个性差异的英文

• individuality differential

• "个性"英文翻译    specific character; individu ...
• "差异"英文翻译    difference; divergence; disc ...
• "个性差别" 英文翻译 :    the difference in character
• "补偿性差异" 英文翻译 :    compensating differentials
• "初级性差异" 英文翻译 :    primary sex difference
• "磁性差异" 英文翻译 :    magnetic contrast
• "地区性差异" 英文翻译 :    regional difference
• "功能性差异" 英文翻译 :    functional aberrancy
• "共轭性差异" 英文翻译 :    conjugate disparity
• "季节性差异" 英文翻译 :    seasonal variation
• "间性差异" 英文翻译 :    timing difference
• "交叉性差异" 英文翻译 :    crossed disparation
• "结构性差异" 英文翻译 :    structural disparity
• "临时性差异" 英文翻译 :    temporary difference
• "时间性差异" 英文翻译 :    timing difference
• "体质性差异" 英文翻译 :    constitutional difference
• "位置性差异" 英文翻译 :    position disparity
• "显性差异" 英文翻译 :    perceptible differences
• "显著性差异" 英文翻译 :    significant difference; statistical significance
• "性差异化" 英文翻译 :    perceived differentiation
• "隐性差异" 英文翻译 :    hidden differenees
• "永久性差异" 英文翻译 :    permanent differences
• "诱导性差异" 英文翻译 :    induced differences
• "暂时性差异" 英文翻译 :    temporary differences
• "非共轭性差异" 英文翻译 :    disjugate disparity

• In the context of modern information service , the information demand of user became various and personalized . different person has remarkably difference in personality
  在现代化信息服务环境下，用户的信息需求日趋多元化和个性化，不同的用户之间存在着明显的个性差异。
• So , the course idea should admit and allow individual disparity to originate and exist , and consider such disparity as different beauty and feature possessed by each human being
  因而，课程理念应承认和许可个性差异的产生与存在，将差异看作是每个人拥有的生命的不同的美丽与特色。
• The substance of thinking quality is the difference expression of the individual thinking ability , and also is the character difference that puts up during the time when activity of thinking occurs and develops
  思维品质的实质是个体思维能力的差异性表现，是在思维活动发生和发展的过程中表现出来的个性差异。
• It makes up an inability to be " all things to all people " of most web - based course that the diversity of students ' characteristics is thought over in adaptive web - based course by adopting adaptive hypermedia technique
  摘要由自适应超媒体技术构建的自适应网络课程充分考虑了用户的个性差异，弥补了大多数网络课程对所有用户提供相同页面的不足。
• To improve the students ' learning quality , standards should be formulated to assess each of the links , and the students should be guided and supervised properly according to their personality and knowledge background , in the hope of promoting their learning effect
  因此，在优化学员的学习过程中，首先要总结学习过程诸多环节的质量标准，然而针对学员个性差异及学习基础，因人因科选择恰当的方式进行引导并进行个性化管理，以深度提升学习过程的质量。
• In brief , we should change traditional the english reading teaching passive condition , raises student ' s reading interest , takes student ' s individuality difference , develops and examines their learning capability in the actual utilization , " wants i to read " transforms for " me must read "
  总之，我们应该改变传统的英语阅读教学的被动状况，培养学生的阅读兴趣，重视学生的个性差异，在实际运用中发展和检验他们的学习能力，把“要我读”转化为“我要读” 。
• Studying effect of cb treatment with four types representative processing aids on conductivity , mechanical property and rheology , writer have discovered : all four kind of processing aids benefit the improvement of these three kind of properties , but reveals its own characteristic
  通过四种有代表性的处理剂对炭黑进行预处理，并较为详细地研究了处理后炭黑填充的hdpe复合材料的电性能，力学性能和流变性能。发现四种处理剂对复合材料这三种主要性能指标皆有一定的改善，但也表现出各自的个性差异。
• From the analysis on students ' individual character difference , this paper probed into some issues of the teaching , such as the teaching thought of the difference , course reform in the difference teaching , difference dividing level teaching form , difference teaching management , difference common - sense method of teaching , opening humanized teaching environment , etc . so as to offer some reference for educational teaching
  摘要本文从学生的个性差异分析入手，探讨了差异教学思想、差异教学中的课程改革、差异教学中的分层次教学形式、差异教学环节的管理、差异教学的常用方法、创设人性化的教学环境等问题，旨在为教育教学提供一些借鉴意义。
• In terms of angle , the thesis makes a thorough study on the similarities and differences between the modern chinese and japanese moral education ideas from such a point of view as they expand and reject the eastern morals and at the same time absorb and transform western morals in the process of formation and development
  在研究视角上，分别从中日近代道德教育理念形成演进中对东方道德的弘扬与摒弃和对西洋道德的摄取与改造这样的崭新角度对中日近代道德教育理念的共性特质与个性差异进行了深入的研究与比较。
• Exam results and the proportion of the students entering schools of a higher grade are the only targets and this is used as its assess standard . as for the teaching contents , it pays its attention to the teaching of indirect experiences and as a result , what is learned is divorced from practice . the basic teaching steps put forward by karav are more used , that is , " teaching organization - review - check - transfer to the new lesson - study - consolidation - assignment " , while the students can not play their main and creative role in this way
  在教学理念上，传统教学强调教师的主导作用，忽视学生的个性差异；在评价机制上，以考试分数和升学率为惟一的衡量教学质量的指标，不注重学生的综合发展；在教学内容上，注重书本上的间接经验的传授，所学内容与社会实际严重脱节，不能培养真正适合社会需要的人才；在教学方法上，多运用凯洛夫的“组织教学?复习检查?导入新课?学习新课?巩固新课?布置作业”的基本教学环节进行教学，学生的主体作用和创造能力难以发挥。