role making meaning in Chinese
角色形成
Examples
- A clear separation of responsibilities based on role makes the iterative process more efficient
根据角色对职业进行清晰的划分，可以让迭代过程更有效率。 - These roles make it possible to give individuals and automated systems access appropriate to their level of need
这些角色使得授予个人（和自治系统）适合他们（它们）需要的访问级别成为可能。 - Database roles , microsoft recommends not changing the permissions granted to these roles , because customized roles make determining effective permissions more difficult
数据库角色成员更改，但是microsoft不建议更改授予这些角色的权限，因为自定义的角色使得确定有效权限更加困难。 - Aim at the above key sticking point , this vice studies the some concerning in submission the settle the knowledge reasonsrlmprimis , the school wants to be positive to adapt to the solicit that community transform , setting out from the realistic subsistence in student , transfering the student the study the activity , abandonning the learn the mindjagain , further reinforce in school and the communication of the of household , aim at a domestic student ' s teach according to his ability ; the third , transform to come in the school training various factors that learn can pall to learn , this among them include the training object , teaching method , program creation , evaluation of one ' s performance tool , employed atmosphere , mental state health etc . several contents s ; ultimately , approval beak this on instructing the student transforms the learns the behavioral key role make above various operationses carried practical
从教师方面谈，致使中专生厌学的原因是教师学习的停止，学术钻研不够，教学观念与教学方法陈旧而直接影响学生学习。针对以上症结，本次研究提出一些关于解决厌学问题的思考：首先，学校要积极适应社会转变的要求，从学生现实生存出发，调动学生学习积极性，摒弃厌学思想；再次，学校进一步加强与家庭间的沟通，针对不同类家庭的学生因材施教；第三，改变学校教育中导致学生厌学的各项因素，这其中包括培养目标、教学方法、课程设置、考核方法、就业环境、心理健康等多项内容；最后，通过教师这一指导学生改变厌学行为的关键角色使上述各项工作贯彻落实。 - Secondly , both their parents and their custodians are outdated in educational concept and simple in educational methods . thirdly , the absence of the father ' s role makes them premature , anxiety and insecure . fourthly , the psychological and behavioral tendency of strong inferiority complex affects their identity and evaluation of themselves in school and family
家庭方面，由于家庭教育“量”的减少，教育力量过于分散；父母及代养人教育观念落后、教育方法简单；父亲教育角色“淡出”等缺陷，使得留守子女表现出过早成熟、焦虑和不安全感、强烈的自卑感等行为和心理倾向，影响到他们的自我认同和评价。