男女學生不同喜好英語怎麼說

① 在各個階段，男女差異的表現是不同的。用英語怎麼說

The difference between male and female is displayed differently at each age stage.

② 求一篇關於講述男女之間的不同的80字英語作文

the
past,
the
first
such
serious
like
a
will
probably
forever
remain
a
stranger.這輩子，第一次這樣認真的喜歡一個也許會永遠是陌生人的人。perhaps,
you
will
of
the
feelings
of
contempt,
an
infidel.也許，你們會對我的這種感情嗤之以鼻，不屑一顧。but,i
really
like
vae.但是，我真的喜歡許嵩。because
of
his
song
is
so
fond
of
him,
and
because
he,
more
like
his
songs.
i
think
it
will
continue,
i
believe!因為他的歌而喜歡上他，又因為他，更加喜歡他的歌，我想這會持續很久，我相信！no
commercial
positioning
and
packing,
the
team
has
announced
plans
and
vae
independence.
they
do
is
so
simple.沒有商品化的定位和包裝，沒有企宣團隊的策劃和炒作，vae獨立的做自己，就是這樣簡單。vae
has
said,
a
song.
even
a
memory
one
day
there
was
no
man
to
hear
of
my
song,
i
have
one
last
fans,
vae.vae曾說，一首歌一個回憶。即便某日沒有人再聽我寫的歌，我還有最後一個歌迷，叫vae。but,
i'd
like
to
say,
i
would
like
him
very
long
time,
and
perhaps
future
one
day,
i'll
forget
him,
but
at
least,
i
don't
want
to
give
up.
don't
want
to
leave.
vae
-
the
only
love
you!只是，我想說，我會喜歡他很久很久，也許將來的某一天，我會忘掉他，但是至少，我現在不想放棄，不想離開。vae---惟愛你！

③ 男女交流方式的差異 英語作文

女生戴玉當然好啊

不過，玉相對低調，溫潤，內斂

很多年輕女孩喜歡相對張揚的回食品，亮閃閃的，顏色答鮮艷的

有點歲月積淀的女性會比較欣賞玉的這種內斂沉穩的氣質

不過，在目前的上流社會中，玉石飾品是非常受追捧的

因為高端玉石的價格不是普通人能消費的起的，成了一種財富和身份的象徵

玉石是所有人都適合戴的，量力而行

④ 男女交流方式的差異 英語作文

The interaction can be referenced to a bolt and a nut. Just take a bolt and screw it into a nut.

⑤ 男女興趣愛好的不同英語作文

My Hobby
I am a 15-year-old student in junior Grade 3. Though I am occupied with my study, I would like to spend time on my hobbies, such as playing the piano, surfing the Internet.
One of my favourite hobby is reading. Reading has been in my life for many years, since I began to learn characters. It can not only kill the time, but also, more important, help improve my comprehension ability. When reading, I can learn a lot. Reading Shakespears works, I know how Hamlet looks like. Reading Socrates, I can see how great ancient Greek philosophers are. Reading Lu Xu, I come back to the old time of China.
Reading really affect my life.

⑥ 英語作文 男女的愛好不同及原因

男性比較理性 女性比較感性

⑦ 求英語作文 男女消遣方式的差異 急！！！！

Differences Between the Ways for Relax
Generally speaking,differnt people have different ways for relax.Take boys and girls for example,some girls like doing shopping in their leisure time.When a girl is free,she'll invite a couple of her good friends to go shopping,buying beautiful clothes and snack. Others prefer to stay at home,doing some reading or gardening.But boys are quite different.In their leisure time, they would rather go out,doing sports or meeting their friends.They don't like staying at home.What's more,some boys are fond of going to the Internet bar to relax themselve completely.
Whatever way they choose for relax,they can all have fun.
祝樓主更上一層樓

⑧ 男女學生英語學習興趣差異表現在哪些方面

你好 我是英語愛好者 很高興回答你的問題 至於男女生學習英語的興趣差異，我回想這是跟性格有答很大關系的。女生較男生更有耐心，而學習英語是要日積月累的。就這樣說，男生性子急的比較多，所以你很少會看到有哪個男孩子會慢慢地用英語一字一句斟酌語言，就這一點，男生就會缺少很多實踐的機會，更何況，這畢竟是一門語言，女生心比較細，她容易領悟，而且更加不易出錯，但是男生正好相反，那麼男生就很難找到成就感，看到身邊的女生都在進步，再加上性格原因，自然會失去興趣。
以上不排除有個別現象，希望能幫到樓主
這個....我不了解有人寫過這個論文，因為人的興趣是要培養的，而且不是誰都琢磨得透的，所以 不好意思了

⑨ 請英語高手,寫幾句關於男女學生在學習態度上的差異的英語句子,好的加分

What do we know about differences in how girls and boys learn?

