latent stage 中文意思是什麼
latent stage
解釋
潛在階段-
At this stage there is a latent image which is not yet visible.
這一階段便形成肉眼仍不可見的潛像。 -
Factor analysis based on accurate apprehension of the meaning of currency crisis provides the threshold for the study of latent currency crisis factors in our country at present stage, supplies the basis for theory analysis of currency crisis in the next chapter
首先，準確把握貨幣危機的概念並對貨幣危機的形成因素進行分析，在此基礎上進一步分析我國現階段潛在的貨幣危機因素，為下一章的貨幣危機機理分析奠定基礎。 -
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。 -
Their interest in emotional learnings are at latent stage ; 2 ) while teachers emphasize more conditional knowledge learning than noumenal knowledge learning at conceptive level, in reality they focus on acquiring practical knowledge ; 3 ) while teachers are eager to acquire the latest knowledge and theories at conceptive level, in actual training process they emphasize the effectiveness of training, their perceived learnings and teaching skill improvement
就具體的學習內容而言，觀念上教師們最想學的是教育教學理論知識和學科前沿知識，但是在具體的培訓中，他們又很強調培訓的實效性，非常注重自己的實際感受，強調學科教學技能學習的重要性，教育科研能力則被認為是自己最缺乏又最需要學習的內容，思想觀念的更新並不像人們想象的那樣被重視。
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