大学教师们抱怨他们的学生对大学阶段的学习没有做好准备。
Faculty members complain that their students are unprepared to do college-level work.
低收入的城乡地区的教师没有参加过数学竞赛，他们可能不知道有像Math Counts 这样学习高数的机会。
Teachers in low-income urban and rural areas with no history of participating in math competitions may not know about advanced-math opportunities like Math Counts.
报名参加囯家数学俱乐部的学校或教师会收到一整套活动方案和学习资源，但没有专门的教师培训，也没有附加的比赛。
Schools or teachers who sign up for the National Math Club receive a kit full of activities and resources, but there's no special teacher training and no competition attached.
私人的家庭教师会让你学的很快，没有家庭和个人的人际关系，我有很多时间来投入到我的学习中。
Private tutors sped things up. With no family or personal ties, I had lots of time to devote to my studies.
班级学生人数的增加显然对教师提出了更高的要求，很多人担心会因此降低学习质量。虽然过去35年的研究还没有找到有力证据证明这一点，研究的确表明，幼儿园和小学一年级的小班授课取得了一些小的学术成果。
While it might seem obvious that large class sizes put greater demands on teachers, and thus detract from learning, research over the past 35 years offers little evidence to support the sentiment.
对于如何在教师培训中构建学习力，目前还没有统一的范式可以采用。
As for building learning power in teachers training, there is no single paradigm we can use.
它们主要提供一些学习资源，学习的动态过程无从体现，没有发挥教师的即时指导、监控、调节等作用，缺乏对适应学生特征的个性化学习支持手段。
These systems, which are short of individual learning support to the student, are hard to offer such functions as real time guidance, monitoring, adjusting, etc.
采用问卷调查、师生座谈会、访谈学生、教师反思四种方式对大学英语教学有效性进行调查，结果显示：学生英语学习的动机没有得到充分的激发；
The survey is conducted to investigate the effectiveness of college English teaching in four ways. The results show that the students are not well motivated to learn English;
实践证明：如果没有学习的自觉愿望，尽管教师给学生许多有用的知识，也收不到应有的效果。
Practice has proved: Without the conscientious hope of study, though the teacher gives students a lot of useful knowledge, can't accept the due result too.
实践证明：如果没有学习的自觉愿望，尽管教师给学生许多有用的知识，也收不到应有的效果。
Practice has proved: Without the conscientious hope of study, though the teacher gives students a lot of useful knowledge, can't accept the due result too.
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