助手标题  
全文文献 工具书 数字 学术定义 翻译助手 学术趋势 更多
查询帮助
意见反馈
   equal 在 教育理论与教育管理 分类中 的翻译结果: 查询用时:0.191秒
图标索引 在分类学科中查询
所有学科
教育理论与教育管理
行政法及地方法制
民商法
中国政治与国际政治
法理、法史
宪法
诉讼法与司法制度
经济法
数学
更多类别查询

图标索引 历史查询
 

equal
相关语句
  平等
    On Realization of Equal Rights for Compulsory Education
    论公民接受义务教育平等机会的实现
短句来源
    The Impact of Equal Thought on Education
    论平等思想对教育的影响
短句来源
    Education: is not equal
    教育:不是平等
短句来源
    Education of the Floating Population's Children on the Basis of Equal Education Rights
    平等教育权利视野下的城市流动人口子女教育
短句来源
    Equal And Leading: Two Perspectives of Teacher-student Relationship
    平等与主导:师生关系的两个视角
短句来源
更多       
  平等的
    Education: is not equal
    教育:不是平等的
短句来源
    When the equal right to education is regarded as a mechanism to balance social interests as well as a result of public policy choices, the economical analysis of the legal benefits and the system benefits of the right to education displays the close relationship between law and the political process and distribution of interests.
    赋予人们平等的受教育权是平衡社会利益的一种机制,是一项公共政策选择的结果,基于这一理论对受教育权的立法效益、制度效益等进行经济分析,呈现出法律规则与政治过程和利益分配之间的密切关系。
短句来源
    Protection of Impartiality and Elimination of Limitations in "All are equal before the scores"
    分数面前人人平等的公平性守护和局限性消除
短句来源
    Equal opportunity is one of the basic principles for treating students.
    在其中,教师既是与学生平等的交往者,又是为学生提供平等地位的人,他必须在自由与控制之间把握自己与学生的关系。
短句来源
    The education is impartial is not equaled to the same ,the equilibrium education that we pursue is: Relative equal opportunity and term are supplied in the interest of the person receiving education, harmful children be able to obtain the country similarly approaching and plans as a whole situation , the weak educational institution is able to obtain educating the rightful equipment tothe finite resources of man in power, studying harmful children is able to obtain competent tutor probable to his latent development shows solicitude.
    教育均衡不等于相等相同,我们所追求的均衡教育是:为受教育者提供相对平等的机会和条件,处境不利地区儿童能获得国家的同等对待和统筹,薄弱学校能获得教育执政者对有限资源的合理配置,学习不利的儿童能获得合格教师对他潜在发展的终极关怀。
短句来源
更多       
  均等的
    Educational Sociological Analysis of Equal Opportunity for Education
    教育机会均等的教育社会学分析
短句来源
    Confucius'Theory and His Practice on Equal Education Opportunity
    孔子关于教育机会均等的理论与实践
短句来源
    An Analysis of Conditions and Tactics for Realizing Equal Opportunities of Education in China
    试析我国实现教育机会均等的条件和策略
短句来源
    A Comparative Study on Equal Educational Opportunities in the Classroom Teaching between Big-Sized Class and Small-Sized Class
    大、小班课堂教学中教育机会均等的比较研究
短句来源
    Is equal opportunities education!
    是机会均等的教育!
短句来源
更多       
  “equal”译为未确定词的双语例句
    The improvement of public education policy and the equal chance of receiving education
    完善公共教育政策,促进教育机会均等
短句来源
    New Education System of Innovative Talents: Paying Equal Attention to Knowledge, Ability and Quality
    坚持知识能力素质并重 建立创新人才培养体系
短句来源
    The Teaching Structure of Laying Equal Stress on Learning and Teaching by Using Modern Instruction Technology
    现代教育技术与“学教并重”的教学结构
短句来源
    Analysis of Deng Xiaoping's Theory of Equal Education——Choice of China's Higher Education Financial Policy
    邓小平教育公平理论剖析——论我国高等教育财政政策的选择
短句来源
    The Theory and Enlightenment of Equal Educational Opportunity Movement in the Later Period of 20th Century in America
    美国20世纪中后期教育机会均等运动及启示
短句来源
更多       
查询“equal”译词为用户自定义的双语例句

    我想查看译文中含有:的双语例句
例句
为了更好的帮助您理解掌握查询词或其译词在地道英语中的实际用法,我们为您准备了出自英文原文的大量英语例句,供您参考。
  equal
It is well-known that the ring of invariants associated to a non-modular representation of a finite group is Cohen-Macaulay and hence has depth equal to the dimension of the representation.
      
The essential dimension is a numerical invariant of the group; it is often equal to the minimal number of independent parameters required to describe all algebraic objects of a certain type.
      
We also give conditions for the two algebras to be equal, relating equality to good filtrations and saturated subgroups.
      
We present two generalizations of the orthogonal basis of Malvar and Coifman-Meyer: biorthogonal and equal parity bases.
      
An important property of this matrix is that the maximum and minimum eigenvalues are equal (in some sense) to the upper and lower frame bounds.
      
