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differences between sexes
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    METHODS:A self designed questionnaire was adapted to evaluate normal university students' gender role expectation,and the differences between sexes,family resources,majors and grades were examined.
    方法:采用自编问卷了解师范大学生性别角色期望的特点,分析性别、家庭来源、专业类型和年级差异。
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  differences between sexes
The differences between sexes in both PAO and DAO activities were most clearly expressed in the immature kidney.
      
No marked differences between sexes in vegetative vigour were detected in either species.
      
But there were significant differences between sexes and age groups.
      
Differences between sexes and between early and late adolescence were also discovered to influence levels of compliance with parents and peers, thereby affecting an adolescent's leisure attitudes.
      
infestans adults included short-chain fatty acids, alcohols, esters, and ketones, with no qualitative differences between sexes.
      
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Main reasons of college girl students' difficulty in employment lie in the tight overall situation of employment,prejudice of employing units,defects of college girl students and difference between sexes,so it is necessary to take relevant countermeasures.

就业总体形势的严峻 ,用人单位的偏见 ,女大学生自身的缺陷以及性别差异是造成女大学生就业难的主要原因 ,必须采取相应的对策

AIM:To analyze characteristics of gender role expectation of students in normal university,so as to provide substantial evidences for the following educational interference experiment.METHODS:A self designed questionnaire was adapted to evaluate normal university students' gender role expectation,and the differences between sexes,family resources,majors and grades were examined.RESULTS:Normal university students got higher self expectation scores of firmness,frankness,candidness and enterprise,and...

AIM:To analyze characteristics of gender role expectation of students in normal university,so as to provide substantial evidences for the following educational interference experiment.METHODS:A self designed questionnaire was adapted to evaluate normal university students' gender role expectation,and the differences between sexes,family resources,majors and grades were examined.RESULTS:Normal university students got higher self expectation scores of firmness,frankness,candidness and enterprise,and lower scores of slovenliness,quietness and dressiness.Their gender partners were expected to be very allowable,firm,family oriented,magnanimous and candid,not to be too slovenly,quiet and dressy.Male students were expected to be strong and enterprising,female being kind,quiet,dressy and lovely.Students from cities got significantly higher self expectation scores of kindness and dressiness than those from countryside(P< 0.05,P< 0.001).They expected their gender partners to be stronger,more cool minded and enterprising significant(P< 0.05,P< 0.01,P< 0.001) than the students from countryside.Liberal arts majors had significantly higher self expectation scores of magnanimity and family orientation than those of science majors(P< 0.05). Sophomores' self expectation of firmness,frankness and braveness was significantly higher than that of freshmen and juniors(P< 0.05).CONCLUSION:On the whole,gender role expectation of students in normal university existed sex differences,but no significant differences were found among different family resources,majors and grades.

目的:分析师范大学生性别角色期望的现状和特点,为开展有针对性的性别观念教育促进提供理论依据。方法:采用自编问卷了解师范大学生性别角色期望的特点,分析性别、家庭来源、专业类型和年级差异。结果:师范大学生对意志坚强、爽快、坦率、事业心的自我期望值较高,对不修边幅、文静和爱打扮的自我期望值较低,对异性在体谅、意志坚强、家庭性、有度量、坦率等方面的期望值较高,不修边幅、文静和爱打扮期望值较低;男女生均对男生的强壮和事业心,对女生的善良温柔、文静、爱打扮和可爱性有较高期望;城镇来源学生对善良温柔和爱打扮的自我角色期望显著地高于乡村来源学生(P<0.05,P<0.001),他们对异性在沉着、事业心和强壮上的期望也显著高于乡村来源学生(P<0.05,P<0.01,P<0.001);文科学生对有度量和家庭性的自我期望显著高于理科学生(P<0.05);大二学生对意志坚强、爽快和勇敢的自我期望高于大三和大一(P<0.05)。结论:师范大学生的性别角色期望的性别差异明显,城乡来源、专业类型及年级差异均不显著。

With the Scale of College Students Evaluation on the Personality of Top and Average Students, this study survey 382 college students. It thoroughly analyzes the content and preliminarly found the dimensions of the students' evaluation on average students' personality traits. Those dimensions are: keen on feelings' communication/ with study capacities, self - loosen/ eccentric, conciously study/ natural modesty, shrink/ introvert, frustrate/ reserved. In those dimensions, keen on feelings' communication/ with...

With the Scale of College Students Evaluation on the Personality of Top and Average Students, this study survey 382 college students. It thoroughly analyzes the content and preliminarly found the dimensions of the students' evaluation on average students' personality traits. Those dimensions are: keen on feelings' communication/ with study capacities, self - loosen/ eccentric, conciously study/ natural modesty, shrink/ introvert, frustrate/ reserved. In those dimensions, keen on feelings' communication/ with study capacities and conciously study/ natural modesty are prefered by the students; and the othors are disliked by the students. There are some differences between sex, subjects, levals and colleges.

本研究采用自编的《大学生评价学优生和学差生人格特质形容词检核表》对382名大学生进行了测试,结果显示大学生们时学习不良的大学生的人格特质的评价维度是:重情感交流/具学习潜能、放纵自我/怪诞不羁、自觉学习/谦虚本分、消极退缩/保守内向、易受挫折/孤独矜持等五个方面,大学生们评价学业成绩编差大学生较好的维度是重情感交流/具学习潜能和自觉学习/谦虚本分,评价不良的维度有三个,即放纵自我/怪诞不羁、消极退缩/保守内向和易受挫折/孤独矜持;大学生们对学业成绩优秀大学生的人格特质的评价存在性别差异、学科差异、层次差异和家庭居住地差异。

 
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