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  chinese
    STUDY ON THE CHARACTERISTICS OF THE DEVELOPMENT OF CHINESE READING ABILITY STRUCTURE OF MIDDLE AND PRIMARY SCHOOL STUDENTS
    中小学生语文阅读能力结构的发展特点
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    Aesthetics in Chinese Teaching and Students Growth in Mentality
    语文美育与学生心理发展
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    A RESEARCH ON THE STRUCTURE AND DEVELOPMENT OF CHINESE READING COMPREHENSION ABILITY
    中小学生语文阅读理解能力结构及其发展特点研究
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    A Study on the Classroom Informational Processing of Primary School Teachers of Chinese and Math
    小学语文和数学教师课堂信息加工能力的研究
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    Experimental Study on Influence of Emotions on Quality of Chinese Speed-reading Among High Grade-Section Pupils
    情绪影响小学高段学生语文快速阅读质量的实验研究
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  “语文”译为未确定词的双语例句
    (3) to exam the three Primary School Reading Ability.
    (3)检验编制的三套小学语文阅读能力测评量表的信度和效度。
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    The aim of the study was to explore the relationship between working memory and processing speed tests and academic achievements, the features of working memory and processing speed of children who were mild mental retardation, and the difference between children of mild mental retardation and normal children in these tasks.
    所有被试都接受三种测验,包括工作记忆和加工速度测验、韦氏儿童智力测验中国修订版测验、语文和数学学业成就测验,以考察工作记忆任务与加工速度任务对儿童学业成绩的预测性,轻度弱智群体在工作记忆与加工速度相关的认知任务上的反应特征,以及轻度弱智儿童与一般儿童在这些任务上的差异。
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    The thesis states using psychological health factors in excellent ideas of traditional culture to infiltrate students 'psychology and to increase their self—cultivation, so that they can handle problems with healthy psychology.
    本文论述了在语文教学中挖掘优秀传统文化思想中的心理保健因素,对青少年学生进行心理渗透,提高其身心修养,从而保持一种健康的心理去应对生活中出现的种种困境,提高其心理健康水平。
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    There were two main factors by exploratory factor analysis, which decided 73.70% for Form A and 74.49% Form B of the whole variance.
    探索性因素分析各抽出两个特征值大于 1的因素 ,甲乙套各能解释的总方差分别为 73.70 %和 74 .4 9% ,验证性因素分析证明甲乙套语文的模型拟合良好。
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    Because of the current widespread trend of the immaturity of undergraduates' sex mentality and the characteristics of the military universities and its fall behind present condition of sex education, the education concerning sex mentality of military universities has become the problem that the current military education should pay attention to.
    由于当前大学生性心理不成熟的普遍趋势和军事院校本身的特点,加上军事院校性教育落后的现状,军校大学生性心理教育已成为当前军事教育应该关注的问题,对军校学员的性心理进行教育、疏导,社科类各科课程,尤其是大学语文有着不可推脱的责任,要在可行的范围内大胆尝试。
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  chinese
Lycium barbarum, a famous Chinese medicinal herb, has a long history of use as a traditional remedy for many diseases.
      
However, all the characterizations are much related to the graphic method which was found by Chinese for solving a kind of the transportation problem in the fifties.
      
A new pentacyclic triterpenoid, urs-12-en-29α-oic acid-3β-ol (1), was obtained from the ethanol extract of Chinese herb Oldenlandia cantonensis How.
      
Different protein expression of myocardium from Chinese mini-swine model of myocardial infarct
      
The question-answering system introduced in Chinese universities is a developed and proven system capable of precise results.
      
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The present paper consists of 2 studies of the individual differences infield-dependence among children aged from 10 to 11. In the first study, theGroup Embedded Figure Test was given to 68 children. Comparingtheir scores with those of Test of Learning Ability for Children of 9-14,andtheir academic achievements, we found that the degree of field-independencewas positively correlated with the performance in mathematics and there wasno correlation between field-independence and learning of Chinese language. 24...

The present paper consists of 2 studies of the individual differences infield-dependence among children aged from 10 to 11. In the first study, theGroup Embedded Figure Test was given to 68 children. Comparingtheir scores with those of Test of Learning Ability for Children of 9-14,andtheir academic achievements, we found that the degree of field-independencewas positively correlated with the performance in mathematics and there wasno correlation between field-independence and learning of Chinese language. 24 children of both ends along the continuum of field-dependence-indepen-dence were used as subjects for the second study. As the result of anexperiment of tilted-line after-effect undertaken in the dark room,it was foundthat the additional object for reference provided in the visual field produced afine effect for the field-dependents and no effect for the field-independents.An evidence of sex-difference in cognitive style was also found in theseexperiments.

