高階學習 的英文怎麼說

中文拼音 [gāojiēxuéxí]
高階學習 英文
high-level learning
  • 高 : Ⅰ形容詞1 （從下向上距離大; 離地面遠） tall; high 2 （在一般標準或平均程度之上; 等級在上的） above...
  • 階 : 名詞1. （臺階） steps; stairs 2. （等級） rank 3. [醫學] （耳蝸的三個螺旋管的任一個） scala 4. [數學] order 5. [地質學] stage
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 高階 : high [higher] order高階導數 higher derivative; higher order derivative; derivative of higher orde...
  1. It ' s the author ' s micro or local observational view. by using different methods such as questionnaires, casestudy, interview and so on, the author mainly discussed four important educational topics : learners " living space, educators " discourse space, curriculum and knowledge, interaction between teachers and students. in the mean time, she tried to pay more attention to the students " confusion happened in their daily life

    這一部分是研究者的地方觀察視野，主要通過對四個重要教育主題：學習者的活動空間、教育者的話語空間、課程知識的張力和師生課堂互動空間的分析，詳細展開研究者通過切身觀察與體會而描述的具體生活圖景，通過以問卷調查、個案研究、藏族中學生內地教育的跨文化研究?教育人類學的觀察方式訪談等多種研究方式的綜合，試圖較為詳細深入真實地再現學生的日常生活，同時對這一年齡階段學生在高中學業、生活、交友等方面遇到的困惑予以較多的關注。
  2. My review works are : note of english vocabulary, 7000 words of vocabulary, advanced grammar in use and toeic cloze test

    目前的作業有整理字匯學的筆記、看看7000字的書、做高階文法練習、寫toeic模擬試題的克漏字。
  3. Heavy to study relatively high relief hall people, pass by and grow wide a wide one colored ridge enter by rock step one ; but the teacher enjoys the special treatment, can drive the car to the side door directly

    人民大學習堂的地勢較高，須走過一長串寬寬的花網巖臺階才能進入但是老師享受特殊待遇，可以把車直接開到側門。
  4. A review of monolingual dictionaries for advanced learners of english in the 20th century

    20世紀英語高階學習詞典研究
  5. Any individual can use his or her e - cert on smart id card to enjoy the e - banking services of multiple banks. there is no need to carry different authentication tools for using e - banking services of different banks

    研習班是專為曾參加高階課程的學員而設，主要是教授及改良學員在高階課程所學到的操控技巧。
  6. On the ground of educative theory, this paper exposits connotation and characteristic of project - based learning and why we should also enforce project - based learning in high school. as far as substance of project - based learning and objective circumstance what it should have are concerned, it points out the practical ability. at last, based on that university physics education has relatively longer cycle, it proposes stage pattern for enforce project - based learning and give two concrete cases, which discuss capacitance of confocal oval - shaped stylar capacitor and potential distribution of charged conductor of surface being uniparted hyperboloid

    本文在具體的教育理論指導下，闡述了研究性學習的內涵及特點；在大學物理中實施研究性學習的意義；以及就研究性學習的實質和所需具備的客觀條件而言，論述了研究性學習在高校中實施的可行性；並根據大學物理教育具有周期性相對較長和專業循序漸進的特點，提出了研究性學習的階段性模式，並給出了具體的實例，利用保角變換法討論了共焦橢圓柱形電容器電容及單葉雙曲面帶電導體的電位分佈。
  7. Finally, there are 2 conclusions : guided by the thought of classified instruction, the e - tutors " instruction mainly represents in developing online learning situation, promoting students " cognition level, training study strategy, enhancing cooperative ability and so on. though intension in e - tutors " instructions is different in different step, support to student ' s emotion is emphasized all along

    研究表明：在分類指導的設計總思想下，網路教師的指導主要貫穿在「網路學習情境創設、促進學生認知水平的提高、學習策略的訓練、提高協作能力」等活動中，每個階段網路教師指導的強弱程度不一，但對學生的情感支持始終融合其中。
  8. Each of these past three ages seems to have been trial runs for humans to work through what they needed to learn. this current age, the fourth age, is the final phase. according to the hopi, the highest and greatest powers that we have will be released to us in this new age, which they refer to as the age of the human