There are differences in best practice for teaching girls compared with teaching boys. That doesn't mean that all girls learn one way and all boys learn another way. It DOES mean that there are significant differences in the ways girls and boys learn, differences which are more substantial than age differences in many ways. In other words, a 7-year-old girl and a 7-year-old boy differ, on average, on parameters such as "How long can you sit still, be quiet, and pay attention?" Those differences between a same-age girl and same-age boy are larger than differences between, say, a 7-year-old girl and a 9-year-old girl. Most American schools segregate kids on the basis of age differences: they put 7-year-olds in one classroom and 9-year-olds in another classroom. And yet, the research clearly demonstrates that the sex differences in learning (between a 7-year-old girl and a 7-year-old boy) are larger than the age differences (e.g. between a 7-year-old girl and a 9-year-old girl).

Interestingly, the differences appear to be greatest among the YOUNGEST children. If you visit an all-girls kindergarten and then an all-boys kindergarten, you will be struck by how differently the children learn. If you visit an all-girls 12th-grade classroom and an all-boys 12th-grade classroom, the differences are much more subtle.

Sex differences in learning may derive in part from basic physiological differences, such as differences in the ability to hear, and also from differences in higher-level cortical functions.
Let's begin with the innate difference in the ability to hear. Suppose you test the hearing of a seven-year-old girl and a seven-year-old boy, in a soundproof booth with high-quality equipment. Scientists who do this work have found that the girl can hear sounds which are softer than the faintest sounds which the typical boy can hear. Girls have a sense of hearing which is subtly better than boys (depending on the frequency tested). This difference is present as early as children can be reliably tested. For example, Erik Berninger of the Karolinska Institute in Stockholm, Sweden, demonstrated in 2007, in a study of more than 30,000 newborn babies, that girl babies have an ability to hear which is slightly but significantly better than boys -- and those were newborn babies. Differences in the ability to hear get bigger as kids get older.

For a list of scholarly references demonstrating gender differences in hearing, please click on this link.
That basic difference in the ability to hear has significant implications for best practices for teaching girls vs. teaching boys. If you have a classroom with a female teacher who is speaking in a tone of voice which seems normal to the teacher, it's possible that some of the boys at the back of the classroom may not be paying close attention, in part because they may not be hearing her as well as the girls.

The next level of difference has to do with gender-specific personality traits which affect how children learn. First, a word about gender-specific personality traits. In the 1960's and 1970's and even into the 1980's, it was fashionable to assume that gender differences in personality were "socially constructed." Back then, many psychologists thought that if we raised children differently -- if we raised Johnny to play with dolls and Sally to play with trucks -- then many of these gender differences would vanish. However, cross-cultural studies over the past 30 years have provided little support for this hypothesis. On the contrary, a report from the National Institutes of Health (NIH) found that gender differences in personality were remarkably robust across all cultures studied, including China, sub-Saharan Africa, Malaysia, India, the Philippines, Indonesia, Peru, the United States, and Europe (including specific studies in Croatia, the Netherlands, Belgium, France, Germany, Italy, Norway, Portugal, Spain, Yugoslavia and western Russia). "Contrary to predictions from the social role model, gender differences were most pronounced in European and American cultures in which traditional sex roles are minimized," the authors concluded.

Source: Paul Costa, Antonio Terracciano, & Robert McCrae, "Gender differences in personality traits across cultures: robust and surprising findings," Journal of Personality and Social Psychology, volume 81, number 2, pp. 322-331, 2001.

Ecational psychologists have consistently found that girls tend to have higher standards in the classroom, and evaluate their own performance more critically. Girls also outperform boys in school (as measured by students' grades), in all subjects and in all age groups.

