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普通小学
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  primary general primary
     The data was analyzed by SPSS 11.5.ResultThe reliable IOP data of 45 students from focal point primary, general primary and country primary schools were 22. 11mmHg 3. 80,20. 37mmHg 3. 08, 19. 22mmHg 2. 82, respectively.
     各学校学生眼压的平均值分别为:重点小学22.nllUnHg士3.80、普通小学20.73~Hg土3.08、农村小学19.22InlnHg土2.82;
短句来源
     The data was analyzed by SPSS 11.5.Results The reliable IOP data of 51 students from focal point primary,general primary and country primary schools were(22.08±3.47)mmHg,(20.40±2.74)mmHg,(19.48±2.70)mmHg,respectively.
     结果各学校学生眼压的平均值分别为:重点小学(22.08±3.47)mmHg、普通小学(20.40±2.47)mmHg、农村小学(19.48±2.7)mmHg;
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  regular primary school
     A Study of Regular Primary School Teachers' Accept ance of Special Needs Children
     普通小学教师对特殊儿童接纳态度的研究
短句来源
     This paper describes a study to discover regular primary school teachers' acceptance of special needs children.
     本文通过问卷就普通小学教师对特殊儿童的接纳态度进行了研究。
短句来源
     The results show that various factors, especially the small-class system and effective training, have an effect upon regular primary school teachers' acceptance of special needs children.
     研究结果表明 ,普通小学教师对特殊儿童的接纳态度受多方面因素的影响 ,其中小班制及有效的培训是极其重要的方面。
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  common primary schools
     Method 1580 schoolchildren between grade 1 and 6 were sampled with random grous tratification in Shenyang common primary schools were investigated through qustionnaire.
     方法 在沈阳市城区普通小学随机整群分层抽取1~6年级的学龄儿童1580人,采用问卷的方式调查其感觉统告状况及家庭环境因素。
短句来源
     Results The difference of school social behavior was not significant between the students from the common primary schools and key primary schools. The social adaptability score of common middle school students was lower than that of key middle school students, but anti-social behavior score was higher.
     结果普通小学和重点小学学生的社会适应能力和反社会行为之间的差异无显著性,普通中学学生的社会适应能力差于重点中学的学生,而其反社会的逆反行为表现比重点中学的学生严重。
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  “普通小学”译为未确定词的双语例句
     Method: Choosing pupils of 1-6 grades in two representative primary schools,and then screening out 259 students with learning disabilities to assess their SI.
     方法:选取西安市两所有代表性的普通小学1-6年级学生,筛选出259名学习障碍学生,对其进行感觉统合评定。
短句来源
     The incidences of intraocular hypertension from three schools were 56%,30% and 19.48 %,respectively,with a significant chi-square analysis(P<0.05).
     不同学校高眼压发生率分别为重点小学56%、普通小学30%、农村小学19.48%; 卡方检验意义显著,P<0.05。
短句来源
     Methods:206 pupils (105 boys and 101 girls) from an elementary school in Changsha city with the mean age 8.72±0.92 completed the 41-item version of SCARED.
     方法:使用儿童焦虑性情绪障碍筛查表(SCARED)对长沙市一所普通小学206名7~10岁的学生(男105名,女101;平均年龄8.72±0.92岁),进行焦虑障碍现状调查和为期两年的随访。
短句来源
     The incidences of intraocular hypertension from three schools were 55. 30% , 40% and 16.70% , respectively, with a significant chi-square analysis (P<0.05).
     不同学校高眼压发生率分别为重点小学55.30%、普通小学40.00%、农村小学16.70%; 卡方检验意义显著,P
短句来源
     Results:The rate of poor vision in the key school students is higher than that of the general school students(P<0.001).
     结果:市区重点小学学生视力低下率明显高于郊区普通小学学生(P<0.001).
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  regular primary school
In this study in New Zealand, a sample of regular primary school teachers (N= 63) were categorised according to 'high', 'moderate' or 'low' scores on a scale which measures their views on mainstreaming policies and practices.
      
The 40 remaining children were without reading problems and attended a regular primary school.
      
We are greatly indebted to the teachers and children from Het Hoefblad, a regular primary school in Purmerend, and prof.
      


This research investigated 32

作者调查了32名弱智儿童在全日制弱智学校学习九年、学完普通小学语文和数学课本一至十册后的情况.根据所学汉字的抽查以及语文和数学知识的测验,轻度弱智学生平均认读汉字2600个,接近普小五年级学生的程度,语文和数学成绩分别达到普小四、三年级的水平.另外,还讨论了弱智学校用普小语文和数学课本进行教学的经验和问题. 问题我国与联合国儿童基金会组织一九八七年在北京、上海、江苏、福建、辽宁、湖北、甘肃七省市的抽样调查,弱智儿童占同龄儿童的1.54%。据此推算,目前全国7—15岁少年儿童中,弱智儿童304.92万人,其中已入学9937人(未包含在普通小学随班就读的弱智儿童人数)。①弱智儿童教育的模式,不论是进全日制特殊学校还是在普通小学随班就读,让弱智学生学习一定的文化科学知识是使他们得到全面发展的重要内容和平等地参与社会生活的基本条件。但是,根据他们身心发展的特点,文化知识的教学应该提出怎样的要求呢?对这个问题,现有的认识和各地的经验是有分歧的。有的人认为轻度的“弱智儿童”能学会相当于小学六年级的学业;②有些人认为语文方面可以达到普通小学五年级的水平,数学方面可以达到相当于...

