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阅读组
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  reading group
     The score of maturity in training group was higher than that in reading group(4.35±1.22,P<0.05).
     训练组新环境成长能力因素得分明显高于阅读组(4.35±1.22,P<0.05)。
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     The scores of reading group increased obviously in factor B and F(P<0.05),and decreased in factor worldly-wisdom(N)(P<0.05).
     阅读组的聪慧性、兴奋性得分均明显升高(P<0.05),世故性得分明显降低(P<0.05);
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     No difference was found between reading group and the control.
     阅读组和空白组之间,各次级因素得分差异均无显著性。
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     Subjects’ performance in reading group was significantly better than that in listening group for 4 articles,and for the other article,the difference was not significant.
     实验结果表明,对于其中4篇文章自己阅读组的被试的业绩显著地好于听力组,对另一篇文章,两者之间没有显著差异。
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     Methods A total of 1011 soldiers were divided into three groups(training,reading,and control). Training group were trained by systematic training for 8 months according to 《Mental Quality of soldiers》,reading group were trained only by listening several lectures and reading training books by themselves,and the blank control without training and reading.
     方法以《军人心理素质训练》为训练教材,将1 011名军人分为系统训练组、单纯阅读组和空白对照组,进行为期8个月不同方式的心理素质训练,采用卡特尔16项个性因素问卷(16PF),于训练后对参加心理素质训练和对照组的军人进行团体心理测试。
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  “阅读组”译为未确定词的双语例句
     ②Obvious difference was observed among three groups in adaptation and anxiety,mental health,and maturity(P<0.01).
     训练组聪慧性得分明显高于阅读组(P<0.01)。 (2)3组间的16PF次级因素得分,适应与焦虑因素、心理健康因素及新环境成长能力因素差异均非常显著(P<0.01)。
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     (3) but particularly obvious difference of grades exists between the implicit and explicit reading groups.
     (3)外显阅读组和内隐阅读组均存在着特别显著的年级差异。
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  相似匹配句对
     Group E is the highest.
     B
短句来源
     ] group.
     ]
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     READING
     阅读
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     Reading efficiency of group C decreased compared to group A.
     C与A相比,阅读效率下降;
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     Reading Music
     耳朵的阅读
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  reading group
Differences between the two groups indicated that young children who heard the stories told demonstrated improved story comprehension in their retelling, while children in the story reading group improved their language complexity.
      
Reading group differences of letter reversal were significant in children from 7-10 years but not thereafter; and virtually no subject reversed letters when spelling whole words.
      
Thus, reading group differences in decoding easily confused letters and reading geometrically transformed text do not support the visual deficit hypothesis and probably do not help to clarify the etiology of developmental dyslexia.
      
Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once.
      
However, tutored children were placed in the highest reading group, and were rated by the regular classroom teacher as having completed the first grade reading series more often than controls.
      
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This paper describes an experimental study comparing the efficiency of reading with the efficiency of listening.In the experiment,82 subjects were randomly divided into two groups and were asked to read or listen to 5 articles in the equal time period,then they were asked 100 questions which were related to the articles just presented to them.Subjects’ performance in reading group was significantly better than that in listening group for 4 articles,and for the other article,the difference was not significant.The...

This paper describes an experimental study comparing the efficiency of reading with the efficiency of listening.In the experiment,82 subjects were randomly divided into two groups and were asked to read or listen to 5 articles in the equal time period,then they were asked 100 questions which were related to the articles just presented to them.Subjects’ performance in reading group was significantly better than that in listening group for 4 articles,and for the other article,the difference was not significant.The reasons and the implications of the experimental data are discussed.

该研究用实验方法比较了视觉和听觉阅读方式对人接收信息效率的影响,在实验中,82名被试被随机地分为2组,一组被试听别人朗读5篇文章,一组被试自己看同样的文章,听和看的时间相等,在听或看完一篇文章后,被试用单项选择的方式回答20个与文章内容相关的问题。实验结果表明,对于其中4篇文章自己阅读组的被试的业绩显著地好于听力组,对另一篇文章,两者之间没有显著差异。文中讨论了产生这些结果的原因及实验结果可应用的范围

This paper deals with implicitness and explicitness in English reading in terms of the scope of new course design, aiming at the rationale for reforms in teaching reading. A comparative analysis of analytic and synthetic reading based on implicit and explicit learning theories was made, how the skills for acquiring information by the subjects were ‘projected’, and doing both kinds of reading was examined. The results are that (1) there exists implicitness in reading, and achievemnt and efficiency are similar...

This paper deals with implicitness and explicitness in English reading in terms of the scope of new course design, aiming at the rationale for reforms in teaching reading. A comparative analysis of analytic and synthetic reading based on implicit and explicit learning theories was made, how the skills for acquiring information by the subjects were ‘projected’, and doing both kinds of reading was examined. The results are that (1) there exists implicitness in reading, and achievemnt and efficiency are similar to explicitness in reading;(2) No obvious sex difference has been found in any group of subjects; (3) but particularly obvious difference of grades exists between the implicit and explicit reading groups. The conclusion is that implicit and explicit readings have their respective characteristics , and are complementary to each other in absorbing, commanding and using knowledge, and their effects must be fully realized in teaching reading.

目的:从新课程视角,探讨英语阅读中的外显与内隐问题,为阅读教学改革提供理论依据。方法:根据外显学习和内隐 学习理论,对分析性阅读和概括性阅读进行分析比较,考察被试在分析性(外显的)和概括性(内隐的)阅读的时候,是如何“投 射”出自己获取信息技能的过程的。结果:(1)阅读中存在着内隐现象且具有与外显性阅读相近的阅读成绩和效率;(2)各组被 试阅读过程中未见有显著的性别差异;(3)外显阅读组和内隐阅读组均存在着特别显著的年级差异。结论:对于知识的吸收掌 握和应用以及阅读能力的培养,外显阅读与内隐阅读各具有特色,互为补充,阅读教学中应充分认识到外显与内隐在阅读理解 中的不同效果与作用。

To develop students’ ability of reading composite solid is an important task in engineering graphics. The AutoCAD windows show two-dimensional engineering drawings and three-dimensional models at the same time, and demonstrate the composite solid decomposition and combination processes according to the shape analysis with three-dimensional model window, strengthen the students reading ability. The AutoLISP procedure of dynamic demonstration goes reliable and operates easily, interactive program makes it easier...

To develop students’ ability of reading composite solid is an important task in engineering graphics. The AutoCAD windows show two-dimensional engineering drawings and three-dimensional models at the same time, and demonstrate the composite solid decomposition and combination processes according to the shape analysis with three-dimensional model window, strengthen the students reading ability. The AutoLISP procedure of dynamic demonstration goes reliable and operates easily, interactive program makes it easier for teachers to give flexible arrangement in classes and get better result.

培养学生阅读组合体视图能力是工程图学教学的重要内容之一,运用AutoCAD的多视窗同时显示二维视图及其三维模型,并在三维模型窗口根据形体分析过程动态演示组合体分解与组合过程,加强学生的构图和读图能力。动态演示的AutoLISP程序使用方便可靠,交互式处理便于教师灵活掌握讲课节奏,发挥更佳效果。

 
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