| 1. | Instil into knowledge as well as the feelings of person
灌输知识以及人的情感。 |
| 2. | It ' s hard work to pump facts into unwilling students
向不自觉的学生灌输知识并非易事。 |
| 3. | Holt rejects knowledge that is entirely taught in an abstract manner
霍尔特还坚决反对完全用一种抽象的方式给孩子灌输知识。 |
| 4. | To equip children with knowledge of and skills at " protect yourself from hiv aids infection "
向儿童灌输知识和教导技巧，以防止感染爱滋病病毒爱滋病 |
| 5. | To equip children with knowledge of and skills at " protect yourself from hivaids infection "
向儿童灌输知识和教导技巧，以防止感染爱滋病病毒爱滋病； |
| 6. | Apart from facilitating students in their quest for knowledge , scs also emphasises the physical , emotional and whole - person development of students
本学院除了向学生灌输知识外，也著重他们的身心发展及个人成长。 |
| 7. | Principal jacobs : a teacher has two jobs ; fill young minds with knowledge , yes , but more important , give those minds a compass so that that knowledge doesn ' t go to waste
雅各布校长：教师有两个职责：给年轻人灌输知识，是的，但是更重要的是，教会他们使用这些知识的方法。 |
| 8. | In actual teaching , if the teacher constantly instills into the knowledge , the explanation is light , this will not be able to find student ' s center of excitation inevitably , gradually , the student also one each one fades a da brain , listlessly
在实际授课中，若是教师一味的灌输知识，讲解平淡，这势必找不到学生的兴奋点，久而久之，学生也一个个都蔫头耷脑、无精打采。 |
| 9. | On the contrary , the constructivism takes students as the subject in learning and the active constructors of the meaning of knowledge . that is . cai only plays a helpful and promoting role in students meaning construction and it does n ' t inculcate knowledge into students
而建构主义学习理论认为学生是认知的主体，是知识意义的主动建构者； cai只对学生的意义建构起帮助和促进作用，并不要求直接向学生传授和灌输知识。 |
| 10. | In the world of the traditional teaching - learning , the basic function of teaching is delivering knowledge and molding the personality etc . learning keeps a passive appearance to teaching , and learning is to follow the road designed , ruled by teaching , to mold shapes accord
在传统教学的世界里，教学的基本功能是传授、灌输知识、塑造人格等，学对教保持着一种被动的状态，学就是遵循教所设计、规定的道路行进，按照教所提供的“模子”塑形。 |
