| 1. | Use concept - mapping tactic to affect the year 11 students ' cognitive structures in biology lessons
画概念图对高中二年级学生认知结构形成的影响 |
| 2. | The effects of 2 instructional methods in bilingual instruction ( biology curriculum ) were investigated
此项研究以192名省级重点高中二年级的学生作为研究对象。 |
| 3. | Dean king : i notice on your high school transcript that your grades improved dramatically after your sophomore year . what happened
我从你的成绩单上注意到你高中二年级之后的成绩有显著的进步，为甚麽 |
| 4. | The purpose of this study was to design writing materials at the high school level and to study its effect on students ' attitude toward mathematics
本研究以新竹地区一所国立高中二年级选修数学组的学生35名为研究对象，进行网络数学写作的实验研究。 |
| 5. | This study used qualitative research to explore self - understanding . ss were 80 children aged 7 , 10 , 14 , 17 years old , 40 females and 40 males
本研究采用质化研究的方法，以小学二年级、四年级、初中二年级和高中二年级的学生为被试，男女各四十人。 |
| 6. | This is to certify that bai yang , female , born on 31 may 1982 , has been studying at this school since september 2001 . she will finish the second year course study in july 2003
兹证明白洋同学， 1982年5月11日出生，自2001年9月起在我校高中部学习。她将于2003年7月完成高中二年级课程的学习。特此证明。 |
| 7. | Eleven graders saw acceleration as fairer than the youngers and waiting as less fair . ( 2 ) content analysis of students " justifications showed that fairness meant different things at different ages
不同年级的学生对加速和等待两种教学调节策略的公平知觉存在差异，高中二年级学生与低年级学生相比认为加速更加公平，而等待更加不公平。 |
| 8. | Stanovich of the university of toronto has , for example , shown that children ' s facility with reading in the first grade usually provides a good indication of what their 11th - grade reading proficiency will turn out to be
加拿大多伦多大学的史坦诺维琪就做过研究，显示孩子小学一年级的阅读成绩通常是很好的指标，可以预测他们11年级（译注：相当于我国高中二年级）的阅读能力。 |
| 9. | The experiment is based on the theory of task - based instruction , and the students of the two classes in grade two of the high school are randomly chosen to participant in the experiment , and attributive clause is chosen as the content of the experimen
第四部分:教学实验。依据任务式教学法理论，以普通高中二年级学生为受试对象，以定语从句为实验内容，对任务式教学法教语法进行了教学实验。 |
| 10. | 17 years old students believed that those capable students could learn more than others and their conceptions of fairness were at level 5 . ( 3 ) the perceptions of fairness of students ( mathematically gifted , normal and disable students ) to teaching practices were different
17岁左右的学生(高中二年级学生)对公平的理解多数处于水平五阶段，认为教师可以有差别地对待能力不同的学生，这样才是公平的，忽视学生差异的教学调节策略被认为是不公平的。 |
