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   intellectual factor 的翻译结果: 查询用时:0.007秒
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intellectual factor     
相关语句
  智力因素
     None Intellectual Factor and Sports Teaching
     非智力因素与体育教学
短句来源
     The author deems that the development of the capitalism joining themanagement is not accidental, it is the reflection of the objective require-ment of capitalism on the enterprise management resulting from the mode-rnization of production, the protruding of the intellectual factor and theincreasing acuteness in competition.
     作者认为,资本主义参与管理的发展不是偶然的,它是生产现代化、智力因素突出以及竞争日趋剧烈的客观要求在资本主义企业管理上的反映。
短句来源
     Students' differences in learning are mainly manifested in two aspects: the intellectual factor differences,and non-intellectual factor differences.
     中学生在学习上的差异,主要表现在两个方面:一是智力因素上的个别差异,二是非智力因素上的个别差异。
短句来源
     The author analyzes the practical situation of Chinese education and proposes that the coordinated development between intellectual factor and non-intellectual factor is the necessity of the development of society.
     作者首先分析当前中国教育的实际情况,提出智力因素与非智力因素协调发展是社会发展的需要,是培养人才的要求,是教育改革的要求。
短句来源
     This essay presents that in the background of qucdity——orientated education the physical education evaluetion of colleges should go towards multi——dimensional modes such as dynamic evaluation,process evaluation,quantitative and qualitative evaluation,teacher and student evaluction,intellectual and non——intellectual factor evaluation,etc. on the basic of the analysis of the present situation of colleges.
     在分析了高校体育考评现状的基础上,提出在素质教育的背景下,高校体育考评应向着动态评价、过程评价、定量与定性评价、教师与学生评价、智力与非智力因素评价等多维评价模式的方向发展。
短句来源
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  智能因素
     The work of teacher is to influence and help to create the str-dents'pesonalities, These factors-instructive factor, intellectual factor and personality factor-should be considered in analyzing the teachers' creative personalities.
     教师的劳动是以自己的人格去影响造就学生的人格。 教师的创造性人格特点应从教育因素、智能因素、人格因素三个方面分析。
短句来源
  智能因子
     Conclusion The change of serum levels of S100β could dynamically reflect the brain functional status of MID,however it could not directly indicate the intelligence of patients,for S100β was not an intellectual factor.
     结论血清S100β的含量变化可动态反映M ID患者的脑组织功能状态,但并不是一种智能因子,不能直接反映M ID患者的智能水平。
短句来源
     However, NSE can not directly indicate the intellectual status of patients, for it is not a kind of intellectual factor.
     但是NSE并不是一种智能因子 ,并不能直接反映MID患者的智能状态。
短句来源
     However,NSE could not directly indicate the intellectual status of patients,for it was not a kind of intellectual factor.
     但是NSE并不是一种智能因子,并不能直接反应MID患者的智能状态。
短句来源
     However, S 100 could not directly indicate the intellectual status of patients, for it was not a kind of intellectual factor.
     但 S-1 0 0并不是一种智能因子 ,并不能直接反映 MID患者的智能状态
短句来源
  “intellectual factor”译为未确定词的双语例句
     Attaching Importance to Intellectual Factor of Students in English Teaching
     英语教学中应注重学生的智力性因素
短句来源
     However, the changes of TNF α, NSE could not directly indicate the intellectual status of MID patients; for it was not a kind of intellectual factor.
     但TNF α、NSE含量变化不能直接反应MID患者的智能状态。
短句来源
     Then the researchers made a regression analysis on the 5 factors and scores of the students' final examinations (the total of Chinese, math, and English scores). The result showed that the intellectual factor could better predict the middle school students' total academic achievements than the other four factors.
     再利用这5个因子与学生的期末成绩(语、数、外总成绩)进行全纳回归分析,结果发现:与非智力的个性因素相比,智力性因素对中学生的学业成就可以进行更为有效的预测。
短句来源
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The author deems that the development of the capitalism joining themanagement is not accidental, it is the reflection of the objective require-ment of capitalism on the enterprise management resulting from the mode-rnization of production, the protruding of the intellectual factor and theincreasing acuteness in competition. However, capitalism joining the man-agementis also the means of management adopted by the capitalist classin order to adapt to the new social conditions and to the exploiting nece-ssity,...

