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   数学自我概念 的翻译结果: 查询用时:0.246秒
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数学自我概念
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  “数学自我概念”译为未确定词的双语例句
     (c) Math, English, and Chinese achievements each had positive effects on the matching domain-specific self-concept;
     3,语文成绩对语文自我概念、数学成绩对数学自我概念、英语成绩对英语自我概念均有正面影响;
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     The results revealed:1, There is significant positive correlation between self-concept and achievement on mathematics .
     结果发现:1、数学自我概念与数学成绩呈显著正相关。
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     The relationship between mathematical and English self-concept is significantly different: it is positively related in boys, but negatively related in girls.
     在数学自我和英语自我之间的关系方面有着显著的年级差异:具体表现为男生的数学自我概念和英语自我概念之间为正相关,而女生的数学自我概念与英语自我概念之间为负相关。
短句来源
     (b) Math self-concept and Chinese self-concept, Math self-concept and English self-concept are negatively correlated, but Chinese self-concept and English self-concept is positively correlated;
     2,数学自我概念与语文自我概念、英语自我概念为负相关,相关不显著; 语文自我概念与英语自我概念为正相关,相关不显著;
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     (d) Chinese achievement has positive effect on the English self-concept, and negative effect on the math self-concept;
     4,语文成绩与英语自我概念为正相关,与数学自我概念为负相关;
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  相似匹配句对
     The Representations of Mathematical Concept
     数学概念表征
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     ANNOTATION OF CONCEPTION OF “EGO”
     “自我”的概念诠释
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     Self-concept is center of character.
     自我概念是人格的核心。
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     Mathematical Concept Teaching
     谈数学概念教学
短句来源
     math achievement has negative effects on the English self-concept and Chinese self-concept;
     数学成绩与语文自我概念、英语自我概念为负相关;
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  math self-efficacy
Academic proficiency and math self-efficacy were the strongest predictors of persistence in SE careers.
      


The conception of mathematics in primary and secondary school students consists of three components: the understanding of the nature of mathematics knowledge, the understanding of the nature of knowing mathematics and the self-conception of mathematics. Its formation and development is influenced by the interaction of three aspects, i.e. students' experience in learning mathematics, teachers' instructional goals and processes, and the mathematics tradition in school. It affects students' mathematics learning...

The conception of mathematics in primary and secondary school students consists of three components: the understanding of the nature of mathematics knowledge, the understanding of the nature of knowing mathematics and the self-conception of mathematics. Its formation and development is influenced by the interaction of three aspects, i.e. students' experience in learning mathematics, teachers' instructional goals and processes, and the mathematics tradition in school. It affects students' mathematics learning in behaviors, strategies, motivation and attitude. Therefore it has a significant function in mathematics learning.

中小学生的数学观包括数学知识观、数学学习观和数学自我概念。它是通过学生自身数学实践活动经验、教师的教学目标和过程以及社会文化与学校文化传统三方面交互作用的过程形成的。它对学生的数学学习行为、学习策略、动机与情感都会产生重要影响 ,从而对良好数学学习成绩的获得有重要作用

Objective: To explore the relationships among learning style, academic self-concept and academic achievement. Methods: In this research we employed scale of learning style and scale of academic self-concept to survey 609 middle-school students and primary students, and explored the relationships among learning style, academic self-concept and academic achievement. Results: ①Academic self-concept has correlation with academic achievement between 0.079 and 0.321; ②Different learning style students have differences...

Objective: To explore the relationships among learning style, academic self-concept and academic achievement. Methods: In this research we employed scale of learning style and scale of academic self-concept to survey 609 middle-school students and primary students, and explored the relationships among learning style, academic self-concept and academic achievement. Results: ①Academic self-concept has correlation with academic achievement between 0.079 and 0.321; ②Different learning style students have differences in academic achievement; ③Different learning style students have significant differences in mathematical self-concept and academic self-concept total; ④Learning style and academic self-concept have significant predictive effect on academic achievement in total, mathematical achievement and Chinese achievement. Conclusion: Learning style and academic self-concept have effect on academic achievement and have significant predictive effect.

目的:探讨学习风格、学业自我概念与学业成绩的关系。方法:采用学习风格量表、学业自我概念量表,对609名中、小学生进行测查,并通过线性相关、方差分析和线性回归等量化分析。结果:①学业自我概念各维度与学业成绩相关系数在0.079~0.321之间,除数学成绩与语文自我概念相关外,其余相关系数的显著性检验P值均低于0.01;②对不同学习风格学生的学业成绩进行方差分析F值为12.811,P值低于0.01;③对不同学习风格学生的数学自我概念、各科自我概念进行方差分析F值分别为11.51、8.67,P值均低于0.001;④通过分层回归分析,学习风格、学业自我概念对学业总分、数学分数、语文分数有预测作用。结论:学习风格、学业自我概念对学业成绩有预测作用。

 
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