男女同校的 的英文怎麼說

中文拼音 [nánnǚtóngjiàode]
男女同校的 英文
coeducational
  • 男 : 名詞1. （男性） man; male 2. （兒子） son; boy 3. （封建五等爵位的第五等） baron4. （姓氏） a surname
  • 校 : 校名詞1. （學校） school 2. （校官） field officer3. （姓氏） a surname
  • 的 : 4次方是 The fourth power of 2 is direction
  1. In january 2005 then - harvard president lawrence summers caused a brouhaha when he publicly suggested that women are naturally perhaps genetically less inclined than men to seek scientific careers

    2005年，當時的哈佛大學校長勞倫斯。薩默斯宣稱這是因為男性和女性「內在智能的本質不同」 。
  2. Last week our class discussed about coeducation

    上周咱們班上探討了有關男女同校的難題。
  3. Co - educational 4 - year liberal arts college

    男女同校的4年開明的藝術學院。
  4. I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers ; teachers with secondary school education background are differentiated from teachers with higher education background ; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups ; the aspect influenced mostly by age factor is the conception of teaching effectiveness ; school type is not related with the sustainable development of teacher. based on my research, i make the following suggestions to the practical scheme ( the life - long continuous education ) aimed at improving of sustainable development of teacher ' s quality

    第三，通過對來自14所學校的272位教師問卷調查，統計分析發現：因學生發展觀和身心素質不同導致男女教師可持續發展系統水平產生差異，男教師優于女教師；因學生發展觀和學生觀不同導致小學教師與其他學段教師可持續發展系統水平產生差異，小學教師低於其他學段的教師；因學生發展觀和學生觀不同導致中專畢業的教師與其他學歷的教師可持續發展系統水平產生差異，中專畢業的教師與他學歷的教師有差距；雖然不同教齡段的教師可持續發展系統水平差異不顯著，但進一步比較發現，在教學動機和身心素質方面還是有差異的，並且與教齡變化最緊密的是教師的教學效能感；教師可持續發展系統水平與學校類別無關。
  5. I am 17 years old and my school only recently became coeducational

    我今年17歲，我就讀的學校不久前才變成男女同校。
  6. Non - denominational, coeducational, independent day school for 1, 000 students, grades 6 - 12

    不限於一宗教宗派，為1 ， 000個學生的男女同校，獨立的白天學校，分級6 - 12 。
  7. This decline occurred in both coeducational and women ' s colleges where women faculty declined from 72 % in 1940 to 50 % in 1955 and dropped to a low of 45 % in 1978

    人數的減少普遍存在於男女同校的大學，也存在於女子學校。在女子學校，女教師的比例從1940年的72 %減少到1955年的50 % ，到1978年降低到45 %的低點。
  8. This decline occurred in both coeducational and women ' s colleges where women faculty declined from 72 % in 1940 to 50 % in 1955 and dro ed to a low of 45 % in 1978 。

    人數的減少普遍存在於男女同校的大學，也存在於女子學校。在女子學校，女教師的比例從1940年的72 %減少到1955年的50 % ，到1978年降低到45 %的低點。
  9. This decline occurred in both coeducational and women ‘ s colleges where women faculty declined from 72 % in 1940 to 50 % in 1955 and dropped to a low of 45 % in 1978

    譯文人數的減少普遍存在於男女同校的大學，也存在於女子學校。在女子學校，女教師的比例從1940年的72 %減少到1955年的50 % ，到1978年降低到45 %的低點。
  10. The results showed that : urban middle school teachers ' emotional exhaustion is serious ; gender does not affect the score of burnout significantly ; teachers with 1 year job experience recorded significantly lower scores of burnout than others, and teachers who have worked for 6 - 10 years is secondly ; urban middle school ' s type affect the score of emotional exhaustion and depersonalization significantly, and does not affect reduced personal accomplishment ; social support is most important to enhance feelings of teacher ' s personal accomplishment ; among all the sources, supervisor and principal support is the most significant predictor of teacher burnout ; emotional support is more significant predictor of teacher burnout than practical support ; peer support increased teacher ' s emotional exhaustion

    結果發現，城市初中教師的情緒衰竭程度較為嚴重；男、女教師的工作倦怠程度沒有顯著差異；教齡為1年的教師工作倦怠程度最輕，其次是教齡為6 - 10年的教師；普通校教師的情緒衰竭和去人性化程度比示範校教師嚴重，但個人效能感水平不存在顯著差異；社會支持對提高教師個人效能感的作用最大；就降低教師工作倦怠程度來說，來源於校領導的支持最為有效，情感支持比實際支持的作用更大；同事支持反而增加了教師的情緒衰竭程度。
  11. The universities have several functions in the process of women liberation : leading the female liberation, encouraging them to serve the society, inspiring their enthusiasm for revolution and developing their wisdom

    然而，在以往的研究中，學者卻大多著力于描述初創期的女子高等教育機構以及起始期的男女同校對女性而言的森嚴的管理制度、男女有別的課程設置以及培養目標，對大學在婦女解放進程中所起的作用則重視不夠。
  12. Regent christian academy is a private, co - educational, college preparatory, evangelical christian school

    攝政的基督徒學院私有，男女同校，學院準備，福音派基督徒學校。
  13. The pros and cons of mixed schooling are now under discussion

    男女同校的利弊問題正在討論之中。
  14. These can better be overcome in a co - educational environment

    這些問題可以在男女同校教育的環境中得到較好的解決。
  15. 1 girls seem to perform better academically in all - girls schools as opposed to co - ed ones

    女生在女校的學業表現似乎比男女同校的學校好。
  16. But perhaps the greatest contribution of co - education is the healthy attitude to life it encourages

    也許男女同校教育的最大貢獻在於其提倡健康的人生觀。
  17. When the time comes for the pupils to leave school, they are fully prepared to enter society as well - adjusted adults

    男女同校的學生畢業后，他們已是調整到位的成年人，為進入社會做好了一切準備。
  18. In order to help female college students become talents and facilitate them to grow, this paper argues that universities and other organizations should face four social situations puzzling female college students, help them establish four correct concepts, and practice four kinds of abilities that are different from those of male counterparts, such as self - recognizing ability, gender perspective, ability to learn, reach a balance between work, life and study, and perform three tasks

    摘要為了女大學生群體的成才和成長，針對目前困擾女大學生成才和成長觀念的四種社會現象，學校和各種組織應幫助女大學生並和女大學生一起，建立四項正確認知，在自我接納能力、性別視角能力、學習能力、平衡工作、生活和學習的能力等四個方面，加強不同於男大學生的能力素質的修養，完成三項任務。
  19. Based on the results of the survey, research was made on the status and attributive characteristics in interpersonal competence of students in universities of technology, with emphasis laid on the comparisons between male and female students, art and engineering majors, sophomores and juniors, students from countryside and those from cities. relative analyses were also conducted on the attributive characteristics of students with different competence level

    根據測試的結果，對工科院校大學生的人際交往能力狀況和歸因特點進行了探討，重點對男女大學生、文科專業和理工科專業學生、大二和大三學生以及來自農村和城市的大學生進行了研究，同時還對不同交往能力的大學生的歸因特點也作了相應的分析。
  20. Casim is your typical young, handsome scottish lad he watches football, spins at a nearly club at night and has fallen for a pretty irish blonde. but casim is also a pakistani, and his strict family soon proves less than understanding of his new relationship

    男孩父親要安排同族婚姻，女孩學校要神父來寫人格擔保，男女孩同居的決定，不僅將各自的人倫關系迫向死角，還令個性的不調和加倍放大。
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