She did it so quickly that the poor little juror it was bill , the lizard could not make out at all what had become of it ; so , after hunting all about for it , he was obliged to write with one finger for the rest of the day ; and this was of very little use , as it left no mark on the slate 她干得很利索，那个可怜的小陪审员它就是壁虎比尔根本不知道发生了什么事。当它到处找不到自己的铅笔后，就只能用手指头来书写了。这当然毫无用处，因为手指在纸板上留不下任何痕迹。
After carrying out moderate criterion devise in the experiments of mathematical teaching , the author make amazing discovery that two classes with the same lever pre - experiment turn out to be no striking difference pro - experiment . . . accordingly , the two different lever classes pre - experiment have no marked difference or they minimize the difference pro - experiment 利用数学教育实验中的准试验设计，发现试验前同一水平的两班，在试验后有显著差异；试验前有差异的两个班，在试验后没有显著差异或差异度减小。
Egg chambers with the 1st grade appeared on the 11th day after parasitization ( the pupa was white , and its eyes were scarlet ) , egg chambers with the 2nd grade appeared on the 12th day after parasitization ad egg chambers with the 3rd grade occurred on the 1st day after emergence . feeding adults of this parasitoid with 20 % honey solution showed no marked effects on the ovarian development except significantly prolonging their life span ( most adults can survive for half a month and even to about a month ) . in contrast , feeding with nothing or only wa ter , the wasps only survived for four days . no difference in ovariole lengh of female adults was found among different feedig treatments 卵巢管从寄生后第10天开始出现(此时，卵巢管是透明的，卵室尚未形成) ， 1级卵从寄生后第11天开始出现， 2级卵从寄生后第12天开始出现， 3级卵从羽化后第一天开始出现；喂20蜂蜜水对卵巢发育有一定促进作用，能显著延长丽蝇蛹集金小蜂的寿命，不喂食或仅喂蒸馏水，其寿命仅4天，而喂食20蜂蜜水，从第11天开始出现死亡，大部分可存活15天，另有少部分生存达一个月之久。
This article criticizes the theoretic basis of mechanism in perspective of student in comenius " " on the clock " , criticize the idea regarding students as learning machines , interrogates locke ' s idea that " the mind is like a piece of white paper , there no marks and ideas on it " deconstruct the absolute hegemony education to the students " development and teachers to students , criticizes kant ' s absolute ration and human nature ' s permanence , generalization , criticizes kant ' s idea that human is existing of rational animal , criticizes kant ' s educational claim that children absolute subject to ration , and criticizes herbart ' s theory that teachers is the center which is influenced by kant 在文章中，批判了夸美纽斯“时钟论”学生观的理论基础? ?机械论，批判了把学生看作“学习的机器”的观点；对洛克的儿童心灵犹如“一张白纸，上面没有任何记号，没有任何观念”的观点进行了质疑，解构了教育对学生成长、教师对学生教育的绝对霸权；批判了康德的绝对理性以及人性的永恒性、普遍性，批判了康德的“人是理性动物的存在”的观点，批判了康德“儿童绝对服从理性”的教育主张，并进一步批判了受康德影响的赫尔巴特的“教师中心论” 。
