discrepancy in ability 中文意思是什麼

discrepancy in ability 解釋
能力方面的差異
  • discrepancy : n 差異，矛盾；不符合，不一致。 a discrepancy between two versions of a story 一篇故事兩個不同講法...
  • in : adv 1 朝里，向內，在內。 A coat with a furry side in有皮裡子的外衣。 Come in please 請進來。 The ...
  • ability : n 能，能力，本領，技能；〈pl 〉 才，才能，才幹。 financial abilities 財力。 a man of ability 有本...
  1. In the foreword, the author summarized criticism of model of ld assessment - - discrepancy between ability and academic achievement - - which has been adopted by most of resear - chers so far, and gave some constructive suggestion

    在本研究的前言部分，作者還綜述了對當前最常用的「能力與學業成績的巨大差異」評估模型的批評，並提出了幾個建設性的補救性措施。
  2. This research is attempted have the aid of in the guiding ideology of modern education, in solution, study mathematics teaching, in because of student in study built - in discrepancy cause have unified the classroom teaching benifit of progress low problem, have put forward the student autonomous learning difference under teacher assistance teaching new pattern and teaching strategy, use the practice of teaching inspect preliminarily, have reached following conclusion : in middle school utilize the student autonomous learning difference under teacher assistance in mathematics teaching teaching pattern, may promote the study of different level student to raise the mathematics record of school work of student and the learning interest of student raising, form better learning mood and the autonomous learning ability of student raising, promote the development of student main consciousness

    本研究試圖藉助于現代教育的指導思想，解決中學數學教學中由於學生在學習上固有的差異而導致統一了進度的課堂教學效益低下的問題，提出了教師協助下的學生自主學習的差別教學新模式及教學策略，並利用教學的實踐初步進行了檢驗，得出了以下的結論：在中學數學教學中運用教師協助下的學生自主學習的差別教學模式，可以促進不同程度學生的學習，提高學生的數學學業成績，提高學生的學習興趣，形成更好的學習風氣，提高學生的自主學習能力，促進學生主體意識的發展。
  3. Results show that 1 ) the learners ? ability to use formulaic language is a better predictor of their oral and written english scores than their grammatical accuracy ; that is, good language learners are good users of formulaic sequences ; and 2 ) there is a wide discrepancy between students in the ability to use formulaic sequences in their oral and written english

    結果表明： （一）相對于語法而言，學習者運用詞塊的能力與英語口語成績和寫作成績具有更加顯著的相關性； （二）無論是口語還是寫作，學生個體之間在詞塊使用上存在較大差異。
  4. Furthermore, in response to ability discrepancy occurred in important resource planning lay - out, a theoretical method of multi - project manufacturing planning sequence is raised

    針對在關鍵資源計劃編排中出現的能力矛盾，提出了多項目生產計劃排序的理論方法。
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