学习不能的英文

• learning disability

• 学习    study; learn; emulate
• 不能    cannot; must not; should not ...
• 特殊性学习不能症    special learning disability
• 学习不嫌老    you are never too old to learn
• 你非努力学习不可    you must study hard
• 他平时学习不努力以致考试不及格    he hadn't studied hard so that he failed in the exam
• 我们应当懂得语言学习不同于其他课程的学习    we should know that language learning is different from learning other subjects
• 练习不足的    u racticed; u ractised; unpracticed; unpractised
• 学习    study; learn; emulate 集中学习 massed learning; 学习某人的榜样 learn from sb.'s example; follow sb.'s example; 学习文化 learn to read and write; 学习雷锋 learning from lei feng; 学习英雄人物活动 activities to learn from heroes; 从生活中学习 learn through living; 学习成绩 academic record; school record; records of studies; 学习动机 academic motivation; motivation of learning; 学习方法 learning method; 学习环境 academic environment; 学习进度表 academic progress check; 学习目的 aim of learning; 学习能力 mentality; learning ability; learning capacity; 学习年限 period of schooling; 学习期限 period of schooling; 学习体会 study notes; 学习委员 comrade in charge of studies; 学习障碍 learning disorder
• 精读与泛读在英语学习中都不能少。    both intensive reading and extensive reading are needed in learning english
• 使我们不能专心学习和工作    distract us from our study or work
• 练习不够；技能退步    out of practice
• 不能    cannot; must not; should not; unable 不能奏效 cannot succeed; 不能比较 incomparable; 不能并存 be incompatible with ...; cannot exist side by side; 不能忍耐 lose all patience; 不能容忍 cannot tolerate; intolerable; 不能自己 cannot control one's passion; 他因健康原因而不能工作。 his poor health incapacitated him for work (from working). 他不能与人为善, 使得大家都讨厌他。 his incapacity for kindness makes everybody dislike him. 我们决不能一见成绩就自满起来。 we must not become complacent the moment we have some success
• 学习,向…学习    learn from
• 以……学习，向……学习    learn from
• 不能不能    can not
• 初学习    original learning
• 从……学习    learn from
• 反学习    unlearning; uulearning
• 副学习    associate learning
• 附学习    accretion learning concomitant learning; accretion learning; concomitant learning
• 跟学习    learning grammar chinglish
• 论学习    of studies
• 逆学习    [教育学] reversal learning
• 念书，学习    belajar

• The level of a student is not only measured in his marks but also in his ability to solve problems
  衡量一个学生的学习不能只看他的分数，还要看他解决问题的能力。
• Students cannot aquire knowledge unless they study , just as farmers cannot harvest unless they till and sow
  学生不学习不能获得知识，正如农民不耕种不能得到收获一样。
• The students , schooling of pe can ' t rely mainly on " reaching the standard of pe " , otherwise , it will influence the realization of pe goal
  因此，学生的学习不能单纯地以“达标”为主，否则会影响体育教学目标的实现。
• The essence of constructive mathematics learning is a process of pattern reinvention we should reinvent the meaning of quantification pattern in the mind through abstracting instead of only intuition . 2
  由于数学的抽象性决定了数学学习不能仅凭直观，而必须借助于抽象在头脑中重新构造出量化模式的心理意义。
• Sixth , about the founder of education , herbart suggested that students should not only rely on teachers and we should not confine them to school . so the whole society including family , school , community etc should participate in education as a founder . thus , herbart ' s thought about education broke the idea from comenius that the teacher is all - powerful . but many people think that herbart only emphasized " teach " but looked down on " study "
  在办学主体上，赫尔巴特主张学生的学习不能只寄托在教师身上、学生的发展不能只局限在学校，这就打破了从夸美纽斯以来的“教师万能论” ，而很多人认为赫尔巴特只重“教”不重“学” 。
• Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence . the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools . instead , we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching
  对文献中提出的班级教学组织条件下进行差异教学的对策作了分析，对目前文献中提出的按能力分组分层教学进行了试验研究，结果表明：这种教学形式对学生的数学成绩和心理都有消极影响，应该放弃；对合作学习进行了可行性分析，结论是：在当前重点高中大班额等条件下，合作学习不能作为差异教学的组织形式；提出：班级授课组织内，适应个别差异的学习过程个别化的强化的形式，是目前重点高中数学差异教学可实行的最佳选择。