social-interaction activities 中文意思是什麼

social-interaction activities 解釋
和社會交際活動
  • social : adj 1 社會的，社會上的。2 交際的，社交的；喜歡交際的。3 合群的；【動物；動物學】群居的；【植物；...
  • interaction : n. 1. 相互作用，相互影響，互動。2. 【航空】干擾。
  • activities : 各項活動
  1. Elementary school is an important place where children develop their own behavior and experience social life. it is the beginning of a man ' s social life where man begin to learn the elementary ability in order to join the social life and this period of time has impacted his whole life. with the development in the area of society, economic, sience, technology and the tendency that the education system goes to the direction of " quality education ", the elementary school education has attached importence to children development in aspect of interests, play, intellectiiality, personality etc. based on the interaction relationship between children behavioral development and campus physical space, campus physical space should be able to fulfill the needs for children activities and further more to create the inspiration for their potential development in behavior. for this reason, we should try to plan campus physical mechanism with consideration in children behavioral development and pursuing quality education, make a good pl an of the school environment for chlildren ' s playgame

    小學是兒童身心成長及社會生活體驗的重要場所，是一個人走入社會的開始，一個人從小學開始學到了參與人類社會活動的基本能力並影響到其以後的發展。隨著我國社會經濟、科學技術的迅速發展和教育體制向「素質教育」的轉軌，小學教育更加註重兒童興趣、游戲、認知、人格的全面發展。根據兒童行為發展和校園空間的互動關系，校園空間必須滿足兒童活動的需要，並對他們的行為產生潛在的引導力量。
  2. Part of celi s curriculum is to hold social interaction and experiential studies that are equally meaningful with academic activities. celi runs two campuses located in cebu city and in mactan island, philippines. the bigfoot center campus in cebu city can accommodate up to 200 students, while the mactan has a 400 to 500 - student capacity

    Celi有兩個校區，分別在菲律賓的cebu和mactan島上， cebu的bigfoot中心校區可以容納200名學員，而在mactan島上的校區則可以容納400到500人。
  3. We found that short - term social interaction lasting for just 10 minutes boosted participants intellectual performance as much as engaging in so - called intellectual activities for the same amount of time, ybarra said

    依芭拉說： 「我們發現，僅十分鐘的短期社會交往就能提高研究對象的智力表現，其效果與同等時間的「智力」訓練完全相同。 」
  4. You should be, according to a scholar in seasonal disorders at a british university. cliff arnall of cardiff university has analysed such factors as outdoor activities, nature, social interaction, childhood memories, temperature and

    加的夫大學的克里夫阿諾爾對戶外活動自然社會交往童年記憶溫度和假期等因素進行了研究分析。
  5. Cliff arnall of cardiff university has analysed such factors as outdoor activities, nature, social interaction, childhood memories, temperature and holidays - data gathered over a period of 15 years in interviews with 3, 000 people around the world

    加的夫大學的克里夫阿諾爾對戶外活動自然社會交往童年記憶溫度和假期等因素進行了研究分析。他在15年間訪問了世界各地的3000個人收集了研究所需的數據。
  6. Consider : nature, scope and scale of operations and activities key programme areas, budget ceiling, staff numbers, offices facilities projects sites equipment ; boundary of influence policy areas, interaction with other parties including suppliers and contractors, target audiences, service receivers, business partners, local communities ; mainland communities ; overseas communities ; roles and responsibilities ; structure ; relevant policies quality, environmental, social, health and safety policies ; etc

    考慮因素：營運與活動的性質范圍及規模主要工作綱領預算限額員工數目辦公室設施計劃地盤設施權責界限政策范圍與其他方包括供應商承辦商目標讀者服務享用者商業伴本地社群中國內地社群海外社群的相互關系角色及責任結構相關政策質素環境社會健康及安全政策等
  7. Nature, scope and scale of operations and activities key programme areas, budget ceiling, staff numbers, offices facilities projects sites equipment ; boundary of influence policy areas, interaction with other parties including suppliers and contractors, target audiences, service receivers, business partners, local communities ; mainland communities ; overseas communities ; roles and responsibilities ; structure ; relevant policies quality, environmental, social, health and safety policies ; etc