    過去的三個時代對人類而言似乎只是試驗階段，用來學習他們所該學的，而目前這個時代第四個時代，是最後一個階段來讓我們邁向另一個時代，霍皮人把這即將到來的時代，稱做是人類的時代，到那時候，我們將會被賦予我們本有的最高最大的力量。
  9. Strengthening the training of thinking ability is conducive for improving students " all - life studying ability for that the students " thinking is in a period of being developed and shaped in high school

    在高中階段，學生的思維正處于快速發展期和定型期，在這段時期加強對思維能力的培養，有助於發展學生的終身學習能力。
  10. Questionnaire method and three questionnaires have been applied in this research, including two translation questionnaires " achievement goal orientation questionnaire ", " learning strategy questionnaire ", and self - compiled " class motivation climate questionnaire ". this survey consists of four stages which is item evaluation, pretesting, test and statistical analysis, had researched eight classes of 7th grade and 11th grade in three middle schools

    本研究採用問卷調查法，使用翻譯修訂的「成就目標定向」和「學習策略」問卷以及自編的「班級動機氛圍」問卷，經過問卷評估、預測與修改、正式施測、數據整理與統計分析等階段，於2003年11月至2004年5月完成對武漢市第26中學、馬房山中學和武漢市旅遊學校初一、高二兩個年級8個班學生的研究。
  11. In view of this, think in person : in the teaching on chemistry in high school, to students " body and mind developing stage, individual character, type, using relevant attribution theory, through appropriate, systematic training on attribution, adjusting and optimizing attributive mode can make student realize what is good or bad influence towards their study and understand that the key to determine the achievement of the study is how hard they work, carry on rational, favorable attribution, learn to adjust themselves, improve self - consciousness, can evaluate oneself, face one ' s own shortcoming, learn oneself how to regulate, maintain the psychological health state, remain enough self - confidence, strengthen will quality, so that the students can face various kinds of difficulty that they meet during the course of learning, excite latent energy to overcome the difficulty and surmount oneself constantly

    基於此，本人認為：在高中化學教學工作中，針對學生的身心發展階段、個性特點、歸因類型，運用相關的動機歸因理論，通過恰當的、系統的歸因訓練，調整、優化學生的歸因模式，可使學生對影響學業成就優劣的因素有正確的認識，明確努力程度才是決定學業成就高低的關鍵，進行合理、有利的歸因，形成對后繼學習有利的內部、外部動機，提高自我意識，能較全面地評價自己，正視自己的缺點，學會自我調節，維護心理健康狀態，始終保持足夠的自信心，增強意志品質，從而能夠正視學習中遇到的各種困難，並激發起戰勝困難、不斷超越自己的潛能。
  12. We should integrate our efforts to build up the country with their diligent study of marxism - leninism, enhancement of their understanding of communism, and elimination of the influence of bourgeois ideology and all other erroneous ideas

    我們要結合建設祖國的實踐，努力學習馬克思列寧主義，提高自己的共產主義覺悟，克服資產階級思想以及其他各種錯誤思想的影響。
  13. It is better that grammar knowledge can be acquired, digested and consolidated by listening, speaking, reading and writing to change the conditions of " high score with low ability " or " high ability with low score ". as the proverb : cast a brick to attract jade, teaching examples have been given

    為了發揮語法在中學基礎階段英語教學和學習中的重要作用，改變哪種「高分低能」或「高能低分」的現象，我們必須從我國的英語學習現狀出發，把握學生學習的規律和策略，通過聽、說、讀、寫技能習得、消化和鞏固語法知識。
  14. Aspects written in earlier phases of learning tend to focus on auxiliary concerns that can be unplugged from the system and on horizontal concerns that apply across many domains such as transaction management, caching, or tracing

    前期學習階段編寫的方面側重於可從系統拔出的輔助關注點和跨許多域應用的水平關注點（比如事務處理管理、高速緩存或跟蹤） 。
  15. Results of this study showed that the means of overall self - worth, general individual preference of self - worth and specific psychological preference of self - worth in male students are significantly higher than those in female students, on the other hand, the means of specific moral preference of self - worth and specific family preference of self - worth in female students are significantly higher than those in male students. there is a decreasing trend of self - worth level in form one students among middle schools in macao while the trend of the change in self - worth remains constant relatively from form two to form six. the overall developing level of self - worth of the students from renowned schools is much higher than that of the students from non - renowned schools, renowned school students showing higher self - worth level indicates there is a relationship between the level of self - worth and good school environment, better teaching quality and teaching resource

