最后结合三阶段理论、认知理论和说服模型，提出了改善我国行政机关公务员服务态度的基本思路和若干建议。
Finally the article tries to give some advice to the attitude improvement of civil servants with the stage theories, the cognition theory and the convince model theory.
其次，在论证培训参与度测评的可行性的基础上，根据史洛斯伯格三阶段理论及克罗斯连锁反应理论，建立返乡农民工培训过程图。
Analyzing the process of farmers attended the skill training that based on the chain of response and three steps theory and building the model of surveying participation.
该文探讨了在计算机专业的离散数学教学中采用理论教学、相关应用、计算机上的实现三阶段渐进进行。
This article discussed has used the theoretical teaching, related application, on computer's realization three stages advance gradually in the discrete mathematics teaching.
此三阶段的划分对于直面刑法中的各种错误问题，并且对于打击错误的深入研究提供了理论平台和基础。
The division of three-stage is useful for facing various error problems, and provides a theoretical platform and a foundation for the in-depth study of the combat error.
第三阶段是8个月的理论学习期，以考试合格为结束。
Subsequently, the third phase is also an 8-month course, probationers will conclude with exams.
运用认识系统特性的三阶段论考察了智力理论的演化历程，并提出了智力理论演化的三阶段模型，试图以此来解释各种智力理论在逼近智力本质道路上的位置及其意义。
Then it comes to a three stages evolution model for the intelligence theory to explain all kinds of intelligence theories stage and value on the way to the nature of intelligence.
第三阶段开始重新冷静思考阅读中教师、学生和文本之间的关系，运用阅读对话理论，解决文学解读中出现的问题。
The third phase begins to re-think calmly the relationship of teachers, students and the text. apply the theory to read the dialogue to solve the problems of the literature in reading.
而由伽罗瓦和阿贝尔创立的群的结构并由克莱因提出的几何变换群理论为几何学从第二阶段到第三阶段的转变提供了依据。
The group which is founded by Galois and Abel and the theory which is proposed by Klein provide the tool from the second stage to the third stage of the geometry.
理论模型中，介绍了永续增长模型、两阶段增长模型、三阶段增长模型；
Theoretical model, we introduce the Gordon growth model, two-stage growth model, three-stage growth model;
经过对学生满意度的定量和定性调查发现：这种三阶段教学的设计总体上是比较成功的，能够将原本枯燥的教学设计理论学习演变为“玩中学”和“做中学”。
After the implementation of these three stages, the author found that students are more satisfied with and give more positive comments on these learning stages, especially the last two stages.
经过对学生满意度的定量和定性调查发现：这种三阶段教学的设计总体上是比较成功的，能够将原本枯燥的教学设计理论学习演变为“玩中学”和“做中学”。
After the implementation of these three stages, the author found that students are more satisfied with and give more positive comments on these learning stages, especially the last two stages.
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