1)Liushou留守
英文短句/例句
1.The orders are that we stay here.命令是留守这地方。
2.Two of them stayed by the door.两个人留守在门口，
3.When Zhang Fei volünteered to take the task(the defence of Xuzhou City),这时,张飞请求留守徐州。
4.The Research on Family Factors and Psychological Adjustment of Left-behind and Living-with-parents Middle School Students;留守、非留守初中生的家庭因素与心理适应研究
5.Attended and Unattended Adolescent s self-harmony and Coping Styles.;留守与非留守青少年的自我和谐及应对方式
6.Analysis of Remaining Willingness of Left-behind Children in Rural Area --Take Z Town Yudu County as Example;农村留守儿童留守意愿分析——以于都县Z镇为例
7.Analysis of the characteristics of psychological behavior of guarded children and unguarded children in town;城镇留守与非留守儿童心理行为特征调查分析
8.What Is the Number of Left-behind Children in China?--A Study of the Term Left-behind Children;全国留守儿童究竟有多少——“留守儿童”的概念研究
9.The Relation between the Personality of Technical School Left-behind Children and Their Left-behind Experience技校留守儿童人格特征与留守经历的关系
10.Investigation into Attachment and Self Esteem in Chinese Students;留守中学生与非留守中学生依恋与自尊及二者关系的探索性研究
11.The Resilience of Left-behind Children-Case Study on Inner Mongolia Autonomy Region Chifeng Balinyou Country Left-behind Children;留守儿童的抗逆力—内蒙古赤峰市巴林右旗留守儿童个案研究
12.A Comparative Study on Study,Life and Mental Growth between Children Who Are Left behind by Their Parents and Children Who Are Not;留守儿童与非留守儿童学习、生活及心理成长状况的比较研究
13.Comparative study on personality characteristics of left-behind children and non-left-behind children in one elementary school of Tongliang;铜梁某小学留守与非留守儿童个性特征对比研究
14.The Contrast Research between the Parents-absenting Children and the Liveing-with-parents Children in of Five and Six Grades of Rural Central Primary School;农村中心小学校五六年级留守儿童与非留守儿童的对照研究
15.A Case Study on the Education of “Students Left Behind by Their Parents” in Rural Areas--Take “Students Left Behind by Their Parents” in Rural Area of Xuzhou as an Example;农村“留守学生”教育问题的实证研究——以徐州农村“留守学生”情况为例
16.Research on the Education of Left-behind Children from Sociology Field--Left-behind Children and Cultural Competence s Training;社会学视野下的留守儿童教育研究——留守儿童与文化竞争力培养
17.Comparative Study of False Belief Understanding between Left-over Children and General Children留守儿童和非留守儿童错误信念理解能力的比较
18.Comparative analysis of the relations between extracurricular sports activities and the mental health of left alone and non left alone middle school students留守与非留守初中生课外体育活动与心理健康关系的对比分析
相关短句/例句
Rear children留守儿童
1.Pay attention to the problem of mental health of rural rear children;关注农村留守儿童心理健康教育问题
2.The analysis of socialized problem of rear children from the angle of view of non-social action;从非社会性行为视角看留守儿童的社会化问题
3.Based on a survey of the psychological state of rear children in four townships of Qiandongnan Prefecture,this paper points out their need for love and uncertainty about schooling and future during the Absence of their parents working in coastal areas or cities.本文对黔东南苗族侗族自治州四个乡镇的留守儿童心理状况进行微观社会学研究。
3)Left-behind children留守儿童
1.The reflection on the educational problems of countryside left-behind children;农村“留守儿童”教育问题思考
2.Life quality of rural left-behind children and its influential factors;农村留守儿童的生活质量状况及其影响因素分析
3.Study on rural left-behind children s mental health and their guardians rearing styles;农村“留守儿童”心理健康与抚养人教养方式的研究
4)types of left-behind留守类型
1.Six types of children including 4 types of left-behind children, ex-left-behind children and non-left-behind children were classified for data analysis.目的:探讨不同留守类型儿童的心理健康状况。
5)Parent-absent middle school students留守孩
1.parent-absent middle school students were tested by SCL-90 and a sel f-compiled questionnaire to study the related factors of the mental health of p arent-absent middle school students.本文采用症状自评量表(SCL - 90 )和自编问卷对42 7名中学留守孩进行测查,探讨了影响中学“留守孩”心理健康的家庭因素,为中学“留守孩”的心理健康教育提供依据。
6)rear children留守子女
1.Thinking about the "rear children" education problem;农民工“留守子女”教育问题思考
延伸阅读
留守 隋以后驻守京师、陪都（间或军事重镇），综理军、政、民、财的高级官员。古代帝王出巡或亲征时，以大臣辅太子（或亲王）留守京师，或称留守,或称留台,或为居守，无固定名称。隋炀帝杨广时，始于重要军事地点置留守，留守遂成为官名。唐太宗李世民攻高丽，以房玄龄为京城留守，萧瑀为东都留守。其后，唐高宗李治常来往于长安洛阳之间，他在洛阳时，则于长安置西京留守，在长安时，则于洛阳置东都留守。武后长驻洛阳，西京留守遂为常设；唐玄宗李隆基长居长安，东都留守亦为定职。开元十一年(723)以太原为北都,以太原尹为留守,少尹为副留守,合东都、西京共称为三都留守。留守主要负责守卫京、都，兼理军、民、财务。唐中叶以后，宰相被罢免后常为东都留守，实不问事。五代以后，宋、辽、金、元、明五朝，均在陪都设置留守，以地方行政长官兼任,职掌与隋唐留守略同。唯明中都、兴都留守仅为防护皇陵而设。清代盛京将军亦相当于历代陪都留守。民国初年，一度设南京留守，旋即废罢。
