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gifted students
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  “gifted students”译为未确定词的双语例句
     Educational Objective for the Gifted Students and its Function in USA—Programs for the Gifted Few or Talent Development for the Many?
     美国天才教育目标与作用的讨论——课程设置是为少数天才还是为多数学生能力的发展
短句来源
     Teacher Knowledge and Briefs in Classroom Practices Affect Mathematically Gifted Students Achievements
     美国数学教育改革与数学天赋学生培养的简略回顾——如何在鱼腹中发现珍珠
短句来源
     In this study, cognitive information processing theory of mathematical problem solving phase of the analysis of the theoretical framework, the expert-novice research methods, mathematical comparison of Underachievers (relative novice) and the study of gifted students (relative experts) Cognitive Problem Solving process variations.
     本研究以认知心理学信息加工论对数学问题解决阶段的分析为理论框架,采用专家-新手研究方法,比较分析数学学业不良学生(相对新手)与学优学生(相对专家)问题解决认知过程的差异。
短句来源
     First, the oral report and compare the MD gifted students with learning problems in translation and integration issues, problem-solving projects and monitoring the implementation of the dynamic process of solving difference;
     首先,采用口语报告法比较了MD与学优学生在问题转译、问题整合、解题计划与监控、解题执行认知过程中的差异;
短句来源
     ② As far as the construction of concept of 'amount of substance' is concerned, average and gifted students have a discrepancy in quality, while problem students are worse than gifted students both in quantity and quality.
     (2)在“物质的量概念结构化程度”上,学中生与学优生的差异主要表现在概念结构化的“质”上,而学困生在概念结构化的“量度”和“质度”上都要低于学优生。 (3)三类学生都具备本研究中“物质的量”问题解决所需的计算能力。
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     and students?
     同时学生的写作能力也随之提高。
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     the organizations of students;
     它的学生组织;
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     50% have studied in special classes offered for gifted students;
     研究的主要结果表明:我国数学奥林匹克竞赛选手90%出自省市重点中学,50%在超常实验班学习过;
短句来源
     The Impact of Emotional Intelligence Skills of Gifted High School Students on Their Personality
     资优中学生情绪智力技能水平的差异对个性的影响
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     Unhappy Gifted Children
     天才儿童不快乐
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  gifted students
The results further showed that gifted students displayed less mental activity during all three formats of presentation.
      
Implications of the findings for interventions to enhance the self-esteem of gifted students through restructuring their perceptions of giftedness are discussed.
      
The current study uses a revised SCQ and a differently identified group of gifted students.
      
First, two cohorts of gifted students (top 1% in ability and separated in age by five years) who had utilized acceleration during the course of their education were surveyed at age 18 and again at age 23.
      
Two studies were conducted to investigate the relationship between several nonintellectual personal attributes and satisfaction with acceleration among intellectually gifted students.
      
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Though started in 1956, no significant achievements were gained by China in the international Math Olympic (IMO) until 1985. The main results showed: 90%Olympains came from the key schools of urban; 50% have studied in special classes offered for gifted students;95% were greatly influenced by their parents and teachers. 100% of the parents expected their children to enter key universities in the future. 96% of the parents examined homework and test papers when their children studied in primary schools,...

Though started in 1956, no significant achievements were gained by China in the international Math Olympic (IMO) until 1985. The main results showed: 90%Olympains came from the key schools of urban; 50% have studied in special classes offered for gifted students;95% were greatly influenced by their parents and teachers. 100% of the parents expected their children to enter key universities in the future. 96% of the parents examined homework and test papers when their children studied in primary schools, but one - third of parents never did any coaching. 92%of the parents bought books as gifts for their children to stimulate and encourage them. to hunt for more books related to their studies. Olympains and their parents all had the same view that participating in the IMO not only led them to learning more but also provided them with opportunities to find and develop their talent in math.They felt they would not have been so successful if they never had any training for the IMO before. The reasons of the progress of the Chinese in the IMO are discussed.

