2) student-student interaction
生生互动
1.
The focus should be transferred from bilateral activity to multilateral interaction(teacher-student interaction,student-student interaction,teacher-teacher interaction,man-machine interaction).
多向互动包括师生互动,生生互动,师师互动,人机互动。
2.
This essay tentatively explores the psychologies backing up student-student interaction, the ways to achieve interactions between students and roles of interactive teachers.
本文主要探讨了交互活动中的“生生互动”,重点论述了支持“生生互动”模式的心理学理论,实现这一教学模式的方法以及教师角色的转换。
3.
This demands to implement classroom teaching based on students, and student-student interaction (SSI) is the embodiment of this kind of classroom teaching.
而“生生互动”则是这种课堂教学的主要体现。
3) students interaction
生生互动
1.
Cultivating and improving students emotional intelligence by students interaction may cultivate students good individuality,because among the factors to influence student s study effect,emotion is important.
教师在外语教学过程中应不断注入情感智商教育,利用生生互动的学习过程来培养提升学生的情感智商,可以培养学生良好的个性品质,因为学生的学习效果如何,其情感取向发挥着重要作用。
2.
Students interaction can be interpreted as the interaction and influence in various forms, nature and levels among students in a certain background and specific situation of classroom culture.
生生互动可以理解为在一定课堂文化背景与具体情境下，学生与学生之间发生的各种形式、各种性质、各种程度的相互作用和影响。
4) interaction between student and student
生生交互
5) mutual-growth and inter-growth
共生互生
1.
With this ethics,we can carry out the prevention & treatment of epidemic diseases,the re-construction of eco-environment and homeland,and foster the mutual-growth and inter-growth of man,life,earth,and the universe.
灾疫伦理学要真正全面发挥当代人类通向未来世界的桥梁功能,必须具备立足贴现未来利益而努力于当下行动的开放姿态,引导社会以自由为最高立法原理,以生命重于一切和生命价值至高无上为价值导向,以完整人道、普遍平等、全面公正为实践规范原则,全面展开灾疫防治和灾疫后生境重建和家园重建,促进人、生命、地球和宇宙共生互生。
补充资料：符号互动
见符号互动论。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条