Sources: Alan Feingold, "Gender differences in personality: a meta-analysis," Psychological Bulletin, volume 116, pages 429-456, 1994. See also the important paper by Diane Ruble and her associates, "The role of gender-related processes in the development of sex differences in self-evaluation and depression, Journal of Affective Disorders, volume 29, pages 97-128, 1993. For documentation of the fact that girls now outperform boys (as measured by report card grades) in all subjects and age groups, see the chapter by Dwyer and Johnson entitled "Grades, accomplishments, and correlates" in the book Gender and Fair Assessment edited by Willingham & Cole, published by Laurence Erlbaum (Mahwah, NJ), 1997, pp. 127-156.

Because girls do better in school (as measured by report card grades), one might imagine that girls would be more self-confident about their academic abilities and have higher academic self-esteem. But that's not the case. Paradoxically, girls are more likely to be excessively critical in evaluating their own academic performance. Conversely, boys tend to have unrealistically high estimates of their own academic abilities and accomplishments.

Source: Eva Pomerantz, Ellen Altermatt, & Jill Saxon, "Making the grade but feeling distressed: gender differences in academic performance and internal distress," Journal of Ecational Psychology, volume 94, number 2, pages 396-404, 2002.

We arrive at one of the most robust paradoxes teachers face: the girl who gets straight A's but thinks she's stupid and feels discouraged; the boy who's barely getting B's but thinks he's brilliant. Consequently, the most basic difference in teaching style for girls vs. boys is that you want to encourage the girls, build them up, while you give the boys a reality check: make them realize they're not as brilliant as they think they are, and challenge them to do better.

Ecational psychologists have found fundamental differences in the factors motivating girls vs. factors motivating boys. Researchers have consistently found that "girls are more concerned than boys are with pleasing alts, such as parents and teachers" (Pomerantz, Altermatt, & Saxon, 2002, p. 397). Most boys, on the other hand, will be less motivated to study unless the material itself interests them.

Source: E. T. Higgins, "Development of self-regulatory and self-evaluative processes: costs, benefits, and trade-offs." In M. R. Gunnar & L. A. Sroufe (editors), Self processes and development, Minneapolis: University of Minnesota Press, 1991, pp. 125-165. See also the more recent paper by Eva Pomerantz and Jill Saxon, "Conceptions of ability as stable and self-evaluative processes: a longitudinal examination," Child Development, volume 72, pages 152-173, 2001.

Girls and boys experience academic difficulties very differently. Here are the findings of Eva Pomerantz, Ellen Alterman, and Jill Saxon (2002, p. 402):

"Girls generalize the meaning of their failures because they interpret them as indicating that they have disappointed alts, and thus they are of little worth. Boys, in contrast, appear to see their failures as relevant only to the specific subject area in which they have failed; this may be e to their relative lack of concern with pleasing alts. In addition, because girls view evaluative feedback as diagnostic of their abilities, failure may lead them to incorporate this information into their more general view of themselves. Boys, in contrast, may be relatively protected from such generalization because they see such feedback as limited in its diagnosticity."

Girls tend to look on the teacher as an ally. Given a little encouragement, they will welcome the teacher's help. A girl-friendly classroom is a safe, comfortable, welcoming place. Forget hard plastic chairs: put in a sofa and some comfortable bean bags. Let the girls address their teacher by her (or his) first name.

Context enhances learning for most girls, but often just bores the boys. The choir director of the National Cathedral School for Girls and the St. Alban's School for Boys told us that when he's teaching the high school girls a new song, he'll start by sharing a story about why the composer wrote this piece, who it was written for, or maybe how the choir director himself felt 20 years ago when he goofed the solo part. "Giving the girls some context, telling them a story about the piece, gets them interested. The boys are just the opposite," he said. "If you start talking like that with the boys, they'll start looking at their watches, they'll start getting restless. Then one of them will say, 『 we please just get on with it already? Can we please just learn the song already?'"

⑩ 求一篇關於男女生交流的異同的英語作文。

1 for girls , they will always talk about the clothes , fashion or cosmetics.
2 for boys, they will focus on the games or talk about the politics.