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   thinking ability 的翻译结果: 查询用时:0.192秒
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thinking ability
相关语句
  思维能力
     Result The score of nursing students’ critical thinking was 295.37±37.93 and the total score for clinical competence was 153.32±19.64. There existed a positive relation between the critical thinking ability and the clinical competency (r=0.25-0.80, P<0.05、 P< 0.01).
     结果护生的批判性思维能力评分为295.37±37.93,护生临床能力总分为153.32±19.64,二者呈显著正相关(r=0.25~0.80,P<0.05、P<0.01)。
短句来源
     On the basis of concept and structure of critical thinking in the nursing,the teaching mode training the student's critical thinking ability is discussed in respect of the teaching process,content,form,conditions,and evaluation.
     以护理学科中批判性思维的概念和结构为基础,从教学内容、教学过程、教学形式、教学条件及教学评价等方面,对高等护理教学过程中,培养学生批判性思维能力的教学模式进行了探讨。
短句来源
     Results The nursing thinking abilities varied with the nurses with different education degrees and professional titles. The nurses with undergraduate-schooling background were better than those collegiate ones(Z=3.314,P=0.001) and those two-year course students(Z=2.998,P=0.003),but the latter two groups of students showed no difference in view of thinking ability.
     结果不同学历和不同职称的护士重症护理的思维能力不同,全日制本科学历护士的重症护理思维能力明显好于夜校大专学历护士(Z=3.314,P=0.001)和中专学历护士(Z=2.998,P=0.003),夜校大专学历护士与中专学历护士重症护理思维能力差异无统计学意义(Z=0.945,P=0.345)。
短句来源
     Results As a result,the students' satisfaction with clinical teachers increased from 82.9% to 97.1%,the excellent rate of observing and thinking ability exams achieved to 94.3%.
     通过教学查房、术中护理记录书写和考试评价带教效果。 结果对带教老师教学态度满意度由82.9%上升到97.1%,护生考试和临床观察思维能力考核优秀率达94.3%。
短句来源
     Result shows information retrieval , analyze, utilize , experiment of group and tactics thinking ability, higher than contrast group, and the significance difference exists ( P<0.01or P<0.05) .
     结果显示,实验组的信息检索、分析、利用以及战术思维能力均高于对照组,且存在显著性差异(P<0. 01或P<0. 05) 。
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  思考能力
     Psychological contest is close to competition motivation, confidence, emotion, willingness, independent thinking ability and self-adjustment.
     同时心理较量与比赛动机、信心、情绪、意志、独立思考能力 (运动机智 )、及时的自我调整能力等有着重要的关系
短句来源
     Thinking quality is the basis of all the other characters while thinking ability is the soul of various abilities.
     思维品质是各种品质的基础,思考能力是各种能力的灵魂。
短句来源
     (2) No matter whether they learned inquiry study ,the students with high achievements and those with low achievements don't show significant difference in Chinese language creativity thinking ability and the creativity aptitude.
     (2)无论是否进行研究性学习,高学业成就学生与低学业成就学生在语文创造思考能力和创造倾向上均无显著性差异存在。
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     The combination of multimedia with blackboard-writing in teaching is beneficial to improving students' study efficiency by arousing their interest in studying biochemistry and improving their thinking ability and memory.
     指出多媒体与板书教学结合能够激发学生的学习兴趣、思考能力、记忆能力,有利于提高学生的学习效率。
短句来源
     After more than ten years' practice and research, the article points out that the key to quality-based education is innovative education which puts the establishment of thinking quality and thinking ability at its core.
     通过10 余年的实践和探索,提出素质教育的核心是创新教育,创新教育的核心是培养思维品质和思考能力
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  “thinking ability”译为未确定词的双语例句
     Material Writing and Cultivation of Thinking Ability
     多向思维与材料作文能力的培养
短句来源
     and its structure dimension, of innovative consciousness, thinking, ability, personality and behavior, ect.
     结构维度可分解为创新意识、创新思维、创新能力、创新人格与创新行为等几个方面。
短句来源
     This paper studies innovation thinking from the angle of its significance, nature, preparatory conditions, starting mechanism,basic thinking method, principle of use and basic proccedure, which are important to the establishment of the science of innovation thinking and to the improvement of innovation thinking ability.
     创新又是思维的结晶。 本文从创新思维的意义、性质 ,创新思维的准备条件 ,创新思维的发端机制 ,创新思维运用的基本思维方法 ,创新思维方法运用的原理 ,创新思维基本程序的角度来研究创新思维 ,对于创新思维学科的建立和提高人们创新思维的能力具有重要意义
短句来源
     This passage elucidates the connotation of creative thinking and the relationship between it and creative talented people,analyses the factors that impede the cultivation of students' creative thinking ability.
     本文阐明了创造性思维的内涵以及创造性思维与创造性人才的关系,分析了阻碍学生创造性思维培养的因素,在此基础上从转变教育思想,改进教学模式; 优化创造环境,鼓励自由创造;
短句来源
     Based on many years' geography teaching and psychology and education pedagogy and according to "cooperative learning theory", "innovative education theory", "constructivism theory", the author puts emphasis on the development of students'geography problem-solving ability and the training of students' thinking ability of geography learning with a developing foresight.
     本文是笔者立足地理教学实际,以发展的眼光,以心理学和教育学为基础,根据“合作学习理论”“创新教育理论”“建构主义理论”“主体性教育思想”“地理课程改革的理念”等理论,不断充实与完善自我,并结合笔者教育教学实践和经验教训,着力培养学生地理答题能力,训练学生地理学习思维等综合能力。
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  thinking ability
There was no evidence that representation mode affected either critical thinking ability or final grade.
      
