人的个性

And we 'd be opposed to the most precious quality of man : his individuality , his differentness from the mob .

而且我们会反对人最宝贵的品质人的个性，他与芸芸众生的区别。

The essence of people-oriented concept is a comprehensive and harmonious development of people. It also refers to people's personality, distinctiveness and creativity.

以人为本思想的实质，就是以人的全面和谐发展为本，以人的个性、独特性和创造性为本。

The exploration of the personality theory is renewing in the progress of seeking human development.

有关人的个性的理论探索也在随着人的自我发展进程而不断更新。

Voiceprint recognition technology is the process of recognizing who is speaking based on individual information which included in speech signals.

声纹识别技术，是指通过对包含在语音信号中的说话人的个性特征进行分析，来识别不同的说话人。

Completely developing the character of the educatee was a big creation of Mao's full development thought.

他认为，人的全面发展首先是人的个性得到充分发展。

Its scientific connotation encloses: the free and whole development of man's wise quality, man's relation and man's individual nature.

其科学内涵包括：人的智能素质的自由而全面发展、人的社会关系的自由而全面发展和人的个性的自由而全面发展。

The study shows that generally the mathematics view of normal university students majoring in mathematics is right, they depict mathematics learning as a dynamical process. Besides some special traits belong to mathematics, estimation, measurement and decision making themselves are also in the math field; however there are still some people warp the mathematics view, believe that mathematics is an apodeictic collection. Haven't realized the power that mathematics can improve people's taste ability and perfect people's personality, they believe that math learning is a passive process during which students receive acknowledge. What is more, there are different believes existing in the understanding of mathematics essence, mathematics value and mathematics learning. These believes vary with different university students from different grades and genders.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven\'t realized thepower that mathematics can improve people\'s taste ability and perfect people\'s personality,they believe that math learning is a passive process during which students receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着(来源：Ad4BC论文网www.abclunwen.com)偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven"t realized thepower that mathematics can improve people"s taste ability and perfect peoples personality,they believe that math learning is a passive process during which students receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning. These believes vary withdifferent university students from different grades and genders.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

On one side, music teaching is .the backbone of diathesis; teaching- It has very important diversifying ability for developing people. It is good for the development' of the individual character. It is good, to mold a person's temperament. It is good to train the creation ability of students. On the other side, because of the malady of conventional teaching for examination, it makes the society, shools and parents short of understanding the music teaching. Most of the schools are short of the innovation environment and the music teachers are short of innovation consciousness and ideas, which stops students from developing in thought and creative ability.

一方面音乐教育是素质教育的中坚，对于人的发展具有重要的多元化功能，它有助于人的个性全面发展，有助于陶冶人的高尚情操，有助于培养学生的创新能力；另一方面，由于传统&应试&教育的弊端，使得社会、学校、家长缺乏对音乐教学的认识，绝大部分中小学缺乏创新环境，大多数音乐教师缺乏创新意识、创新观念，阻碍了学生创新思维、创新能力的发展。

What are your goals and strategies for growth?

你的成长目标和策略是什么？

And unto the angel of the church in Sardis write; These things saith he that hath the seven irits of God, and the seven star I know thy works, that thou hast a name that thou livest, and art dead.

3：1 你要写信给撒狄教会的使者，说，那有神的七灵和七星的，说，我知道你的行为，按名你是活的，其实是死的。