貧困中相愛 的英文怎麼說
中文拼音 [pínkǔnzhōngxiāngài]
貧困中相愛
英文
in love in poverty- 貧 : 形容詞1. （窮） poor; impoverished 2. （缺少; 不足） inadequate; deficient 3. [方言] （絮叨可厭） garrulous; loquacious
- 困 : Ⅰ動詞1 （陷在艱難痛苦中或受環境、條件的限制無法擺脫） be stranded; be hard pressed 2 （控制在一定...
- 相 : 相Ⅰ名詞1 （相貌; 外貌） looks; appearance 2 （坐、立等的姿態） bearing; posture 3 [物理學] （相位...
- 愛 : Ⅰ動詞1 （對人或事物有很深的感情） love 2 （喜歡； 愛好； 喜好） like; be fond of; be keen on 3 （...
- 貧困 : poor; impoverished; poverty-stricken; in straitened circumstances
- 相愛 : be in love
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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。The main features of informal communities at junior high school at rural district are : ( 1 ) forming reason, not only space distance, ability attraction, interests, personalities which are found in the early researches, but also economic condition of the families, living environment ( counties and country sides ), original foundation of relationships ; ( 2 ) the qualities students choose when they look for their partners are positive, healthy, and are basically consistent with their parents " expectations ; ( 3 ) contents of activities, not only study, chat, travel and play, interesting actions, but also doing some rural work to help adults ; ( 4 ) nature, most of the communities " behaviors seldom break disciplines and laws and they seldom have leaders who have obvious position and influence ; ( 5 ) we can consider the students informal communities which are based on interests and hobbies as advantageous condition in the management of class, it ' s difficult to manage the students communities which are drafted apart from class
2 、貧困地區農村初中學生非正式群體的主要特點是： （ 1 ）形成原因上，除以往研究中發現的空間距離、能力吸引、興趣、性格以外，還包括家庭經濟條件、生活環境（鄉鎮和山村） 、原來關系基礎等因素； （ 2 ）學生選擇夥伴時所趨同的品質都是積極上進的、健康的，並基本與家長的期望相一致； （ 3 ）在活動內容方面，除一起學習、閑聊、遊玩、興趣活動以外，還有幫助大人干農活； （ 4 ）大多數學生群體較少有違紀或違法行為，群體中具備明顯地位和影響力的自然頭領較少； （ 5 ）以興趣愛好為基礎結成的學生非正式群體在班級管理中可作為有利條件，與班級關系疏遠的學生非正式群體是班級管理中的難題。
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