Studies 2 (59 females, 39 males) and 3 (56 females, 58 males) found no relationship between Connected or Separate Knowing and formal reasoning and vocabulary or abstract thinking ability, respectively.
      
413-423], and vocabulary and abstract thinking ability [W.
      
Diachronic thinking did not correlate with verbal or non-verbal ability, age, or mentalising ability, consistent with other evidence of the specificity of diachronic thinking ability.
      
Alternative-thinking ability of aggressive, assertive, and submissive children
      
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In this paper the attention is focused on the investigation on the simil-arities and differences in thinking ability between the Tibetan and Han schoolchildren, such as analytical synthesis, comparison and abstract generality,represented in the course of the research of reasoning from analogy. The results show as follows: 1. The general levels and characteristics in the development of thinkingof the Tibetan and Han schoolchildren are essentially the same. 2. There are some differences between the ability...

In this paper the attention is focused on the investigation on the simil-arities and differences in thinking ability between the Tibetan and Han schoolchildren, such as analytical synthesis, comparison and abstract generality,represented in the course of the research of reasoning from analogy. The results show as follows: 1. The general levels and characteristics in the development of thinkingof the Tibetan and Han schoolchildren are essentially the same. 2. There are some differences between the ability of thinking of theTibetanand Han pupils. In other words, the ability of thinking of the Tibetanpupils in a Tibetan class is lower than that of Han pupils in the samegrade, and the marks, which achieved by the Tibetan pupils ina Han class,for the examination on reasoning. from analogy and generality in Chineseare higher than that in Tibetan. This shows that the discrepancies arelargely related to their different environments and learning conditions.

本文通过类比推理的实验研究,重点探索了西藏世居的藏族小学儿童和汉族小学儿童在类比推理过程中所表现出来的分析综合,比较和抽象概括等思惟活动的异同点。 实验结果表明:藏、汉小学儿童思惟发展的一般水平及其特点是基本相同的。藏族儿童的思惟能力并不低于汉族儿童,但由于他们所处的学习环境与条件不同也表现出某些差异。

This research attempts to find out the different effects of programmedinstruction and traditional instruction on students' achievement, learningtime, thinking ability and learning motivation. The experiment was carriedout in two first-year classes (an experimental class and a control one) ina middle school, both of which were taught rational number in theiralgebraic course, and by the same teacher. The average level of the twoclasses was approximately equal in the beginning. The experimental classbegan...

This research attempts to find out the different effects of programmedinstruction and traditional instruction on students' achievement, learningtime, thinking ability and learning motivation. The experiment was carriedout in two first-year classes (an experimental class and a control one) ina middle school, both of which were taught rational number in theiralgebraic course, and by the same teacher. The average level of the twoclasses was approximately equal in the beginning. The experimental classbegan to use a programmed teaching material compiled by ourselves forabout a month, during which both classes were tested a few times and theirmarks compared. The results showed that the experimental class madeobviously better progress in all aspects than the control class. These resultsare probably related to the heuristic characteristics of programmed materials.Programmed instruction still needs further research.

本研究对程序教学与传统教学的效果作了对比。研究表明,程序教学可以缩短学习时间、提高学习效果、激发学习动机,有助于自学能力的培养。如果程序教材能够符合学生的认识规律,在教材中尽量增加启发因素,那么程序教学对于思惟能力的培养也可以起到积极的作用。

Screening supernormal children from a population by appropriatemesaures is a process of significant empirical value. For this report weselected 35 top pupils from more than 700 caudidates in the urban areasof Beijing and established a middle school curriculum for the 10-year-olds. Besides considering the recommendations of teachers and parents,eight tests-mathematical knowledge, mathematical ability, languageknowledge, language ability, thinking ability, analogical reasoning ofnumbers, analogical reasoning...

Screening supernormal children from a population by appropriatemesaures is a process of significant empirical value. For this report weselected 35 top pupils from more than 700 caudidates in the urban areasof Beijing and established a middle school curriculum for the 10-year-olds. Besides considering the recommendations of teachers and parents,eight tests-mathematical knowledge, mathematical ability, languageknowledge, language ability, thinking ability, analogical reasoning ofnumbers, analogical reasoning of words, and creative thinking-were usedin the screening procedure. The results indicate that to choose superno-rmal children by means of multiple standards, multiple methods and incomparison with normal children can bring better results.

本研究根据鉴别超常儿童要采取多指标、多途径、多种方法以及与常态儿童进行动态比较的原则探讨了对超常儿童实验班的筛选方法。先由教师和家长推荐,再用八项测查指标综合考察。并设立了同龄对比班。为今后大范围筛选超常儿童作了有效的尝试。同时.对超常儿童认知能力特点、学业成绩、教师评价、家庭背景等方面作了分析研究。

 
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