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instructional condition
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  “instructional condition”译为未确定词的双语例句
     By simulating the real instructional condition, westudied the relationship between the learner's cognitivestrategy and prior knowledge in knowledge instruction.
     模拟课堂教学情境,探讨知识教学中学习者的认知策略与原有知识间的相互关系。
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  相似匹配句对
     Under the condition:(H) (?)
     (H) (?)
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     In the condition of ASP.
     在ASP.
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     Instructors ignore the design of learning condition and interaction of instructional content.
     重视教学内容的呈现,轻视学习环境的设计;
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     On Instructional Comprehension
     教育理解
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     On Instructional Design
     论教学设计
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  instructional condition
In one instructional condition subjects were told the specific requirements necessary for success on the job.
      
Four members of the group condition took advantage of an offer for individual counseling while none of those in the self-instructional condition referred themselves.
      
Cumulative words read with mastery and cumulative rates of words read with mastery were measured across sessions for each participant under each instructional condition.
      
The tape presentations varied in terms of the level of depicted maternal support and instructional condition (degree of self-reference).
      
A mixed between-within-subjects design was used with 2 between-subjects factors (instructional condition and students' familiarity with the central concepts from the 7 texts used).
      
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By simulating the real instructional condition, westudied the relationship between the learner's cognitivestrategy and prior knowledge in knowledge instruction. We found that there was significant interactionbetween them: strategy instruction could promotelearning effectively only on the basis that the learnerhas got proper prior knowledgel in absence of priorknowledge, strategy instruction had no significant effect on learning performance: the level of prior knowledge could affect learning directly. This...

By simulating the real instructional condition, westudied the relationship between the learner's cognitivestrategy and prior knowledge in knowledge instruction. We found that there was significant interactionbetween them: strategy instruction could promotelearning effectively only on the basis that the learnerhas got proper prior knowledgel in absence of priorknowledge, strategy instruction had no significant effect on learning performance: the level of prior knowledge could affect learning directly. This result provided guidance for the actual instruction of knowledge.

模拟课堂教学情境,探讨知识教学中学习者的认知策略与原有知识间的相互关系。研究表明,二者存在明显的相互作用,策略学习只有在学习者具备适当原有知识的基础上才能有效地促进学习;当原有知识缺乏时,策略教学对学习成绩没有显著性影响;原有知识水平的高低可直接影响学生的学习成绩。该结论对于实际教学工作具有一定的指导意义。

This study was designed to investigate the effects of task schema instruction on text revision. High ability and low ability writers of grade two of senior middle school, respectively divided into experiment and control groups, composed an expository text about thecity in which they lived. A week later, each student revised his or her own version, with students in the experiment groups receiving an instruction in the revising task schema. The results indicated there were main effects...

This study was designed to investigate the effects of task schema instruction on text revision. High ability and low ability writers of grade two of senior middle school, respectively divided into experiment and control groups, composed an expository text about thecity in which they lived. A week later, each student revised his or her own version, with students in the experiment groups receiving an instruction in the revising task schema. The results indicated there were main effects on task schema instruction, level and error type . High ability writers significantly revised more meaning errors than low ability ones. In the instructional condition,both high ability and low ability writers significantly corrected more meaning errors,increased the number of both meaning retained and meaning changed words,made more multiple sentence revision as well as addition,substitution and movement of sentences.

本研究探讨任务图式对文章修改的影响。高低水平的作者先完成一个写作任务 ,再修改文章的初稿。修改时 ,实验组学生先接受关于正确修改的任务图式指导 ,控制组学生则直接进行修改。实验结果表明 ,任务图式指导有明显的主效应 ,高低水平作者均提高了对字面错误与意义错误的正确修改 ,而水平间的差异主要表现在意义错误的修改上。本研究还分析了任务图式指导对修改的字数 (包括改变意义与保留意义的字数 )、修改的句法水平 (包括字、词和句子 )以及修改的方式 (包括插入、替换、删除和移动句子 )的影响

A test consisting of 7 word problems that were problematic from a realistic point of view was administered to 207 pupils in Grade 6.The subjects were first asked to solve the problems themselves,and afterwards to evaluate four different answers given to each word problem.The results showed that:(1) The percentage of pupils having realistic considerations is 36.6%,higher than the percentage of pupils having realistic answers(27.3%) significantly;(2) In realistic considerations,the high-achievers were better than...

A test consisting of 7 word problems that were problematic from a realistic point of view was administered to 207 pupils in Grade 6.The subjects were first asked to solve the problems themselves,and afterwards to evaluate four different answers given to each word problem.The results showed that:(1) The percentage of pupils having realistic considerations is 36.6%,higher than the percentage of pupils having realistic answers(27.3%) significantly;(2) In realistic considerations,the high-achievers were better than average-achievers significantly,the average-achievers were better than low-achievers significantly.In evaluating realistic answers "impossible to know",the high-achievers were higher than average-achievers and low-achievers significantly,while in evaluating no-realistic answers they were lower than average-achievers and low-achievers significantly;(3) A significant increase of realistic considerations was due to the instructional condition.And there was significant interaction between instructional factor and mathematical performance.As in evaluating the realistic answers "impossible to know" and no-realistic answers,the instructional condition had no influence on the subjects.

采用由7道真实性算术应用题构成的测试材料研究了207名六年级小学生。首先要求被试解答这些题目,然后对给出的不同解答作出评定。结果表明:(1)我国六年级小学生在无提示条件下真实性思考的人数比例是36.6%,显著地高于真实性解答的人数比例27.3%。(2)在解题真实性思考上,优生显著地高于中等生,中等生显著地高于差生;在对不确定真实性解答的评分上,优生显著地高于中等生与差生,在对常规性解答的评分上,优生显著地低于中等生与差生。(3)提示条件显著地提高了学生的真实性思考水平,并且与学生的学业水平存在着显著的交互作用;提示条件不影响学生对不确定真实性解答与常规性解答的评分。

 
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