我国的数学竞赛始于1956年,但直到1985年我国数学优秀学生才首次参加国际数学奥林匹克竞赛(IMO)。研究的主要结果表明:我国数学奥林匹克竞赛选手90%出自省市重点中学,50%在超常实验班学习过;95%的选手数学才能的发展受教师或父母的影响最大;100%的家长希望孩子上重点大学;96%的家长在小学阶段仔细检查孩子的试卷,但是其中也有1/3的家长从不辅导数学作业;92%的家长买书作为礼物送给孩子并鼓励多去书店测览;选手与父母一致认为参加数学奥林匹克竞赛的经历对于帮助学生认识和发展自己的才能及取得现有成绩起了关键作用。本文并对我国数学奥林匹克竞赛取得成功的原因进行了讨论。

The emergence of exceptionally gifted children isthe interaction result of the natural gift and the postnatal efforts, which is inseparably interconnected with thedevelopment of individual personality and character.Since those children who are advanced in academicachievements are not necessarily gifted in intelligence,we should identify the exceptionally gifted children. Inthis study, two analysis methods are taken: (1 ) thecorrelation analysis foe studying the relation betweenvarious entrance tests and learning...

The emergence of exceptionally gifted children isthe interaction result of the natural gift and the postnatal efforts, which is inseparably interconnected with thedevelopment of individual personality and character.Since those children who are advanced in academicachievements are not necessarily gifted in intelligence,we should identify the exceptionally gifted children. Inthis study, two analysis methods are taken: (1 ) thecorrelation analysis foe studying the relation betweenvarious entrance tests and learning achievementsl and(2) the fuzzy cluster method for studying the unifiedlevel of those exceptionally gifted students when beingenrolled and the unified level and the disintegration ofgraduate students during the four years' study. The following conclusions are obtained: (1 ) There eXists acloser relation between the achievements in relevant ability test for entrance identification and the academicachievements during the education process, often showing significant relevance; (2) Since the newly--enrolledstudents are similar in intelligence, most of their intel.Jigenpe test achievements have very low relevance to theacademic achievements in the process of education,showing that the difference of intelligence is not themain reason for the diversification in the process of education; (3) there shows a tendency of significant relevance between the creative ability test scores for entrance identification and the senior graders' academicachievements in difficult disciplines; and (4) Personality is relevant to academic achievements, but situationsvary from class to class. This is in agreement with theobservation results in the process of education.

超常儿童的形成是大脑功能的天赋与后天学习相互作用的结果,并且是与儿童个性品质形成和发展相辅相成的。学业超前发展的儿童并非一定智力超常。我们要把智力超常儿童鉴别出来。采取了如下分析方法:(1)用相关分析去研究入学各类测验与学习成就之间的关系;(2)用模糊聚类的方法,研究超常班学生入学时的选拔的整齐程度,研究学生在四年中发展水平的整齐程度及分化的情况。得到的结论是:(1)入学鉴别中,有关能力方面的测验成绩与教育过程中成。测验有较密切的关系,常常达到显著相关水平。(2)由于。学学生智力水平相似,有关智力的测验成绩与教育过程中成就测验成绩多数相关很低,这说明教育过程中的分化的主要原因不在于智力的差异。(3)入学鉴别中,创造力的测验,与高年级难度较高的学科成就测验成绩有显著的相关的趋势。(4)个性与学习成就测验相关,情况很不一致,这与教育过程中的观察结果一致,有些班的主要问题是个性上的差异,有的班则不是。

This paper discusses the close personal relationship of two famous Physicist, Hermann von Helmholtz and his gifted student Heinrich Hertz, and Helmholtz's Influences on Hertz's research, scholastic idea and scholastic style.

本文着重讨论了 19世纪德国著名的物理学家赫姆霍兹和他的学生、电磁波的发现者、著名物理学家赫兹之间的师生关系 ,并在其基础上 ,进一步讨论了赫姆霍兹对赫兹的研究工作、学术思想和学术风格方面的重要影响

 
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