經驗貧乏 的英文怎麼說

中文拼音 [jīngyànpínfá]
經驗貧乏 英文
lack experience
  • 經 : 經動詞[紡織] （把紡好的紗或線梳整成經紗或經線） warp
  • 驗 : 動詞1. （察看; 查考） examine; check; test 2. （產生預期的效果） prove effective; produce the expected result
  • 貧 : 形容詞1. （窮） poor; impoverished 2. （缺少; 不足） inadequate; deficient 3. [方言] （絮叨可厭） garrulous; loquacious
  • 乏 : Ⅰ動詞1. （缺少） lack Ⅱ形容詞1. （疲倦） tired 2. （貧困） poor 3. [方言] （沒力量; 不起作用） exhausted; useless
  • 經驗 : 1 （由實踐得來的知識或技能） experience 2 （經歷） go through; experience; 經驗教訓 lessons from ...
  • 貧乏 : poor; meagre; thin; short; lacking
  1. The main ways of growth is imitating, self - exploring and self - summarizing, through these ways, they accumulate some experience of preschool education, but there is clearly shortcomings in those experience : ( 1 ) educating method is simple, that is to say, the ways of interaction between teacher and children is only language, the objects of interaction is only between teacher and children, the background of interaction is in collective activities, the means of interaction is only in classroom and collective activities directed by teacher. ( 2 ) paying specially attention to teaching knowledge and ignoring play, also paying specially attention to result but not the course of study, all that make kindergarten have the tendency to primary school in teaching style. ( 3 ) the basic educational quality of these teachers is at a low level, e. g

    研究發現：一、貧困民族地區民辦回族幼兒教師在成長中以愛心為基點，充分發揮了奉獻、吃苦耐勞的職業品質，成為她們成長的內在動力；二、被研究教師在實踐中通過模仿、自我探索、自我總結的主要途徑，積累了一定的教育經驗，但也存在明顯的不足； （一）教育方式方法單一，即相互作用的手段僅限於言語傳授；相互作用的對象僅限於教師和幼兒之間；相互作用背景僅限於班級集體活動中；相互作用的途徑僅限於作業課和教師指導的集體活動中； （二）重知識傳遞、輕游戲活動，重教育結果輕活動過程，小學化傾向嚴重； （三）教師基本教育素質偏低，表現在文化知識水平低下，專業技能技巧缺乏，不能滿足幼兒全面發展的需求。
  2. Many headmasters also poor or out of date in knowledge, a part of them even manage with experience

    在教育理論和教育管理理論方面，部分校長也存在著知識貧乏、知識老化現象；部分校長憑經驗管理現象嚴重等。
  3. How little practice he had had in dealing with unusual situations !

    應付這樣超乎尋常的局面他的實際經驗是何等的貧乏呀！
  4. The historical experience has demonstrated that the impoverishment and marginalization of resettlers have come from the lack of national involuntary resettlement policy, the manipulation of valley development decision by a few powerful interest groups, ignorance of resettlers ' integration with host community, as well as the imperfecion of participation mechanism

    歷史經驗表明，印度國家層次的移民政策框架的缺乏、流域開發決策為少數利益集團所左右、移民的社會整合被忽視、移民參與機制的不完善等問題導致移民在搬遷安置過程中的貧困化和邊緣化。
  5. Owing to the deficiency in ideological preparation and experience accumulation to adapt themselves to the multiculture, as well as the restriction of the family economic conditions, the poor college students result in their difficulty in adaptation

    貧困大學生由於缺乏適應多元文化的思想準備和經驗積累，以及受家庭經濟條件的制約，導致其適應困難。
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