So, for starters we'll keep that as our zero energy, we're going to change it soon to make something that makes more sense in terms of bonding, but we'll keep that as zero for now.
因此,首先我们将会保持零点能的这个定义,但很快我们就会对它进行修改,使它在讨论成键时更合理,但是目前我们还是暂时采用这种定义。
So if you have something due, say... in 3 days, you'll just keep saying,
所以如果你有什么要完成的,就说……三天后吧,你总是说,
So we keep track of the types of questions that come up, unless I said something stupid in class or been confusing, certainly.
所以我们对出现的各种各样的问题保持联系,除非我在课程上说了一些愚蠢的,或令人困惑的话。
Right? So I want to invite you to keep that extra little something in mind.
对吗?,所以我要你们,在头脑中保持这种想法。
I'd like you to keep in mind that these two categories of purposes, both the explicate and the implicit, are something that we need to be responsible for whatever we do as designers of educational situations.
我希望你们记住,这两种教育目标,即表层目标和深层目标,是我们在对教育情境,进行设计时,必须考虑到的内容。
In this case, it's cutting up from the bottom end, which makes sense because the thing I'm looking for is always bigger than the midpoint and then, I don't know, let's pick something in between. Somebody want-- ah, I keep doing that-- somebody like to give me a number?
排除元素,这是讲得通的,因为我总是找比中点大的元素,那让我们挑一个同,中点之间的元素吧,我再来试试,谁给我个数字吧,我知道你们想给我些其他东西?
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