现为好。5、年纪较小的女生心肺功能较年纪较大的表现为好；男生则不因年纪而有差别。

In this paper,the author,according to the vertical,horizontal linkages and logic relationship of the two-dimensional,three-dimensional morphoses,taking the cognitive ability of first-year...

本文论述了作者针对艺术设计本科一年级学生的认知能力，就如何打破二维、三维形态构成基础教学之间的藩篱，根据两者各知识点与知识链之间纵向、横向的联系与逻辑关系，大胆构想的打通学脉、综合研习、环环相扣、宽进厚出的链状教学理念与方法以及为之所作的教学探索与研究。

The subjects of the research were four classes of 6th graders from an elementary school in Taipei City, dividing into an experiment group and a control group, two classes in each group. The course studied carried on quantitative analysis with the score of pretests, posttests and deferred tests to explore the results of learning between the experiment group and the control group and also carried on quality analysis with the concept maps and the information of interviews collected before, within, after the teaching to explore the concept transformation. Finally, researcher analyzed the advantages and disadvantages of applying the DAPA strategy in electromagnetic function with the data of observation and introspection. The important results of the study were summarized as below

研究对象为台北市郊区一所中型学校六年级四个班级，分为实验组、控制组各二个班，研究过程以学童的成就测验前、后、延宕后测成绩进行量化分析，探究实验组、控制组的学习成效是否达到显著差异；再以学童的教学前、中、后概念图、晤谈纪录进行质性分析，探究学童概念学习历程；最后依研究者自己的观察纪录与内省进行分析，找出DAPA教学策略应用在电磁作用单元时的优缺点，经研究后所得到的重要结果如下

The purposes of this study were:(1) to explore whether there were interactions between "Feedback" and "Goal-setting" on both students' mathematical performance and test anxiety;(2) to compare the differences of students' mathematical performance and test anxiety between students' self-set goals and teacher-assigned goals;(3) to compare the differences of students' mathematical performance and test anxiety between students of different predicting abilities.

本研究的目的有三：一为探讨「回馈方式」与「目标设定」二因子之间是否有交互作用效果存在；二为比较学生自订目标与教师指定目标间，学生在数学作业表现或是数学测试焦虑分数上的差异；三为分析学生自订目标中，不同预测能力的学生在数学作业表现或是数学测试焦虑分数上的差异。本研究的受试来自台北市、台北县六所国小261名五年级学生，使用的工具有数学乘除法测验及数学测试焦虑量表。

We selected from 222 students at first grade in a primary school as subjects. A One to One intervention was given in the subjects by using self-made program computer programs. This study is composed of two experiments. The first experiment discusses the effect of self-explanation which guided by different direct instruction in problem solving on procedural learning, procedural transfer and conceptual understanding. The purpose of this experiment was to test whether self-explanation can promote transfer and which is the most the most effective combination of self-explanation and instruction. The second experiment, based on the results of the first experiment, compared the effect of self-explanation of different types in problem solving on procedural learning, procedural transfer and conceptual understanding. There are two methods: explain aloud, explain without voice. The purpose was to compare which effect is better?

以222名小学一年级学生为被试，经过筛选后，采用自编的计算机程序对被试一对一实验，研究由两个实验组成，实验一探讨问题解决中不同教授条件下引导的自我解释，对程序的学习、程序的近迁移、程序的远迁移和概念知识的影响，探讨是否自我解释能够促进迁移以及与哪一种教授条件相结合是更有效的；实验二根据实验一的研究结果，比较问题解决中引导的不同形式的自我解释，对程序的学习、程序的近迁移、程序的远迁移和概念知识的影响，探讨出声的自我解释和不出声的自我解释哪个效果更好。

Two classes of fifth grade students from a Kaohsiung school were selected as study samples; one class was assigned as an 「interactive group」, the other as an 「appreciation group」. Both respectively accepted twelve units in a total of 60 experimental courses. The interactive group took the lessons of 「creative digital storytelling」 that emphasized the interaction processes during electronic brain-storming, story sharing and so classes. The appreciation group took the courses of 「appreciating and digitalizing the stories」, which focused on story demonstration and appreciation.

研究者采准实验法之「不等组前后测设计」，以高雄市某国小五年级两个班级的学童为样本，安排一班为互动组，另一班为欣赏组，分别接受十二单元共60堂课的实验课程，互动组接受「创意数位说故事」的课程，著重电子脑力激荡及故事分享等互动历程；欣赏组接受「欣赏故事并将故事数位化」的课程，著重故事示范与欣赏。

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我尽力帮你找人帮忙。

At first I only know bruck is the idol of American younglings, afterwards I returned back to Taiwan ,even in Beijing last year ,I saw her poster everywhere, I was so surprised at her charm.

起初我只晓得布鲁克雷德丝是美国少男少女崇拜的偶像，后来回台湾，甚至去年在北京，居然也四处看见她的海报，才惊讶她的魅力之大。