    研究結果表明：澳門中學生男生在總體自我價值感、一般自我價值感個人取向和特殊自我價值感心理取向的平均數明顯高於女生，女生的特殊自我價值感道德取向和特殊自我價值感家庭取向的平均數明顯高於男生；澳門中學生在年級方面的自我價值感發展呈現初中一年級開始呈明顯下降的趨勢，在初中二年級至高中六年級的階段保時相對平穩的發展；澳門名校學生的自我價值感的發展水平在各個取向方面都顯著地高於普通學校學生，名校中學生的自我價值感相對較高，與其身處的學校具有傳統的優良校風，師資素質和教學資源有一定的關系；人生目標、學習成績、家人關系、參加文藝活動和參加體育運動等五項因素是影響澳門中學生自我價值感發展水平的主要因素；人生目標及理想明確，學習成績良好，經常參加體育活動和文娛活動，家庭中的人際關系良好的中學生的自我價值感水平明顯高於人生目標及理想不明確，學習成績不良，不經常參加體育活動和文娛活動，家庭中的人際關系不良的中學生。
  16. The stage studying in school is the key stage of a student ' s study life, which is also the individual growing mature period

    在校學習階段是一名高職學生一生中學習的關鍵階段，也是個體生理發育成熟時期。
  17. The thesis, based on the teacher ' s direct teaching experience and guided by new curriculum standards, treats the practical modes and the execution of cooperation study in senior middle schools. it is divided into three parts

    本文從圍繞物理學科教學的角度出發，以教師的直接教學經驗為基礎，以新課程標準為指導，探討合作學習在高中階段的具體模式及其操作。
  18. I nteract with tutors and other students when in project courses in order to check your own study and improve your practicing ability

    在每一階段的項目實習課上與老師和其他學員多交流，以隨時檢驗自己的學習並提高實踐能力。
  19. For high - intermediate students, you will go through reading passages to improve reading skills and writing exercises to achieve effective writing in each chapter

    本書為中高階學習者設計，結合閱讀和寫作的訓練，每一章都有短文閱讀以及寫作訓練，幫助讀者學習閱讀技巧以及撰寫一篇好的文章。
  20. And from the practice side the paper tries to draw the concl usion through comparing the contents of senior middle school entrance examination with that of college entrance examination, so as to find the differences between them and look for the reason why they bring in the cohesion problem, we assumpt that too easy of the senior middle school entrance examination, text - centred, little focus on language - using ability, are the main factors that lead to the incoherence. then the paper shows the different parts that ca n ' t connect with each other in the incoherence problem, and furthermore it tries to inquire into some practical ways of solving it from the angel of testing. and besides, the paper also appeals to the society for the necessity of reforming the senior school entrance examination, and meantime appeals to our middle school language teacher, never just cast their eyes only upon tests, but also the cohesion of students " permanent development

    為了保證本文的科學務實，文中多處通過對比分析，定性分析等研究方法，具體剖析二者不銜接方面之所在，最終得出結論：由於中考試題的簡單，以教材為中心，不注重分析問題，解決問題等能力的考察，只圍繞課本中原封未動的知識來變換題型，進而導致初中英語教學過于強調知識的準確性，而忽略了只有通過廣泛閱讀大量語言材料，不斷輸入新的語言信息才能生成的閱讀能力以及其他語言運用能力的培養，造成初中為高中在能力方面鋪墊過少，高一學生沒有具備進入高中學習所必備的相關能力等不銜接問題；而高考測試注重閱讀能力等綜合語言能力考察的導向確保了高中英語教學從起始階段就以培養閱讀能力、搜集、整理、分析、綜合各種語言信息的能力為中心等綜合語言能力為中心，由此推出初高中英語教學的不銜接問題從初中既已形成，而在高中教學中表現得尤為突出。
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