重點學校 的英文怎麼說

中文拼音 [zhòngdiǎnxuéjiào]
重點學校 英文
chief school
  • 重 : 重Ⅰ名詞（重量; 分量） weight Ⅱ動詞（重視） lay [place put] stress on; place value upon; attach im...
  • 點 : Ⅰ名詞1 （液體的小滴） drop （of liquid） 2 （細小的痕跡） spot; dot; speck 3 （漢字的筆畫「、」）...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 校 : 校名詞1. （學校） school 2. （校官） field officer3. （姓氏） a surname
  • 重點 : keynote; key point; focal point; stress; emphasis
  1. Construction of literature information resources of key disciplinal areas in the librarises of universities in the network era

    網路時代高校圖書館重點學科文獻信息資源的建設
  2. University libraries must enhance documental information construction of key subjects

    高校圖書館應加強重點學科文獻信息資源的建設
  3. On document resource indemnification of important subjects in national area colleges

    論民族地區高校重點學科文獻資源保障
  4. On the relationship between university library and the development of key disciplines

    高校圖書館與重點學科建設
  5. A discussion about the construction of the document resources for key disciplines

    談高校重點學科的文獻資源建設
  6. Consideration about the further construction of key disciplines in nationality colleges and universities

    對進一步加強民族院校重點學科建設的思考
  7. The key school of high school still basically values result

    高中的重點學校主要還是看重成績的！
  8. Key disciplines organization of colleges and universities, assuming the task of teaching, is a knowledge - intensive organization and the basic strategic stage of research and social service, therefore the construction of disciplines is the perpetual focus of that of the colleges and universities

    高等院校重點學科組織是一個知識密集型組織，它是承載高等院校教學，科研、社會服務的基本戰略平臺，學科建設是高校建設的永恆主題。
  9. 4. on the whole, there are no differences from one school to author

    整體上，重點學校和普通學校的青少年社會自我發展水平不存在顯著差異。
  10. Teachers can earn more by working in unpopular schools or teaching unpopular subjects

    教師可以通過在非重點學校任教或教授冷門科目賺得更多薪水。
  11. Whether you are in common or key middle school does not have absolute effect on your result

    你讀的學校是普通學校還是重點學校，不對你的成績有絕對影響。
  12. 3. are there any differences with statistical significance in using english learning strategies among the students of three different schools

    重點學校的學生與普通學校的學生在策略使用上是否有差異。
  13. Schools : the experimental primary school, gaoyou middle school and gaoyou city s first middle school have become the provincial key schools

    學校：實驗小學高郵中學高郵第一中學均為省重點學校，工業中專職大電大已成為實用型人才培訓基地。
  14. Quanzhou peiyuan middle school was founded in 1904. it is one of the key middle schools in fujian province, china green school, a hundred prestigious schools in china

    泉州培元中學建於1904年。現在是福建省重點學校，中國綠色學校，中國百強名校。
  15. 3. concerning the factor of teaching experience, teachers with more than 21 years " teaching experience were obviously different from other groups, i. e., old teachers were comparatively more for molding orientation and attitude promotion

    3 、從學校類型看，重點學校的教師比非重點學校的教師更傾向于反對灌輸觀；從整體上看，各類學校教師都認可發展式的教學取向。
  16. Other school nature such as place were not important to burnout. we formated the teachers burnout effective factors inventory and used it in the primary school teachers. we found that many factors could generate burnout and they had different effect to the three respects of burnout

    而學校因素2 （市區學校非市區學校） 、學校因素3 （重點學校非重點學校）和學校因素4 （公辦學校民辦學校轉制學校）對上海市教師的職業倦怠沒有顯著影響。
  17. There are no significant differences between different grades. but in ordinary school, the stress score of primary school teachers is lower than that of second and high school teachers. on the contrary, the stress of high school teachers is the lowest hi key school

    普通學校小學教師的應激水平顯著低於普通學校初中和高中教師，重點學校高中教師的應激水平卻低於重點小學和重點初中學校教師，重點高中教師的應激水平顯著低於普通高中教師。
  18. Keeping footing on the unique local cultural resources, tianshui normal university initiates longyou culture which was categorized as one of the key subject matters of gansu from 2002 to 2005

    摘要立足隴右獨特的地域文化資源，天水師范學院創建隴右文化學科，並被列為甘肅高校省級重點學科。
  19. Through questionnaire, we know the present situation of secondary school teachers ' understanding of self - regulated learning, and give our solutions on these questions. to make the investigation representative, this research adopts the way of the stratified random sample and in the three different levels of schools in the whole city - high quality, medium quality, low quality

    為保證調查取樣的代表性，本研究採用分層隨機抽樣法，即按照重點學校和非重點學校，非重點學校又分為較好的學校和較差的學校的標準，在全市中學中隨機抽取300名一線教師，進行實測。
  20. This thesis takes the middle school students as subjects and uses self - regulated learning for middle school students as measuring instrument to explore the developmental tendency of the ability to carry on the self - regulated learning and the relationship between this ability to the academic achievement. the conclusions are as follows : ( 1 ) there are different levels in the ability to use these dimensions, which make up of the self - regulated learning, to engage in the learning. ( 2 ) the grade factor makes significant difference in the development of the ability to carry on the self - regulated learning

    本研究以中學生為研究對象，以自我調節學習問卷為測量工具，探討了中學生自我調節學習能力的發展及其與學業成就的關系，並得出結論如下： （ 1 ）中學生的自我調節學習能力在各個學業調控維度上的發展水平不同； （ 2 ）中學生自我調節學習能力發展的年級差異顯著； （ 3 ）中學生自我調節學習能力發展的性別差異顯著； （ 4 ）中學生自我調節學習能力的發展在重點學校與普通學校、城市學校與農村學校之間存在著極其顯著的差異； （ 4 ）中學生的自我調節學習能力與學業成就之間存在著顯著正相關，且對學業成就高低有較好的區分性。
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