This means that science majors spend more time in the classroom than non science majors do.
这就意味着科学方面的学科所花在课堂里的时间远远多于非科学专业的学科。
The effectiveness of metacognitive training on the reading comprehension for 208 Chinese first-year non-English majors college students in classroom context is analyzed.
以208名非英语专业大一学生为实验对象,分析了课堂上元认知训练对学生英语阅读所产生的可能效果。
The process of teaching a second language in classroom should be a continuous one that leads and deepens the non-communicative introduction of language structure to the goal of communication.
第二语言的课堂教学过程应该是从语言结构的非交际性介绍的始端向交际性运用的终端推进和深化的连续的过程。
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