class play造句
例句與造句
- i with kids in my class played hand clapping games after class
這張照片展示的是在下課的時(shí)候，我和班上的小朋友一起拍手做游戲。 - when do the boy students of your class play football on the play ground in the school every day
你們班的男同學(xué)每天幾點(diǎn)在學(xué)校的操場(chǎng)上踢足球 - as a main course, the chinese reading class plays a very important role in chinese teaching
摘要漢語(yǔ)閱讀課作為漢語(yǔ)教學(xué)的重要組成部分，在整個(gè)漢語(yǔ)教學(xué)中發(fā)揮著至關(guān)重要的作用。 - as the basic unit and channel of education in colleges and universities, classes play an important role in higher education
摘要班集體作為高校教育的基本單位和載體，在大學(xué)生教育中發(fā)揮著主要作用。 - in any society, middle class plays a very important role in maintaining the social stability and sustainable economic development
摘要在任何社會(huì)中，中產(chǎn)階層都是維系社會(huì)穩(wěn)定和經(jīng)濟(jì)持續(xù)發(fā)展最重要的力量。 - It's difficult to find class play in a sentence. 用class play造句挺難的
- (c ) there is significant correlation between results of the peer nomination ( class play ) and teacher evaluation, which indicating as different evaluation system, peer and teacher, to some extent can validate not substitute its result each other
(3)同伴評(píng)定分?jǐn)?shù)與教師評(píng)定分?jǐn)?shù)之間的相關(guān)顯著。這說(shuō)明，在兒童的發(fā)展過(guò)程中，同伴和教師作為不同的評(píng)價(jià)體系，對(duì)于測(cè)量結(jié)果在一定程度上可以相互驗(yàn)證，但不能互相取代。 - the questionnaire battery contained olweus bully / victim questionnaire, children's loneliness scale, children's depressive scale, social anxiety scale . social measurement method contained peer nomination and class play . the main findings from the present study are as follows : ( 1 ) in general, bullying is a problem of high prevalence in primary and junior middle school
主要研究結(jié)果如下：一、總體而言，中小學(xué)中欺負(fù)的發(fā)生率相當(dāng)高，分別有22.8的小學(xué)生和11.9的中學(xué)生經(jīng)?；蚋l繁地受欺負(fù)，中小學(xué)生中欺負(fù)他人的兒童分別為9.3和9.1。 - sociometric nomination and questionnaire method were applied in this survey . 490 children in an elementary school, from the third grade to the sixth grade, completed peer nomination and three scales, the revised class play, friendship quality questionnaire, and who am i, in june 2002 and so did 514 children in the same school and grades in december 2002 . cross-section design and longitudinal design were employed to explore correlation and predictor relations between social competence and academic achievement
本研究采用同伴提名法、問(wèn)卷法，使用《班級(jí)戲劇》《友誼質(zhì)量》《我是什么樣》等問(wèn)卷分別在2002年6月和2002年12月對(duì)武漢市一所小學(xué)3、4、5、6年級(jí)兒童進(jìn)行追蹤調(diào)查，橫斷研究和縱向研究用以分別探討四個(gè)水平(群體水平、雙向關(guān)系水平、人際交互水平和個(gè)體特征水平)的社會(huì)能力和學(xué)業(yè)成就的相關(guān)關(guān)系和預(yù)測(cè)關(guān)系。 - in our example in figure 7, the overdrawnaccountsreport knows about the bankaccount class, and the bankaccount class plays the role of " overdrawnaccounts . " however, unlike a standard association, the bankaccount class has no idea that it is associated with the overdrawnaccountsreport
在圖7中的例子中，overdrawnaccountsreport知道bankaccount類，而且知道bankaccount類扮演“overdrawnaccounts”的角色。然而，和標(biāo)準(zhǔn)關(guān)聯(lián)不同，bankaccount類并不知道它與overdrawnaccountsreport相關(guān)聯(lián)。