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理工学生
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  “理工学生”译为未确定词的双语例句
     Students of science and technology school had the highest rate of anxiety (10.08%), while those from medical school the lowest (3.59%).
     理工学生焦虑检出率最高(10.08%),西医学生最低(3.59%)。 卡方检验显示焦虑症状与社会人口特征中的出生地、年级、学习成绩、专业及父亲学历有关;
短句来源
     The article makes an analysis and study of educational content and quality education for science students and raises the method and way of quality education for science students.
     本文从理工学生教育的内容、理工科学生素质教育的目标方面做了分析和研究,提出了理工科学生素质教育的方法和途径。
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     Conclusion The critical thinking ability of nursing students isn't good. Their critical thinking education should be strengthened.
     结论本科护生批判性思维能力较低,尤其低年级差于理工学生,需加强对其批判性思维的教育。
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  相似匹配句对
     Smart Student
     聪明的学生
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     How to Conduct Classified Psychological Make-up Education in Science and Technology Colleges
     理工院校学生心理健康分类教育初探
短句来源
     What is a student?
     什么是学生 ?
短句来源
     Enhancing Humanities Character Education to Science and Engineering Students
     论加强对理工学生人文素质的培养
短句来源
     QINGDAO TECHNOLOGICAL UNIVERSITY
     青岛理工大学
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  science and engineering students
The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree.
      
A new undergraduate concentration for science and engineering students in Global Health.
      
A survey of scientific computation relevant to Computational Science and Engineering students.
      
Also, our user group consisted entirely of undergraduate and graduate Computer Science and Engineering students.
      
For example, science and engineering students have a welldefined research paradigm that is both normative and scientific.
      
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Science students should have higher engineering consciousness,engineering thinking,developmental ability of engineering practice and ability of solving engineering practical problem.Meanwhile they should be provided with the learning theory of humanistic science and society science.The article makes an analysis and study of educational content and quality education for science students and raises the method and way of quality education for science students.

理工科学生应具有较强的工程意识、工程思维、工程实践开发能力和解决工程实际问题的能力,同时还应具备人文、社会科学学科理论。本文从理工学生教育的内容、理工科学生素质教育的目标方面做了分析和研究,提出了理工科学生素质教育的方法和途径。

The author applies canonical analysis to study the relation between entrance examination scores and basic subject scores of freshmen.Concludes that entrance examination mathematics score and the physics score have more important effect on the basic subjects advanced mathematics and ordinary physics,especially,on the advanced mathematics,and proposes three pieces of advice to our educational reform.

通过对某校2001级100名本科(理工)学生的入学成绩和大学一年级基础课成绩进行统计,运用典型相关分析方法研究这两种成绩,分析了二者之间的相关性,得出入学成绩中数学和物理成绩对高等数学、普通物理的影响较大。

Objective: To analyze socio-demographic and social psychological characteristics of college students with anxiety in Anhui province. Methods: Striated all universities in Anhui according to professional fields, selected one university in each field and 15% of students of that university were collected as our sample (N=4178). Anonymous questionnaires inclusive self-rating anxiety scale (SAS), social experience checklist (SEC), adolescent self-rating life events checklist (ASLEC) and family environment scale-Chinese...

Objective: To analyze socio-demographic and social psychological characteristics of college students with anxiety in Anhui province. Methods: Striated all universities in Anhui according to professional fields, selected one university in each field and 15% of students of that university were collected as our sample (N=4178). Anonymous questionnaires inclusive self-rating anxiety scale (SAS), social experience checklist (SEC), adolescent self-rating life events checklist (ASLEC) and family environment scale-Chinese version (FES~CV) were used to investigate anxiety status and its relation with socio-demographic and social psychological characteristics. Univariate logistic and multivariate stepwise logistic models were used to calculate the odds ratios between prevalence of anxiety and those influential factors. Results:The rate of anxiety among our sample was 6.94% (in male 7.22%, in female 6.35%). Students of science and technology school had the highest rate of anxiety (10.08%), while those from medical school the lowest (3.59%). It was shown that anxiety status was statistically significant associated with many demographic and social psychological factors by χ~2 test, while in multivariate stepwise logistic models it was significant related with majors (referred to science and technology OR=1.77,95%CI:1.30~2.41), poor academic achievement (OR=1.45,95%CI:1.09~1.93), negative life events (OR=4.76,95%CI:3.36~6.77), negative life experience (OR=3.35,95%CI:2.43~4.62), and intimacy (OR=0.65,95%CI:0.49~0.85)and emotion expression within families (OR=0.71,95%CI:0.54~0.94). Conclusion: Anxiety status among college students was influenced by a variety of factors including socio-demographic and social psychological characteristics, which must be taken into consideration during psychological health promotion.

目的:了解安徽省大学生焦虑症状流行状况及其社会人口和社会心理影响因素。方法:对所有省属高校按专业分层,以校为整群抽样(每专业1校),抽取该校在校生的15%。采用无记名问卷调查,共获得有效问卷4178份。调查工具包括焦虑自评问卷(SAS)和青少年负性生活事件量表(ASLEC)。结果:6.94%的大学生存在焦虑,其中男生7.22%,女生为6.35%。理工学生焦虑检出率最高(10.08%),西医学生最低(3.59%)。卡方检验显示焦虑症状与社会人口特征中的出生地、年级、学习成绩、专业及父亲学历有关;与社会心理因素中的生活事件与生活经历,家庭环境中的大部分特征都有统计意义的相关性。多元逐步回归模型进一步发现焦虑症状受社会人口特征中理工类专业(OR=1.77,95%CI:1.30~2.41)和成绩差(OR=1.45,95%CI:1.09~1.93)的显著影响,同时也受社会心理因素中的负性生活事件(OR=4.76,95%CI:3.36~6.77)、消极社会经历(OR=3.35,95%CI:2.43~4.62)以及家庭环境特征中的亲密度(OR=0.65,95%CI:0.49~0.85)和情感表达(OR=0.71...

目的:了解安徽省大学生焦虑症状流行状况及其社会人口和社会心理影响因素。方法:对所有省属高校按专业分层,以校为整群抽样(每专业1校),抽取该校在校生的15%。采用无记名问卷调查,共获得有效问卷4178份。调查工具包括焦虑自评问卷(SAS)和青少年负性生活事件量表(ASLEC)。结果:6.94%的大学生存在焦虑,其中男生7.22%,女生为6.35%。理工学生焦虑检出率最高(10.08%),西医学生最低(3.59%)。卡方检验显示焦虑症状与社会人口特征中的出生地、年级、学习成绩、专业及父亲学历有关;与社会心理因素中的生活事件与生活经历,家庭环境中的大部分特征都有统计意义的相关性。多元逐步回归模型进一步发现焦虑症状受社会人口特征中理工类专业(OR=1.77,95%CI:1.30~2.41)和成绩差(OR=1.45,95%CI:1.09~1.93)的显著影响,同时也受社会心理因素中的负性生活事件(OR=4.76,95%CI:3.36~6.77)、消极社会经历(OR=3.35,95%CI:2.43~4.62)以及家庭环境特征中的亲密度(OR=0.65,95%CI:0.49~0.85)和情感表达(OR=0.71,95%CI:0.54~0.94)的显著影响。结论:大学生焦虑症状受社会人口特征及社会心理各方面的综合影响,大学生焦虑症状的预防需家庭、学校和社会的共同参与和促进。

 
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