更多          


The synthetic teaching reform experiment of object-guiding instruction in junior mid-dle schools in the countryside,one of the key research programs on sichuan regular education,was based onbenjamin S.Bloom’s education theory and the information processing theory of the cognitive psychology,andon the object-teaching experiments carried out in the country.The experiments were conducted on 22 000students of the chinese language,mathematics,English,politics,physics and chemistry on all the junior highschools in...

The synthetic teaching reform experiment of object-guiding instruction in junior mid-dle schools in the countryside,one of the key research programs on sichuan regular education,was based onbenjamin S.Bloom’s education theory and the information processing theory of the cognitive psychology,andon the object-teaching experiments carried out in the country.The experiments were conducted on 22 000students of the chinese language,mathematics,English,politics,physics and chemistry on all the junior highschools in the city of jiangyou,with the method of contrasting groups on unequal footing,contrasting groupson equal footing,and matcting groups in the order of time.An evaluation on the result from the experimentwas made with scientific methods of mesearing,including the method of experiment function measuring creat-ed by the research group itself.

四川省普教重点科研课题农村初中目标导学综合教改实验,是在借鉴布卢姆教育理论和认知心理学的信息加工理论以及我国开展目标教学经验的基础上实施的。对江油全市初中各年级的语文、数学、外语、政治、物理和化学等种,共计2.23万余名学生展开实验。主要使用了非对等比较组、对等比较组和时间序列配对等3种设计方式。并通过多种科学的检测方法,包括课题组所创的实验作用计算法对实验结果进行了评价。

It has been consistently shown that children with poor school performance have a significant discrepancy between their intelligence (typically established by IQ testing) and academic achievement. These children have average or so IQs, but their school performance usually is poorer than would be expected given their IQ. The results from much research has demonstrated that although they have normal IQ , the WISC R full IQ scores are lower than those of normal children. Further, these children have...

It has been consistently shown that children with poor school performance have a significant discrepancy between their intelligence (typically established by IQ testing) and academic achievement. These children have average or so IQs, but their school performance usually is poorer than would be expected given their IQ. The results from much research has demonstrated that although they have normal IQ , the WISC R full IQ scores are lower than those of normal children. Further, these children have lower scores in WISC R Performance IQs than in Verbal IQs. In this study , we investigated the intelligence characteristics of children with poor or good school performance in primary school. We also attempted to characterize the distinguishing features of the two groups. The subjects were selected school children in grade 3 to 5 and divided according to their school records in Chinese and mathematics. We organized the subjects into two groups for 45 students each based on school performance (poor and good school performance). Each subject was given a test of WISC CR, followed by 11 subtests: Information, Similarities, Arithmetic, Vocabulary, Comprehension, Digit Span, Picture Completion, Picture Arrangement, Block Design, Object Assembly, Coding subtests. The Verbal IQ (VIQ) is composed of the first five subtests (Digit Span excluded). The Performance IQ (PIQ) is composed of the last five subtests.There were three major findings. First, there were significant differences between the groups on VIQ, PIQ and FIQ scores. The mean scores of FIQ, VIQ and PIQ of the children whose school performance was good were 120.1,118.7 and 118, whereas those children whose school performance was poor were 97.4, 95 and 100.4. Furthermore, there were significant differences between the two groups in different IQ ranges. The following table shows the distribution of the children with good school performance (CGSP) and children with poor school performance (CPSP) in different IQ ranges by Wechsler's criterion. A second major finding was that children with poor school performance obtain significantly higher scores for PIQ than for VIQ. The children with good school performance showed roughly equal scores in the PIQ and the VIQ.By Kauffman's criterion , the 12 point standard score discrepancy between VIQ and PIQ is the clinical index. It was found thatnearly 20% (9 of 45 pupils) of children with good school performance reached the criterion and 4 of those 9 pupils have higher scores in PIQs than in VIQs. Over a third (37.8%; 17 of 45 pupils) of the children with poor school performance reached this criterion and only 2 children had lower scores in VIQs than in PIQs. The largest difference between the VIQ and PIQ for children with poor performance was 37, while the largest difference for children with good performance was 19. This result shows that the children with poor school performance have a large difference between their verbal performance and intelligence, but confirmed that they have the disequilibrium in the development of various cognitive abilities. Table 1 shows the distribution of children with good and poor school performance in different IQ ranges. Table 1 The distribution of children with good and poor school performance in different IQ ranges [BHDFG4,WK6。2,WK9。4W]below Average 80<IQ<90 Average 90<IQ<110above Average 110<IQ<120Superior IQ>120[BHDG1*2,WK6。2,WK9。4YQ1W]VIQCGSP0(0)10 (22.2%)16 (35.6%)19 (42.2%)CPSP13 (28.9%)28 (62.2%) 3 (6.7%)1 (2.2%)PIQCGSP0(0)10 (22.2%)16 (35.6%)19 (42.2%)CPSP6 (13.3%)31(68.9%)5 (11.1%)3 (6.7%)PIQCGSP0(0)8 (17.8%)14 (31.1%)23 (51.1%)CPSP10 (22.2%)33 (73.3%)1 (2.2%)1 (2.2%) A third major finding was that there are significant discrepancy in each subtest between the CGSP and the CPSP for all three grades. This finding held for all subtests except the subtests of Picture Arrangement, Object Assembly and Coding for the third grade, a

