班加達哈 的英文怎麼說
中文拼音 [bānjiādáhā]
班加達哈
英文
bankadaha-
From lianyungang, transshipped via shanghia, the cargo to europe ports such as felixstowe, antwerp, rotterdam, hamburg ; australia ports such as sydney, melbourne ; middle east ports such as dubai, bandar abbas, kuwait, bahrain, karachi, damman, doha, nhavasheva ; east america ports such as new york, savannah, norfolk ( transhipment to inland points of eastern american ) ; southeast asia ports, such as port - kelang, penang, surabaya, jakarta, bangkok, leamchabang, chittagonhg, colombo could be shipped
由連雲港到上海中轉可以接轉費力克斯托、安特衛普、鹿特丹、漢堡等歐洲港口；悉尼、墨爾本、布里斯班等澳州港口；迪拜、阿巴斯、科威特、巴林、卡拉奇、達曼、多哈、孟買等中東港口；紐約、薩瓦那、諾福克（轉接其他美東內陸點）等美東港口；巴生、濱城、泗水、雅加達、曼谷、林查班、吉大、科倫坡等東南亞港口。An alaska airlines flight from guadalajara, mexico to los angeles had been evacuated today after a suspicious item was found on the board
在機上發現了可疑物品后，今天阿拉斯加航空公司的航班從墨西哥瓜達拉哈拉到洛杉磯已疏散。The conclusions indicate that trl outperformed the control group in attitude, ability, and knowledge, these two instructional forms have prominent differentiations, the research has the conclusions that : a ) trl can nurture students " attitude towards learning, enrich students " knowledge, increase their ability and making them integrating learning strategies, b ) trl can promote students " co - operative learning, make them explore actively, and it is effective to foster mutual understanding and friendship between the han nationality and the minor nationality, c ) trl can set up an learning environment to achieve students " learning aims, such as nurturing attitude, stimulating motivation, increase students " knowledge level, d ) trl is an effective way to enhance students " learning abilities, such as information - collecting, question - probing, problem - solving, e ) trl is an important way to integrate school education with social environment, to
因此在中等職業學校實施研究性學習，不但十分必要，而且完全可能，其目的在於改變學生以單純地接受教師傳授知識為主的學習方式，為學生構建了一個開放的學習環境，提供了多渠道獲取知識、並將學到的知識加以綜合應用於實踐的機會，促進他們形成積極的學習態度和良好的學習策略，培養了他們的多種社會實踐能力，以便於他們能更好地適應21世紀發展的需要。本研究以哈密地區衛生學校2001級（ 1 ）班社區醫士專業學生為實踐對象；以小組合作研究為組織形式；以課內與課外相結合為實踐途徑；以強調對所學知識、技能的實際運用，注重學習的過程和學生的實踐與體驗為實踐的總目標；以進入問題情境階段、實踐體驗階段、表達和交流階段為一般程序。
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