本文报告了关于认知方式的两个实验研究。第一个实验通过镶嵌图形测验与少年儿童学习能力测验和课业成绩的比较,发现场独立性越强,数学能力越好,但与语文学习无关。第二个实验比较分析了在图形后效中附加参照物对于场依存性和场独立性的不同效应,发现附加参照物对于场依存性强的人的斜线图形后效有显著的影响,而对场独立性强的人影响不大。另外,本实验显示了在认知方式上存在着一定的性别差异。

The structure of 3000 printed Chinese characters which were selectedfrom the Chinese textbook for elementary school was analysed. Each characteris divided into four quadrants i. e. upper-left (UL), upper-right (UR), bot-tom-left (BL) and bottom-right (BR).When the shapes composed of the strokesin UL and BR were the same or similar respectively they were attributed toone group and were called subpatterns. The result showed that the subpatterns of BR were more simple than thatof UL and the number of junctions...

The structure of 3000 printed Chinese characters which were selectedfrom the Chinese textbook for elementary school was analysed. Each characteris divided into four quadrants i. e. upper-left (UL), upper-right (UR), bot-tom-left (BL) and bottom-right (BR).When the shapes composed of the strokesin UL and BR were the same or similar respectively they were attributed toone group and were called subpatterns. The result showed that the subpatterns of BR were more simple than thatof UL and the number of junctions of the former was less than that of thelater. The author argued that the subpatterns of BR are used as group maskin the early stage of the processing of multi-stage matching the computationtime may be reduced.

以小学语文课本的三千个印刷体汉字作统计材料,每个字划分为四个象限,把在左上角象限、右下角象限的笔划构成的形状分别统计,形状相同或类似的归为一类并称之为子模式。统计结果表明,左上角的子模式组字能力比右下角的强。但左上角子模式的形状较复杂,除构成子模式的部首的笔划外,总带有其它笔划。右下角子模式的形状较简单,除它本身的笔划外,无其它笔划。两者比较,在设计汉字多步自动识别的系统时,以右下角的子模式作初分类的依据,比较有利。

The purpose of this study is to explore the problem of the develop-ment of deaf, retarded, and normal children's ability to transform activeinto passive forms or vice versa in Chinese sentence structure.Ten groupsof sentences were used as test material, each of them was composed ofone active sentence and one passive sentence. All of the active andpassive sentence forms in the Chinese language were presented. Thevocabulary was limited to the second grade level of schools for deaf-muted, and the subjects were...

The purpose of this study is to explore the problem of the develop-ment of deaf, retarded, and normal children's ability to transform activeinto passive forms or vice versa in Chinese sentence structure.Ten groupsof sentences were used as test material, each of them was composed ofone active sentence and one passive sentence. All of the active andpassive sentence forms in the Chinese language were presented. Thevocabulary was limited to the second grade level of schools for deaf-muted, and the subjects were required to transform them from one forminto another. The subjects were 9 to 13-year-old deaf, retarded, andnormal pupils, and twenty-one 14 to 18-year-old deaf-mutes. Each agegroup consisted of more than 30 children, adding up to a total of 208. The results indicate:The differences in the ability of the threetypes of subjects to transform active and passive sentence forms weresignificant. Normal children's ability to transform was better than thatof deaf children, and deaf children's ability was better than that ofthe retarded children. But in each age group it was not an absoluterule that the transformational ability of deaf children was lower thanthat of normal children. The significant period in the development ofthe transformational ability varies with the type of subject. For normalchildren, the significant period falls between the ages of 10--11;for theretarded, between 12--13;for the deaf, shortly after 12--13. The threekinds of subjects have identical trends when they transform all kindsof Chinese active and passive sentence structures and, the interrelatedcoefficients indicate no inevitable and regular relationship between thetransformational ability and studies in language or arithmetic.

本研究的目的是探讨正常、低常、耳聋儿童对汉语主动句、被动句转换理解的能力问题。实验材料是十组主动句、被动句转换类型,呈现了汉语主动句、被动句转换的全部形式,字词水平控制在聋哑小学二年级程度。要求被试正确进行思惟。被试是9至13岁的正常、低常、耳聋小学生,每个年龄组的被试在30人以上,14、18岁的21名耳聋学生也参加了实验,共计被试为208人。 实验结果表明:总体上看,三类被试对于汉语主动句、被动句的转换理解,正常儿童高于耳聋儿童,耳聋儿童高于低常儿童,差异是显著的。从各年龄阶段看,耳聋儿童转换能力低于正常儿童并不是绝对的。从转换能力发展的转折期看,正常儿童的明显转折期出现在10至11岁,低常儿童出现在12至13岁,耳聋儿童在12至13岁的发展接近转折期。从转换理解与语文、数学教育的相关关系来看,没有发现语文和数学教育对转换理解的有规律的必然影响。从理解的特点上看,三类被试在理解上呈现出一致的倾向。

 
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