本研究运用 WISC-CR研究了小学阶段一、三、五年级优生与学习不良儿童在智力水平与智力结构上的异同。研究结果表明 :1优生与学习不良儿童在智力水平上有十分显著的差异 ,优生的平均智商为 1 2 0 .1 ,学习不良儿童的平均智商为 97.4;2优生在操作分量表与语言分量表上的得分比较均匀 ,但学习不良儿童的操作智商显著地优于语言智商 ;3优生与学习不良儿童在智力结构上也不尽相同 ,优生在词汇、积木、类同等分测验上的得分高 ,在算术、背数、排列等分测验上的得分较低 ;学习不良儿童在拼图、译码、填图、词汇等分测验上的得分较高 ,在常识、算术、背数等上的得分较低。

Using fuzzy a statistical test, we explored the characteristics of teachers' grade assignments by using the following six qualitative grading systems: (1) Excellent, good, ordinary, relatively poor; (2) Very good, good, ordinary, relatively poor, poor; (3) First, second, third, fourth; (4) A, B, C, D; (5) 5 points, 4 points, 3 points, 2 points, 1 point; (6) A +, A - , B+, B -, C+, C -, D+, D -. Teachers also rated the confidence with which grades were assigned in each of the grading systems. The gradings...

Using fuzzy a statistical test, we explored the characteristics of teachers' grade assignments by using the following six qualitative grading systems: (1) Excellent, good, ordinary, relatively poor; (2) Very good, good, ordinary, relatively poor, poor; (3) First, second, third, fourth; (4) A, B, C, D; (5) 5 points, 4 points, 3 points, 2 points, 1 point; (6) A +, A - , B+, B -, C+, C -, D+, D -. Teachers also rated the confidence with which grades were assigned in each of the grading systems. The gradings of 266 elementary and middle school teachers were analyzed. The results showed: 1. All grading systems had fuzzy boundaries. In general, the boundaries between the highest (best) grades were the least fuzzy; grades in the middle range were of intermediate fuzziness and the poorest grades displayed the highest degree of fuzziness. Furthermore, the correlation between a grade's fuzziness and the confidence with which a grade was assigned was negative. 2. The range which defined a passing grade in the hundred mark system, determined the fuzziness of lower grades. Teachers usually hold that poor school achievements that were below the 60 mark constituted failures and did not differentiate in the 0 60 marks range. This resulted in a relatively high fuzziness of poor grades. In contrast to this, the teachers usually designated 100,80,60,40,20, marks to 5th, 4th, 3rd, 2nd, and 1st ratings, respectively. Under these conditions, i.e., when the full spectrum of marks was considered, the fuzziness between good and poor performances decreased and the confidence in the assignment of poor grades increased. 3. This implies that two adjacent grades were not equal on the different rates scales. The farthest distance in a evaluating system is that between two lowest standard grades. Only in the 5 rank system was the distance between two adjacent grades approximately equal.

本研究运用模糊统计试验方法对教师的六组定性的评分用语词 (符号 )进行了经验赋值。参加赋值的是 2 66名小学教师。结果表明 ,六组评分用语词 (符号 )都是模糊概念 ,其中每种评分方式中处于最高等级的词 (符号 )的模糊度最小 ,处于中间等级的词 (符号 )的模糊度居中 ,处于最低等级的词 (符号 )的模糊度最大。词 (符号 )义的模糊度与评价的把握度呈现负相关 ,即词 (符号 )义越具体 ,模糊度越小 ,赋值的把握度就越大 ;反之 ,词义越含混 ,模糊度越大 ,赋值的把握度就越小。教师对各种评分用语词 (符号 )的赋值受百分制的“及格—不及格”的划分的影响 ,受评分方式中等级数目的影响 ,即增加评分等级会减少评分用语词 (符号 )的模糊度 ,增加赋值的把握度 ,还受评分用语词 (符号 )本身数量特征的影响。在各种评分方式中 ,评语词 (符号 )在心理量表上的距离是不等的。本研究的结果对教育评价的实践具有一定的参考价值。

 
<< 更多相关文摘    
图标索引 相关查询

 


 
CNKI小工具
在英文学术搜索中查有关equal的内容
在知识搜索中查有关equal的内容
在数字搜索中查有关equal的内容
在概念知识元中查有关equal的内容
在学术趋势中查有关equal的内容
 
 

CNKI主页设CNKI翻译助手为主页 | 收藏CNKI翻译助手 | 广告服务 | 英文学术搜索
版权图标  2008 CNKI-中国知网
京ICP证040431号 互联网出版许可证 新出网证(京)字008号
北京市公安局海淀分局 备案号:110 1081725
版权图标 2008中国知网(cnki) 中国学术期刊(光盘版)电子杂志社