我是一名学美术的高三学生。
大约五年前，美国高三学生每天花在电子设备上的时间一般超过六小时。
Some five years ago, high school seniors in America generally spent more than six hours a day on electronic devices.
作为一个高三学生，我生活中的一切都围绕着进入理想大学。
As a high school junior, everything in my life revolved around getting into the right college.
目的：了解甘肃省高三学生抑郁情绪状况并进行分析。
Objective: To understand and analysis the depression situation of the third year high school students in Gansu.
第二章节主要讲述如何在高三学生中进行“写长法”的教改实验。
Chapter Two is about how to apply WTL in high school, and the result of the experiment.
目的探讨高三学生人格、应对方式、亲子沟通、社会支持与抑郁的关系。
Objective To explore the relationship among Senior Students' personality traits, coping style, parent-adolescent communication, social support and their Depression.
梦想成为一名儿童心外科专家的梅丽莎·柯赫勒是(这所中学的)高三学生，她已先后考了三次ACT。
Senior Melissa Koehler, with dreams of becoming a pediatric cardiologist, has taken the ACT three times.
高三学生能成为一个很好开始——在学校他们已经熟悉问题而且可以帮助你让我看到事物的真相。
School counselors can be a good place to start - they're familiar with the issues in your school and can help you put things in perspective.
本文揭示词块教学对高三学生在写作能力的影响，实验表明，词块教学法能有效提高学生的写作水平。
This research aims at exploring the effect of Lexical approach on senior high school students' writing and provides pedagogical implication of the approach in teaching.
方法用状态焦虑问卷、简易应对方式问卷、社会支持问卷测查某高中的高一、高二、高三学生共170名。
Methods 170 senior middle school students were investigated by use of State Anxiety Inventory, Simplified Coping Style Questionnaire and Social Support Questionnaire.
加州库珀提诺的17岁高三学生LenaJenny说，短信的速度快到“有时我手机还没收起来就接到回复了。”
Lena Jenny, 17, a high school senior in Cupertino, Calif. , said texting was so quick that "I sometimes have an answer before I even shut my phone."
前言：目的：探讨学生高考语文成绩的影响因素。方法：运用多层线性模型，对751名高三学生的高考语文成绩进行调查分析。
Objective: to explore the influencing factors in the Chinese Achievement Test in Chinese Achievement Test of the College Entrance Examination.
作为一名高三学生，我们应抓住现在的学习机会努力学好它。 只有这样，才能为奥运贡献自己的力量。 注意：要使用定语从句。
We Senior Three students should catch this opportunity to learn it well, by which we can make our contribution to the Olympic Games.
方法采用艾森克个性问卷(EPQ -少年式)、应付方式问卷、亲子沟通问卷、领悟社会支持量表(PSSS)和流调中心用抑郁量表(CES - D)对496名高三学生进行问卷调查。
Methods 496 senior students in high school were assessed with the EPQ, Coping Style Scale, Parent-Adolescent Communication Scale, PSSS Scale, and CES-D Scale.
方法采用艾森克个性问卷(EPQ -少年式)、应付方式问卷、亲子沟通问卷、领悟社会支持量表(PSSS)和流调中心用抑郁量表(CES - D)对496名高三学生进行问卷调查。
Methods 496 senior students in high school were assessed with the EPQ, Coping Style Scale, Parent-Adolescent Communication Scale, PSSS Scale, and CES-D Scale.
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