The author deems that the development of the capitalism joining themanagement is not accidental, it is the reflection of the objective require-ment of capitalism on the enterprise management resulting from the mode-rnization of production, the protruding of the intellectual factor and theincreasing acuteness in competition. However, capitalism joining the man-agementis also the means of management adopted by the capitalist classin order to adapt to the new social conditions and to the exploiting nece-ssity, so it cannot fundementally change the social characteristic of thecapital ruling. The author holds. the socialist democratic management notonly reflects the objective requirement of the development of production,but also reflects the essence of the socialist relations of production, theirmain characteristics are the thoroughness in realization, the entirety inthe main body, the comprehensiveness in the contents and the integrity indemocracy.

作者认为,资本主义参与管理的发展不是偶然的,它是生产现代化、智力因素突出以及竞争日趋剧烈的客观要求在资本主义企业管理上的反映。但是,资本主义参与管理也是资产阶级为了适应新的社会条件和剥削需要而采取的管理手段,不能从根本上改变资本统治的社会性质。作者认为,社会主义的民主管理既反映了生产发展的客观要求,又体现了社会主义生产关系的本质,其主要特征是实现的彻底性、主体的全员性和内容的全面性以及民主的整体性。

This study examined the effects of some non—Intellectual factorsupon performance among students at mid—and high—grades of both middleand primary schools,using a newly—adapted Cattell' sixteen Personality Test.The results showed that there were six non—intellectual factors which had significant effects upon school performance.They were emotionally—stable,dominant,conforming,radical,self—sufficient and self—disciplined.The Characteristics of those non—intellectual factors amongstudents at different...

This study examined the effects of some non—Intellectual factorsupon performance among students at mid—and high—grades of both middleand primary schools,using a newly—adapted Cattell' sixteen Personality Test.The results showed that there were six non—intellectual factors which had significant effects upon school performance.They were emotionally—stable,dominant,conforming,radical,self—sufficient and self—disciplined.The Characteristics of those non—intellectual factors amongstudents at different grades were discussed.

本研究通过对高中、初中和小学的中、高年级学生进行智力和非智力因素的测查,对促使学生学习成绩分化的非智力因素进行了探讨.使用卡特尔16项个性测验的结果发现,稳定性、恃强性、有恒性、激进性、独立性、自律性这六项非智力因素在各年级段各配对组内的差异变化呈现出比较符合儿童心理发展特征的变化规律,这六项非智力因素对中小学生学习成绩具有普遍的影响作用.文章还对这些非智力因素在不同学年段的变化特征进行了详细讨论.

An investigation of the intelligence quotient (IQ)and study effects through pairedresearch of 91 couples of children from the divorced and the harmony families wascarried out. The results showed that divorce of the parents could affect the intell-ectual development of children, espetially girls,and the children who have brothersand sisters,as well as the children whose parents were blue collar workers or inthe service trades.Children who came from divorced families often took a passiveattitude towards study,their...

An investigation of the intelligence quotient (IQ)and study effects through pairedresearch of 91 couples of children from the divorced and the harmony families wascarried out. The results showed that divorce of the parents could affect the intell-ectual development of children, espetially girls,and the children who have brothersand sisters,as well as the children whose parents were blue collar workers or inthe service trades.Children who came from divorced families often took a passiveattitude towards study,their academic records were usually poor,and quite someof them even stayed down,as compared with the children from harmony families.The decreases in their academic records was caused by many factors in whichnon--intellectual factors were even more importent.

对91对离婚与和睦家庭儿童智商、学习效果和有关因素进行配对调查,结果表明:父母离婚对儿童智力发展有影响,尤以对女孩、非独生子女和工人及服务行业职工的子女为甚;离婚家庭儿童学习成绩下降、学习态度消极、留级率增高。提示儿童学习成绩下降由多种因素引起,其中非智力因素更为重要。

 
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