    考慮因素：營運與活動的性質范圍及規模主要工作綱領預算限額員工數目辦公室設施計劃地盤設施權責界限政策范圍與其他方包括供應商承辦商目標讀者服務享用者商業伴本地社群中國內地社群海外社群的相互關系角色及責任結構相關政策質素環境社會健康及安全政策等
  8. Caregiver ( s ) could simply use a photo of the past event or a familiar song to encourage the person with dementia to relive hisher past experience. if several persons with dementia are grouped together to do the reminiscence activities, social interaction and emotional release could be further facilitated

    懷緬活動可以從日常的溝通開始，簡單地說，只要在話題中帶到往昔的事情上或利用一張舊照片、一首老歌，便可以讓患者成功地憶起當年往事，再從現況將以往所發生的事情重新體驗。
  9. Caregiver could simply use a photo of the past event or a familiar song to encourage the person with dementia to relive his her past experience. if several persons with dementia are grouped together to do the reminiscence activities, social interaction and emotional release could be further facilitated

    懷緬活動可以從日常的溝通開始，簡單地說，只要在話題中帶到往昔的事情上或利用一張舊照片一首老歌，便可以讓患者成功地憶起當年往事，再從現況將以往所發生的事情重新體驗。
  10. Through a series of planned activities and discussion topics, participants will acquire the spoken english fluency needed for social and professional interaction

    通過專家設計的系列活動及話題討論，學員將能夠流利自如的在學術及生活方面提高英文的交流水平。
  11. It is a centre with an international outlook and international activities, and at the same time the hub of student social and cultural life that offers a unique experience through interaction, informal gatherings, international events and activities such as international film, arts, exchange fairs, exhibitions and concerts

    此中心開拓學生的國際視野，主辦國際性活動，同時也是校園內的社會及文化生活中樞，透過互相交流、非正式聚會、國際性表演如國際電影及藝術、展覽、音樂會等，為學生提供珍貴體驗。
  12. The international centre for students is a centre with an international outlook and international activities, and at the same time the hub of student social and cultural life that offers a unique experience through interaction, informal gatherings, international events and activities such as international film, arts, exchange fairs, exhibitions and concerts

    此國際交流中心有助開拓學生的國際視野，主辦國際性活動，同時也是校園內的社會及文化生活中樞，透過互相交流、非正式聚會、國際性表演如國際電影及藝術、展覽、音樂會等，為學生提供珍貴體驗。
  13. The third chapter centers on the internal qas. firstly. the author analyzes the six systematic elements related to learns " study such as web teachers, study collective. curriculum resources, web - based distance education organization, local teaching centers and social circumstances. secondly. the operative mechanism of the system is analyzed from both longitudinal and horizontal aspects. particularly from horizontal aspect does the author divide the systematic activities into two modules interaction among learners & web teachers and learning supportive service. lastly, four major aspects. which are managerial philosophies, technological mode & curriculum resources. web teachers and construction of local teaching centers, have been dealt with to improve the present quality situation of wecs

    先分析了遠程教育系統中以學習者為中心的六個要素： web教師，學習集體、課程資源、網路遠程教育組織、地區教學中心和社會環境。然後分別從縱向和橫向分析了系統運行機制，特別是在橫向方面，把系統活動分成互為表裡的兩大模塊：師生教學交互活動和學習支持服務體系。最後從管理活動保障入手，重點論述了與當前網路遠程教育質量提高密切相關的四個方面：管理理念、技術模式和課程建設、 web教師和教學點建設。
  14. The immaturity of the subjects when confronted with the internet, and the imbalance of educational forces, the ineffectiveness of social practices will lead to misguided perceptions and misbehaviors such as digital anxiety when confronting seas of information, intellectual desolation of knowledge, value amazement in pluralism, personality foreinization in role - plays, and institutional barriers in human - computer interaction. the loss of subjectivity in cyber culture is by nature the conversion of students as subjects and the internet as a tool. from this point, we advocate that students " internet activities should return to their " nature " of improving personal subjectivities development

    其中，在學生的自覺能動性、獨立自主性、目的自控性等主體性不成熟的情況下，面對網路環境的誘惑，而各方教育力量的失洽、現實社會規則的失效時，就出現了諸如信息汪洋中的數碼焦慮、知識河流中的智能荒蕪、觀念多元中的價值迷失、角色扮演中的人格異化和人機交往中的社會化障礙等主體性迷失所帶來的認識迷茫、行為失范現象。
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