s creative ability中文什么意思

• 教师的创造能力

• s:     the collar of S [SS, S ...
• creative:    adj. 有创造力的，创造的；造成的。 be creat ...
• ability:    n. 能，能力，本领，技能；〔pl.〕 才，才能，才干。 ...
• creative ability:    创造力; 创造能力
• creative:    adj. 有创造力的，创造的；造成的。 be creative of 能产生…的。 creative power 创造力；创作力。 creative talent 创作的才能。

例句与用法

1. Both parties will carry out creative resesarch in key problems of seismology and promote china ' s creative ability in seismology
   双方将在现代地震学关键问题和关键技术上开展创新性研究，以增强中国地震科技自主创新能力。
2. The mood and the atmoshpere fit the background of the story , that is , the 1960s period of hong kong , perfectly . the brilliant use of montage and slow - motion succeeds in heightening the dramatic effects , from that we can see wong s creative ability of manipulating space and time in films effectively
   从内容和剧情来看，此片亦活用拍摄手法去表达感情，如准确的摆镜运用和慢镜及剪接等，可以看出王的电影触觉颇敏锐，电影技巧的运用亦见功力。
3. Success or not is related deeply with incentive and restriction of his behaviors . a moderate amount of behavior incentive will stimulate the entrepreneur ' s creative ability and enthusiasm , then bring to prosperous and growing strength of the enterprise . unrestricted behaviors will bring about the emerging of the entrepreneur ' s absolute power
   适度的行为激励将激发企业家的创造力和积极性，从而带来企业的繁荣与壮大；无制约的行为将导致其绝对权力的产生，因此影响企业的生存与发展甚至招致企业的衰败与破产。
4. Postmodernist perspective of student thinks , student is the creative being , education should esteem student ' s creation , develop student " creative potential , protect student ' s creative ardor , develop student ' s creative ability , the highest idea of quality education is to develop student ' s creative ardor and student ' s practical ability , student is original being , education should esteem student ' s multi - aspect differences , remove all kinds of discrimination , listen to different voices , especially , the voice of disadvantageous groups , concerns students on minor status or the edge ; student should become sustainable developmental human , education is an enterprise to develop human ' s potential
   后现代主义学生观认为：学生是创造性的存在物，教育应尊重学生的创造，开发学生的创造潜能，保护学生的创造热情，发展学生的创造能力，素质教育的最高理想是培养学生的创造热情和实践能力；学生是独特性的存在物，教育应尊重学生的多方面差异，要清除教育中的各种歧视，主张倾听不同声音，特别是弱势群体的声音，要关注处在次要或边缘地位的学生（如落困生、少数民族学生、残疾青少年等等） ；学生应该成为可持续发展的人。教育是开发人的潜能的事业。
5. It not only made a unique contribution to chinese teaching theory when put forward , but also has an important realistic significance for the reform and development of the socialist education strive in today ' s china . taoxingzhi ' s idea made us clear that in today ' s advocated " quality education " , to stress the training of the creative talented people is realistically significant for chinese people ' s revitalization and development . meanwhile , taoxingzhi ' s " creative education thought " can be feasibly referred to the concrete practice of the contemporary reform of the chinese education in china , through analyzing taoxingzhi ' s " creative education thought " , we really found that today ' s chinese education lacks the training of student ' s creative ability , remains a unilateral teaching and studying goal which is merely for exams ; with simple teaching contents , the textbooks did n ' t reflect the flexibility of " to suit measures to conditions of different places , schools and students .
   他的理论使我们进一步明确了，在当今提倡的素质教育中，强调创造性人才培养对于中华民族的强大和发展的现实意义。同时，陶行知创造教育理论，对于我们当前语文教育改革中的具体实践，也具有切实的借鉴作用。通过对陶行知创造教育思想的分析，我们深深的感到，现今语文教育缺乏对学生创造能力的培养，教育目的比较片面，为应试而学，为应试而教；教学内容简单，教材没有很好地体现因地制宜、因校制宜、因人制宜的灵活性，课程的设置只注重“第一课堂“的教育而忽略了“第二课堂” ；教学方法死板，限制了学生创造能力的形成；教育环境压抑，缺少创造的氛围。