說明教育程度 的英文怎麼說

中文拼音 [shuōmíngjiāoyùchéngdù]
說明教育程度 英文
stating your education
  • 說 : 說動詞（說服別人聽從自己的意見） try to persuade
  • 明 : Ⅰ形容詞1 （明亮） bright; brilliant; light 2 （明白;清楚） clear; distinct 3 （公開;顯露在外;不隱...
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 程 : 名詞1 （規章; 法式） rule; regulation 2 （進度; 程序） order; procedure 3 （路途; 一段路） journe...
  • 度 : 度動詞[書面語] （推測; 估計） surmise; estimate
  • 說明 : 1 （解釋明白） explain; illustrate; show 2 （解釋意義的話） illustration; instruction; explicatio...
  • 教育 : 1 （按一定的目的要求 對受教育者的德、智、體諸方面施以影響的一種有計劃的活動 一般指學校教育 泛指一...
  • 程度 : 1. （知識、能力的水平） level; degree 2. （事物變化達到的狀況） extent; degree
  1. The level of obsessional beliefs reflects the degree of adolescent ocs. it shows that obsessional beliefs are important in generating and maintaining ocd

    強迫信念水平反映了中學生強迫癥狀的程度，說明強迫信念在誘發和維持強迫癥狀中產生重要作用，具有精神病理學和心理健康教育雙重意義。
  2. In education, the author explains that the educational innovation served as premise and security for the development of physics via in - depth analysis on the college education and educational system of physics in germany ; ln philosophy, to avoid the superficial and rigid opinions that philosophy either guides or hinders physics, which is resulted from one - way analysis on the influence of physical knowledge by specific philosophical knowledge, based on the combination of physical achievements by philosophy and profound philosophical knowledge, the author illustrates that the influence on german physics by philosophy reflects more on a kind of spirit a nd this very spirit brings the new quality into the german physics ; in mathematics, by means of analyzing integration of mathematics and physics at different stages, the author is tended to testify that the blooming mathematics in germany is the indispensable condition for the prosperity of german physics because. 2 mathematics provides language tools for the development of physics ; ln culture, by way of analyzing the common features of german physicists and connecting the brilliant german culture, the author audaciously brings forward that the wissenschaft ideas and faust ideas is the important driving force for the prosperity of the development of german physics

    在教育方面，通過對德國大學和物理教育體制的形成的分析，說明教育改革是物理學發展的先導和保證；在哲學方面，作者避免了從具體哲學知識對物理知識影響的單一方式出發而得出「要麼指導要麼阻礙」的兩種簡單僵化觀點的弊端，將哲學對物理學成就的影響和德國物理學家群體很高的哲學素養結合起來分析，說明哲學對德國物理學的作用更多的是體現在一種氣質、精神上，正是這種氣質和精神為德國物理學的發展注入了一種新的特質；在數學方面，通過對不同時期數學和物理學融合程度的分析，證明了發達的數學是德國物理學繁榮和領先的必不可少的條件，它為物理學的發展提供了語言工具；文化方面，通過對物理學家群體特點的分析聯系燦爛的德國文化，作者大膽提出其中蘊涵的wissenschaft思想和浮士德精神是德國物理學繁榮和領先的重要動力。
  3. In chapter two, the author starts with three parts on the context of the frame of the sts curriculum and the rationale of curriculum development. first, sts is not a simple model or distinct theory of science and technology education, rather, it is a science and technology education reform movement with many different purposes, perspectives, starting points and historical context

    首先，我們從sts教育理論的發展、界定、課程目標、課程性質與特點、課程與信息技術等角度研究sts教育的理論和思想，說明sts教育並不是一種科學教育的簡單模式或者一種非常清晰的科學教育理論;它是一種具有不同目的、不同視角、不同出發點以及不同的歷史背景的科學教育改革運動。
  4. Where the applicant has been raised, educated and employed in an environment where one of the official languages is in predominant use, a written explanation will usually suffice to establish high proficiency in that language

    如果申請人是在一個以英文或法文為主要語言的環境里長大，接受教育和工作的，一份書面的說明基本就能證明申請人的語言熟練程度了。
  5. In fact, we misunderstand judicial review. on the contrary, the limited intervention turns out to make school run better. to balance the relationship among judicial review, running a school dependently and the protection of right to receive education, the key is the limited judicial review, which includes : 1 ) the limited scope of accepting cases which means only acts seriously encroaching right to education may be brought to court ; 2 ) the limited essentials of review which means that administrative reconsideration is the preceding procedure ahead of administrative litigation ; 3 ) the limited standard of

    司法介入、自主辦學與受教育權的保障完全可以保持良性互動，其關鍵是審查的有限性，它包括： 1 、受案范圍有限，只有嚴重影響受教育權的部分事項才可提起訴訟； 2 、審查條件有限，指行政復議為行政訴訟的必經前置程序； 3 、審查標準有限，指正當程序為案件的主要審查標準，告知、聽取相對意見與說明理由是最低標準，聽證是其核心制度。
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