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language skills
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  language skills
Using rating procedures we assessed seven social support components, selected items from a history schedule for schizophrenia, and the probands' visual and verbal language skills.
      
Comparison of the verbal and visual language skills of the two deaf groups revealed a substantial deficit among the deaf schizophrenics.
      
Visual language skills were found to correlate more strongly than verbal language skills with the social support components.
      
For example, basic language skills are among the best preserved neurocognitive functions in children and adults with schizophrenia.
      
Children with autism and children with a severe specific receptive language disorder both show clear deficits in communicative language skills and in social relationships.
      
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Based on psychological principles, the article discusses how to arouse the students' interest of learning, pointing out that the teacher plays a key role in this process with his/her own self-procession, outer image, language skill and teaching materials and methods being important factors. Therefore improving teachers' quality is the guarantee of excellent teaching.

:文章运用心理学原理 ,就如何提高学生的学习兴趣的问题进行了探讨。认为学生对所学科目兴趣的产生 ,教师是关键 ,而教师自身修养、外在形象、语言能力 ,教材 ,教法是是否能激发学习兴趣的重要因素 ,努力提高教师素质是取得良好的教学效果的保证

Objective Child language acquisition is the reciprocity of biological and social factors, environment and education after birth play important roles in child language acquisition. Most research in our country focused on the biological effects on child language development. The purpose of this study was to identify social and environmental factors that might interfere with normal acquisition of vocabulary and grammatical skills in 2-to 3-year old children, and to provide suggestion for child language development....

Objective Child language acquisition is the reciprocity of biological and social factors, environment and education after birth play important roles in child language acquisition. Most research in our country focused on the biological effects on child language development. The purpose of this study was to identify social and environmental factors that might interfere with normal acquisition of vocabulary and grammatical skills in 2-to 3-year old children, and to provide suggestion for child language development. Method The study population consisted of a cross-sectional convenience sample of 713 children, ages 24-47 months. Parents were asked to complete detailed questionnaires about their child′s emerging language skills in the areas of vocabulary development and use of particles and phrases. The questionnaire also contained 120 items about a child′s demographic information, the family and social environment. Results (1) Vocabulary size at 2 years of age was positively associated with age, while too much verbal imitation, increased total time of separation of children from their mothers had negative effects on vocabulary size. (2) Multiple regression analysis indicated that grammatical development in 2-to 3-year olds were positively associated with age and increased the vocabularies for animals, food, attribute, time, preposition, interrogative and privative. Increased dialects has negative effects on grammatical development. (3) Simple expressive language, incoherent language expression, unable to ask questions and small vocabulary reported by parents were negatively associated with vocabulary size, while stuttering was positively associated with vocabulary size. Poor receptive language, simple expressive language, unable to ask questions and slow development of language reported by parents were negatively associated with grammatical development. Conclusions (1) Vocabulary size and grammatical development at the age of 2-to-3 years were affected by social and environmental factors, while grammatical development in 2-to-3 year olds was further affected by the vocabulary size. (2) Parents reports of simple expressive language and unable to ask questions may hint the delay of vocabulary and grammatical development.

目的 研究影响 2~ 3岁儿童词汇和语法发展的家庭社会环境因素 ,为促进儿童的语言发展提供参考意见。方法 以 713名 2 4~ 47个月的儿童为研究对象 ,由小儿能自发表达的词汇、助词、表达结构量以及儿童个人情况及家庭社会环境等项目 12 0项。结果  (1)对 2岁儿童的词汇发展有促进作用的影响因素为年龄增长 ,而经常教孩子模仿说话、母亲与孩子的分离则对词汇发展呈负面影响。 (2 )对 2~ 3岁儿童语法发展起促进作用的影响因素为年龄增长、增加动物名称词汇量、食物名称词汇量、形容词量、时间名词量、介词量、疑问词量和否定词量 ,而方言的增加则对语法发展呈负面影响。 (3 )小儿的语言表达简单、语言表达不连贯、不会主动提问、单词量少与词汇量负相关 ,口吃则与词汇量呈正相关。小儿的语言理解差、语言表达简单、不会主动提问和语言发展慢与结构表达量呈负相关。结论  (1) 2~ 3岁儿童的词汇和语法发展均受家庭环境因素的影响 ,语法发展还受儿童本身词汇量的影响。 (2 )小儿的语言表达简单和不会主动提问可能提示儿童词汇和语法发展上的落后

This paper just centers on the improvement of teachers' quality to describe this in four subheadings. (The first effect from the figures and language skills; Difference of information bringing about fresh and interesting effect; Colourful class promoting the absorption of knowledge through manifold work together; Teaching and learning each other imrproving mutual cognition) Here an example was taken to show the higher invisible quality a teacher has, the better the teaching effect will also clearly be....

This paper just centers on the improvement of teachers' quality to describe this in four subheadings. (The first effect from the figures and language skills; Difference of information bringing about fresh and interesting effect; Colourful class promoting the absorption of knowledge through manifold work together; Teaching and learning each other imrproving mutual cognition) Here an example was taken to show the higher invisible quality a teacher has, the better the teaching effect will also clearly be. Thus a further discussing the importance about English teachers just as the other subject teachers who should be possessed of general and necessary qualities to perfect old teaching methods and to train new generation with high quality

本文围绕教师素质的提高,从四个方面(形象和语言的‘首因效应’,‘信息差’产生新奇趣效应,多彩课堂在促进多维输入,师生知识互补共迁认知)列举了教师的隐性知识素质越高,其教学的效果也会越好的事例,由此探讨了英语教师和其他教师一样应具有共性必要素质,它对于改进教学方法,培养高素质的新一代人才具有重要作用。

 
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