上課用英語(yǔ)怎么說(shuō)翻譯及相關(guān)閱讀
上課用英語(yǔ)怎么說(shuō)翻譯及相關(guān)閱讀
上課，是指老師在學(xué)校里講課或?qū)W生聽(tīng)老師講課，學(xué)生獲得知識(shí)的過(guò)程。那么你知道上課用英語(yǔ)怎么說(shuō)嗎?下面跟學(xué)習(xí)啦小編一起來(lái)學(xué)習(xí)一下有關(guān)上課的英文相關(guān)知識(shí)吧。
上課的英語(yǔ)說(shuō)法
attend class
go to class
have a class
上課的相關(guān)短語(yǔ)
在上課 at school ; in class
去上課 go to school ; go to class
上課認(rèn)真 have Class seriously
上課的英語(yǔ)例句：
1. They skip rope and play catch, waiting for the bell.
他們又是跳繩，又是玩接球，等著上課鈴聲響起。
2. Evans had rheumatic fever, missed school and fell behind.
伊萬(wàn)斯得了風(fēng)濕熱，沒(méi)去上課，功課也落下了。
3. If I don'tshow up for class this morning, I'll be kicked out.
如果我今天上午不去上課，我就要被開(kāi)除了。
4. teachers at the chalkface
上課的教師
5. Some people are unwilling to attend the classes partly because of the cost involved.
有些人不愿來(lái)上課，部分原因是所需的費(fèi)用問(wèn)題。
6. When did the new teacher arrive on the scene?
新老師是什么時(shí)候到教室來(lái)上課的?
7. We will have class in the theater this afternoon.
今天下午我們將在階梯教室上課.
8. Mrs. Biggs is ill and will be unable to take you today.
比格斯夫人病了,今天不能給你們上課了.
9. I have to go now because I must be punctual for class.
我現(xiàn)在不得不走了,因?yàn)槲业脺?zhǔn)時(shí)去上課.
10. The students assemble for class at 8 o'clock in the morning.
學(xué)生早上八時(shí)聚集在一起上課.
11. I will inquire when to begin our lessons.
我要去問(wèn)一下我們什么時(shí)候開(kāi)始上課.
12. He takes [ makes ] notes in class.
他上課 記 筆記 .
13. He often reviews today's lessons for tomorrow.
他常為明天上課而復(fù)習(xí)今天的功課.
14. He didn't come to class yesterday.
他昨天沒(méi)來(lái)上課.
15. It's time . Let's begin our lesson.
鐘點(diǎn)到了,我們上課吧.
上課的英文相關(guān)閱讀：站著上課能提升學(xué)生的認(rèn)知能力
Do students think best when on their feet? A new study by the Texas A&M University indicates they do.
站著上課有助于學(xué)生更有效率地思考?德克薩斯農(nóng)機(jī)大學(xué)的一項(xiàng)新研究表明：確實(shí)如此。
Ranjana Mehta, Ph.D., assistant professor at the Texas A&M School of Public Health, researched freshman high school students with who used standing desks. Testing was performed at the beginning and again at the end of their freshman year.
德克薩斯農(nóng)機(jī)大學(xué)公共衛(wèi)生學(xué)助理教授Ranjana Mehta調(diào)查了那些使用站立式課桌的高一新生。調(diào)查結(jié)果分別取自新學(xué)年的開(kāi)始階段以及期末階段。
"Test results indicated that continued use of standing desks was associated with significant improvements in executive function and working memory capabilities," Mehta said. "Changes in corresponding brain activation patterns were also observed."
“實(shí)驗(yàn)結(jié)果顯示，持續(xù)使用站立式課桌的學(xué)生的執(zhí)行力和工作記憶容量都有顯著的提高。”Mehta說(shuō)道。“同時(shí)我們也觀察到相應(yīng)的大腦激活模式發(fā)生了相應(yīng)的變化。”
"Interestingly, our research showed the use of standing desks improved neurocognitive function, which is consistent with results from previous studies on school-based exercise programs," Mehta said. "The next step would be to directly compare the neurocognitive benefits of standing desks to school-based exercise programs."
“有趣的是，我們的調(diào)查表明，站立式辦公能夠改善神經(jīng)認(rèn)知功能，這和此前的學(xué)校運(yùn)動(dòng)項(xiàng)目研究結(jié)果是一致的。”Mehta說(shuō)道。“下一步，我們將會(huì)在這兩者之間做出直接的對(duì)比。”
"There has been lots of anecdotal evidence from teachers that students focused and behaved better while using standing desks," added Mark Benden, Ph.D., CPE, co-researcher and director of the Texas A&M Ergonomics Center.
“有大量來(lái)自教師的證據(jù)證明，使用站立式課桌的學(xué)生注意力和表現(xiàn)較好。來(lái)自德克薩斯農(nóng)機(jī)大學(xué)人機(jī)中心的研究指導(dǎo)人員Mark Benden這樣說(shuō)道。
Continued investigation of this research may have strong implications for policy makers, public health professionals and school administrators to consider simple and sustainable environmental changes in classrooms that can effectively increase energy expenditure and physical activity as well as enhance cognitive development and education outcomes.
該項(xiàng)研究持續(xù)的調(diào)查結(jié)果可能會(huì)對(duì)政策制定者，公共衛(wèi)生專(zhuān)業(yè)人員和學(xué)校管理人員有著強(qiáng)烈的影響。他們會(huì)認(rèn)識(shí)到，簡(jiǎn)潔、可持續(xù)的環(huán)境變化的教室可以有效地增加學(xué)生的能量消耗和體力活動(dòng)，也會(huì)提升認(rèn)知方面以及教學(xué)成果方面的發(fā)展。
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