作者调查了32名弱智儿童在全日制弱智学校学习九年、学完普通小学语文和数学课本一至十册后的情况.根据所学汉字的抽查以及语文和数学知识的测验,轻度弱智学生平均认读汉字2600个,接近普小五年级学生的程度,语文和数学成绩分别达到普小四、三年级的水平.另外,还讨论了弱智学校用普小语文和数学课本进行教学的经验和问题. 问题我国与联合国儿童基金会组织一九八七年在北京、上海、江苏、福建、辽宁、湖北、甘肃七省市的抽样调查,弱智儿童占同龄儿童的1.54%。据此推算,目前全国7—15岁少年儿童中,弱智儿童304.92万人,其中已入学9937人(未包含在普通小学随班就读的弱智儿童人数)。①弱智儿童教育的模式,不论是进全日制特殊学校还是在普通小学随班就读,让弱智学生学习一定的文化科学知识是使他们得到全面发展的重要内容和平等地参与社会生活的基本条件。但是,根据他们身心发展的特点,文化知识的教学应该提出怎样的要求呢?对这个问题,现有的认识和各地的经验是有分歧的。有的人认为轻度的“弱智儿童”能学会相当于小学六年级的学业;②有些人认为语文方面可以达到普通小学五年级的水平,数学方面可以达到相当于四年级的程度;③同样是轻度的弱智学生,有些外国的资料表明比上述估计都低。④目前,办学较早的地区如上海等地,已有弱智少年儿童接受了相当于九年制义务教育的。本工作的目的就是对已完成相当于九年义务教育的弱智学校在校毕业班学生的学习情况进行调查,试图了解他们在文化知识方面可能达到的水平,以及借用普小语文和数学教材进行教学的经验与问题,希望能对修订弱智学校(班)教学计划、编制教学大纲和编写教材及课外读物,提供一些参考意见。对象与方法一、对象实验组:上海市长宁区辅读学校八七和八八届、静安区第三聋哑学校附设辅读分校八七届毕业班学生32人,其中男生12人,女生20人,实足年龄14岁5个月至19岁4个月,平均年龄16岁5个月;弱智程度,入学时的评定,轻度24人,中度8人;在校学习的时间九年,一般在普通小学试读一或两年,辅读学校系统学习八年(个别年龄大的读七年);两所学校均

There were six groups of school children aged 8-11 who were asked toadiministe an assessment with Reven jointed picture(CRT),home environment index(HEI)and Achenbach's CBCL.They included(1)group A:50 children with IQ<90,(2)group B:50children with IQ>130,(3)group C,D and E:each 50 children randomly sampled from di-vorced families,individual owned business families and resident students respectively and(4)group F:50 children from normal families.The mean value of HEI of groups A,C,D and Ewere significantly lower...

There were six groups of school children aged 8-11 who were asked toadiministe an assessment with Reven jointed picture(CRT),home environment index(HEI)and Achenbach's CBCL.They included(1)group A:50 children with IQ<90,(2)group B:50children with IQ>130,(3)group C,D and E:each 50 children randomly sampled from di-vorced families,individual owned business families and resident students respectively and(4)group F:50 children from normal families.The mean value of HEI of groups A,C,D and Ewere significantly lower than that of group F(P<0.05-0.001),while the mean value of HEI ofgroup B was much higher than that of group F(P<0.001).A similar trend was found to showmore behavioral problems in the divorced and individual owned business families than con-trols.The influential factors in HEI were parent cultural quality,education pattern for child,family atmosphire,preschool training and oother non-intellegent factors.

本文对上海三所普通小学8-11岁2109名学生进行智商测验,从中抽取智商大于130和低于90的儿童各50名,及分层随机抽样调查来自离婚、个体户和寄读三类家庭的儿童各50名,作为观察组并抽取来自一般家庭的儿童50名为对照组。采用“家庭环境指数”“艾氏行为问题量表”探讨家庭环境对儿童智力和行为的影响。结果发现父母素质、教育方式、家庭气氛等对儿童智力发展和行为表现都有极其重要的影响。

An investigation and analysis of 229 deaf-mute children revealed that 54.2% of acquired deafness were caused by ototoxic aminoglycoside drugs. There is an upward trend of the occurrence of the disease in the recent years and more attention should be paid to it. The result of pure tone audiometry shows that more than 904% of deaf-mute children had residual hearing. Twenty-six deaf-mute children whose average hearing thresholds of speech frequency were better than 90 dB (HL) had serviceable speech for daily use....

An investigation and analysis of 229 deaf-mute children revealed that 54.2% of acquired deafness were caused by ototoxic aminoglycoside drugs. There is an upward trend of the occurrence of the disease in the recent years and more attention should be paid to it. The result of pure tone audiometry shows that more than 904% of deaf-mute children had residual hearing. Twenty-six deaf-mute children whose average hearing thresholds of speech frequency were better than 90 dB (HL) had serviceable speech for daily use. After 3 to 18 months' speech training, 4 of them were transferred to public primary school. The authors are of the opinion that the deaf-mute children should use hearing-aids as early as possible so as to promote their speech.

作者调查聋哑儿童229例,发现后天性聋哑儿童中54.2%与使用氨基甙类耳毒性药物有关。聋哑儿童中氨基甙类药物耳中毒的比例有增高趋势,应引起人们足够重视.纯音测听示90.4%的聋哑儿童有残余听力,语言频率平均听阈佳于90dB(HL)26名的聋哑儿童,在接受3~18月的语言训练后,均能说日常用语,其中4名转入普通小学读书.作者强调,对聋哑儿童应尽早配戴助听器,以促进其语言发育.

 
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