学生的个体差异及其教学含义。
The students' individual diversity and their meaning of teaching.
学生的个体差异，必然导致课堂教学起始行为的相应调整与变化。
The student's individual difference, cause behavioral cowgirl in start in teaching in classroom adjusted by all means and change.
大学生的个体差异、社会差异导致了媒介接触行为和意识状况的不同。
They represent different behavior and consciousness of contacting mass medium with individual and social dissimilarity.
大学生思想教育是做人的工作，由于大学生的个体差异，因而又是一项复杂、艰辛的工作。
Ideological education is the work of a man, due to individual differences in students, which is a complex and difficult task.
关注学生个体差异与需求，使每个学生在舞蹈学习中都受益，是舞蹈教学要达到的目标。
That Students demand and individual differences are concerned which gets every student benefit from dancing study is the aim to reach for the dancing teaching.
关注学生个体差异与需求，使每个学生在舞蹈学习中都受益，是舞蹈教学要达到的目标。
That Students' demand and individual differences are concerned which gets every student benefit from dancing study is the aim to reach for the dancing teaching.
在英语教学过程中，尤其是听说课教学中，学生个体差异大，水平参差不齐的问题愈加凸显出来。
In the English teaching, especially in the listening and speaking teaching process, the problem of students' different level become very obvious.
当代大学生综合素质中存在着一系列的问题，这与个体差异、学校教育、社会环境和家庭影响都有着密切关系。
In the present comprehensive quality of college student, there is a series of problem, this and individual discrepancy school educational social environmental and family influence has close relation.
西方的研究者们纷纷从学生的角度探讨影响语言学习成绩的各种因素，这就是个体差异研究。
Therefore, western researchers attempt to explore various learner variables which are supposed to influence their learning outcomes. This is known as individual differences research.
国内的研究者尽管对此课题也做过一些实证性的探讨，但很少对中学生的阅读策略进行研究，而且忽略了个体差异对阅读策略影响的研究。
In China, although some relevant studies have also been done, these studies seldom focus on high school students and they also neglect the affect of individual differences on reading strategies.
这种个性化模式决定了分层教学在目标、分层标准、内容等方面应注意关照学生客观存在的个体差异性，尊重学生的主体价值。
Because of that, it decides we need to attention the students' difference and their subject value from aim, criterion and contents.
因此，重过程、重个体差异、评价目标多元、评价方法多样的过程性评价被纳入高中学生的学业评价体系。
Therefore, the evaluation on process has been brought in to the academic evaluation system of students from high school.
因此，重过程、重个体差异、评价目标多元、评价方法多样的过程性评价被纳入高中学生的学业评价体系。
Therefore, the evaluation on process has been brought in to the academic evaluation system of students from high school.
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