experience n. 1.经验,体验。 2.见识,经历,阅历。 3.〔pl.〕 【宗教】灵性的感受。 E- is the mother of science [wisdom]. 〔谚语〕经验为学问之母。 an unpleasant experience一次不愉快的经历。 a man of vast worldly experience富有处世经验的人。 have experience with (persons) 和(某些人)打交道有经验。 experience in teaching 教学经验。 E- keeps a clear school. 经验学校学费高;苦头吃得多,学问也增多。 E- teaches. =E- does it. 经验使人聪明。 vt. 1.经验,体验。 2.感受,经历。 3.(从经验中)知道,发现。 be thoroughly [poorly] experienced in 在…方面十分有[缺乏]经验。 experience great pleasure 觉得很快活。 experience religion [美俚]获得信仰。 adj. -able ,-less adj.,-r n.
Professor zhang jia - wei acupuncture experience records 张家维教授针灸验案赏析
However , the experiences recorded in the sutra are largely inner experiences 但经典中记载的,多数是修行内在的体验,
In recent years , many parts of tokyo have experienced record localized rainfall 近些年,东京的许多地区的降水量超过历史记录。
I think the poem f1447 is a very precious experience record . please write this poem in calligraphy for us 我认为f1447诗作是一篇很珍贵的经验记录,因此请您为我们手书这篇诗作。
I hope we have a chance to present this speech another time , because the topic is quite special , and i have prepared some very special stories , sounds , and songs , about my experiences recording music and sound from the arctic to asia 我希望之后能够再有一次机会为大家演讲这个议题,因为这主题真的很特别,而我也准备了不少和我从北极到亚洲这段旅程中录音的历程有关的难忘故事,音效,还有歌曲。
The results showed that : urban middle school teachers ' emotional exhaustion is serious ; gender does not affect the score of burnout significantly ; teachers with 1 year job experience recorded significantly lower scores of burnout than others , and teachers who have worked for 6 - 10 years is secondly ; urban middle school ' s type affect the score of emotional exhaustion and depersonalization significantly , and does not affect reduced personal accomplishment ; social support is most important to enhance feelings of teacher ' s personal accomplishment ; among all the sources , supervisor and principal support is the most significant predictor of teacher burnout ; emotional support is more significant predictor of teacher burnout than practical support ; peer support increased teacher ' s emotional exhaustion 结果发现,城市初中教师的情绪衰竭程度较为严重;男、女教师的工作倦怠程度没有显著差异;教龄为1年的教师工作倦怠程度最轻,其次是教龄为6 - 10年的教师;普通校教师的情绪衰竭和去人性化程度比示范校教师严重,但个人效能感水平不存在显著差异;社会支持对提高教师个人效能感的作用最大;就降低教师工作倦怠程度来说,来源于校领导的支持最为有效,情感支持比实际支持的作用更大;同事支持反而增加了教师的情绪衰竭程度。