students expectation 中文意思是什麼

students expectation 解釋
學生期待
  • students : 官學生們
  • expectation : n. 1. 期待，期望；所希望的東西。2. 〈pl. 〉 前程，（發跡，繼承遺產的）希望。3. 估計。4. 期待療法。5. 【數學】期望值。
  1. With a survey through questionnaire among the students of the school of economy and management in guangzhou university of traditional chinese medicine in terms of students ' attitude towards their majors, students ' employment expectation, student ' s employment psychology as well as the employment channels, the essay analyzes the different employment trends among the students of the three majors in the school and offers some useful suggestions to enhance its work in employment guidance

    對我校經濟與管理學院的學生的專業態度與擇業期望、求職心理和求職途徑等方面做了問卷調查，分析了該學院中的3個不同專業的學生就業趨向的情況，對加強就業指導工作提出了建議。
  2. When teachers " expectation and students " self - directed learning capacities do not match to a certain extent, some problems will arise. teachers " direction and help in proper time will urge students to solve these problems and realize their phased development

    當教師對學生的要求與之現有自我導向學習能力適度不匹配時，必定會出現問題，教師的適時引導和幫助（不是越俎代庖）往往成為學生解決問題，實現階段發展的重要動力。
  3. At the meeting, ms. zhang addressed firstly and expressed her gracious expectation for students learning technology. the chairman of bochuang club addressed the welcome words

    發布會上，來自團委的張老師首先講話，表達了對各位學生學習技術的殷切期望。搏創俱樂部主席徐泰明致歡迎詞。
  4. The teacher ' s expectation for his students is much too high

    這們老師對自己的學生期望過高
  5. 3. the main stressors of junior teacher occupational stress are successively students, examination, income, expectation of society, work burden, personnel reform and self - development needs in profession

    3 、初中教師職業壓力的主要來源依次是學生因素、考試因素、經濟收入、社會期望、工作負荷、學校人事改革及自我專業發展需要等。
  6. The relationship of self efficiency amp; amp; self expectation and achievements of students in needy areas in china

    期望水平與學業成就的關系研究
  7. The social stratification of class students exists objectively, which has importantly effect on level of self - expectation, formation of self - concept, development of mentality health and class construction

    班級學生社會分層客觀存在，對學生的自我期望水平、自我概念形成、心理健康發展以及班級建設具有重要的影響。
  8. People in different groups, such as teachers, students, student ' s parents and student ' s neighbors, have different role expectation to middle school teacher

    不同身份的人，如教師本人、學生、學生家長、鄰居，對中學教師的角色期望各不相同。
  9. To middle school teachers, the role expectation of them may includes expectation of school leaders, teachers themselves, students, student ' s parents and everymen in society

    對中學教師來講，社會對這一職業群體的角色期望包括學校領導、教師本人、學生、學生家長及社會上的普通人對中學教師所應表現出來的行為的一種設想。
  10. The emphasis of this essay is to expound the aim of expectation, operation procedure, the relation between teachers and students and expectation methods with the destruction of " expectation education " theory and its law, binding the rules, ways, methods and forming style of expectation together, which transfers abstract expectation theory to specific operation system, teachers can make a free choice to apply according to the practical demand of education, teaching and management

    本文的重點是在「期望教育」的理論及其規律的指導下，具體闡述期望的目標、操作程序、師生關系和期望策略，將期望的原則、方法、手段和組織形式融為一體，使比較抽象的期望理論化為具體的操作體系，教師可根據教育、教學、管理的實際需要選擇運用。
  11. They are teachers " professional characteristics caused by external pressure and internal individual behavior involved in individual character. in particular, they include mainly the students, the high expectation from the society, the reforms of education systems, the teachers " occupational status, the environment in the school, the teachers " self - awareness, particular experience and public relationship. these elements are tri - dimensional : the society, the school and the teacher

    具體來說主要是：學生因素、社會對教師的高期望和高要求、社會及教育系統的改革、教師的職業地位、學校環境、教師過強的感受力、教師的自我意識、人際關系等等，這些致因可歸納為來自社會、學校、個人三個維度。
  12. Regarding to students nervouse situation, first tell them that you must comprehend all in the first go, but recognising every word is not feasible, therefor you must facing hearing tests bravely, don ' t place expectation high, getting a rough idea on meaning is good enough

    針對學生心理過分緊張的情況，首先告訴他們要一次性完全聽懂，聽清每個英語單詞是不可能的，所以要正視聽力測試，不要要求太高，聽懂大意就可。
  13. The study developed by quantitative and qualitative methods. preferring to the moral values, i find there are many problems in the classroom : understand - lacking understand of the students, some teachers deal the classroom context arbitrarily, which far below the students " expectation. respect - the self - respect is easily hurt just for the teacher ' s wrong teaching way without respect to the students ; trust - the teacher ' s expectation takes an active part in the students " development, otherwise may become an obstacle ; just - for vary reasons, some teachers ca n ' t be just and treat the students equally ; happy - the students ca n ' t live a happy life in the classroom just for the test press and the teacher ' s attitude and behavior

    以課堂德育情境應具備的核心價值為參照系，筆者發現現實課堂情境中存在很多問題：理解? ?由於缺乏對學生的理解，一些教師在處理課堂情境時主觀隨意，與學生的期望相距深遠；尊重? ?教師缺乏尊重內涵的教育方式極易傷害學生，德育效果極差；信任? ?教師的期望和寬容對學生發展有積極作用，反之，會產生負面教育影響；公正一由於種種原因教師在課堂倩境中很難做到一視同仁，教無差別；幸福一學生的課堂體驗質量堪憂，學業成績和教師行為表現是主要的影響因素。
  14. By investigating and analyzing the students ' psychological pressure, aiming to reduce the students ' nervousness, anxiety produced by obstacle, feeling and parents ' expectation, and blind ways to reduce pressure, this paper proposed some supporting measures

    摘要本文通過對我校學生心理狀況的調查分析，針對學生主要存在的適應障礙、情感和家庭期望帶來的緊張和焦慮以及選擇舒解壓力渠道盲目等心理壓力，提出了相應的幫扶舉措。
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