元素心理學 的英文怎麼說
中文拼音 [yuánsùxīnlǐxué]
元素心理學
英文
elementary psychology-
Research the horror element antetype system of chinese myth in hunan territory on chin and han dynasty, and use the mature myth antetype system of western to analyse the projection on the eastern mentality by the horror antetype of eastern jin
研究中國古代神話中（以秦漢時期湖湘地區的神話為主）恐懼元素的原型系統結構，以西方成熟的神話原型系統分析東方神靈中的恐懼原型在東方藝術哲學心理上的投影。The objects of the study and relations are delved in this pan by combining the target of primary education with the characters of students " psychology and activity on the basis of confirming the characters of students " psychology and activity in the light of development psychology and learning psychology
中小學生的心理行為特徵和素質教育教學單元的關系。這一部分是對研究對象和機制的深入探討，從發展心理學和學習心理學角度確立中小學生心理和行為特徵。並從中小學教育的目標與學童行為發展的結合點進行探討。Secondly, in the road to realize, we must give expression to literature education in chinese course standard ; and to certain literary when edit the textbook ; and we must turn teaching from teacher - center to interactive model between teachers and students ; and when analyzing works of literature, we must turn from authority and u se modern science and technology medium serve for literature education ; and we must improve quality of teacher, especially literary training too
從實現的途徑來看，要在語文課程標準中體現文學教育的地位；在教材的編寫中體現一定的文學性；教學要從教師為中心向師生雙向交流轉變；對作品的解讀要從權威、中心說走向意義理解的多元化；運用現代科技手段輔助文學教學；提高教師素質，特別是提高教師的文學素養。Thus, it is urgent and necessary to study and experiment this research. this research acclimates to the current of the relation between " education and development ' ', basing on the theory of scientific psychology and pedagogy, regarding developmental idea as its main line, relying on multiple research method, which explores scientifically and deeply theory and practice of the developmental mental health education in five - year normal school, strives to construct an integrated system, directly serving for today ' s training objectives
本課題順應了世界上「教育與發展」關系的潮流，以科學的心理學、教育學理論為依據，以發展性理念為主線，以多元化的研究思路為依託，對五年制師范發展性心理健康教育的理論與實踐作了科學而深入的探討，力圖構建一個完整的五年制師范發展性心理健康教育的體系，直接服務於今天的五年制師范素質教育培養目標。Common pd in graph language learning mainly showed in complete conclusion direct perception to the graphs through senses and inaccurate mastering to maths information. for the sake of convenience of study, we divide pd in ml learning into pd caused lay conventional thinking and pd produced in process. on the basis of document researching, we analyse the relevant factors which result in pd caused by conventional thinking, contaning : 1
在感知過程中，造成心理偏差的因素主要有視覺、感知經驗、數學語言細節、數學語言差異、數學語一言的變式;在信息加工的過程中造成心理偏差的因素主要有概念表象、數學語一言的形式化程度、縮句、日常概念、元語言、數學語言的形成過程。Nuclear astrophysics involves study of the synthesis of elements and the evolution of cosmic sites where such syntheses occur
核天體物理學的中心內容是元素核合成及其天體演化的研究。By combining my teaching experience with the method of literature survey and the method of theory - practice - theory cyclic, the paper analyses the existing problems of physics concept teaching. it thinks that the main factors affecting the physics conception ' s forming are the scarcity of sensibility, the effect of preconception, the cognizance obstacle of abstract and epitome thinking, the thinking bug of middle school students, the effect of passive mentality of middle school students study and the complications of main body of study ' s control oneself - the level of metacognition
本文綜合運用了文獻調研法、理論?實踐?理論循環法、並結合自已的教學實踐經驗對中學物理概念教學中存在的問題進行了較全面的分析研究，認為影響物理概念形成的因素主要有： 1 、感性認識不足； 2 、前概念的影響； 3 、抽象概括思維中認知障礙； 4 、中學生思維階段性的缺陷； 5 、中學生學習過程中消極心理的影響； 6 、學習主體自我調控學習過程的因素? ?元認知水平。This text completely and systematically studies the status and the development of the pyrolysis and the fluidization of biomass, which distill the bio - oil in the domestic and international area, as well as the existing problems. this thesis primarily include following aspects : ( l ), by experimenting and measuring the energy ( heat value ) and the content of c, h, n chemical element of right 20 kinds of common biomass, on the base of the experimental result, and respectively established the biomass energy predict experiment formula with the element of h and c is from change, and passed the ro. os examination, which provides the basis and convenience for flash pyrolysis fluidization device energy to convert the rate to compute with biomass energy utilization calculation ; ( 2 ), proceeded the tg and dtg experimentation equal velocity ( 10 ? / min, 20 ? / min, 40 ? / min, 60 ? / min ) heating and constant temperature heating by studying on eight kinds of biomass samples, according to the experimental data and arrhenius formula, we established the dynamics model of pyrolysis of, then, using the goast - redfern and p function, we also solved the dynamics parameters and analyze out every kind of biomass ' s frequency factor and parameters of activation energy, and established the every kind of dynamics model of pyrolysis of biomass, all of these provide the theories and basis to make sure the reactor ' s flash pyrolysis work temperature scope design and the describing of pyrolysis reactor dynamics ; ( 3 ), in order to study and ascertain the process of heat completely getting to pyrolysis time of varied size biomass particles, we observed and measured the ratio of length and diameter ( l / d ) with the varied biomass through electron microscope, we concluded the l / d ratios usually is from 5. 0 to 6. 0, the average is 5. 3 ; ( 4 ), we studied the process of biomass transiting and the theory of complete pyrolysis time with the theory of complicated heat field, we got the time ( t ) of the varied size biomass particles arriving to complete pyrolysis, and we knew that the complete pyrolysis time and the time which get to the biggest production ratio are identical, all of these studies provide the theory base for design and forecasting the flash pyrolysis reactor solid state resort time ; ( 5 ), according to the above experiment result, synthesize to make use of the engineering the mechanics, engineering the material, machine the design to learn the principle, deduce, establish the theory of rotation cone flash pyrolysis reactor material resort time ( t ) and reasonable rotation velocity ( or frequency ) relation theory ; and ( 6 ), we gave the reactor ' s smallest cone angle certain, reactor cone wall strength design theory, the reactor production ability theory, the power design method and the critical rotation velocity theory
本文較全面、系統地綜述了國內外生物質熱解液化制取生物燃油技術研究發展現狀及存在的問題，主要研究內容有： （ 1 ）實驗、測定了20種常見生物質的能量（發熱量）和c 、 h 、 n元素含量，根據實驗結果分別建立了以h和c為自變量的生物質能量預測經驗公式，並通過r _ （ 0 . 05 ）檢驗；為閃速熱解液化裝置能量轉化率計算和生物質能量利用率計算提供了依據和方便； （ 2 ）選擇了8種生物質試樣作了等加熱速率（ 10 min 、 20 min 、 40 min 、 60 min ）和恆溫加熱的tg和dtg實驗，根據實驗數據和阿倫尼烏斯公式建立了生物質熱解反應動力學微分方程，並採用goast - redfem積分法和p函數對其動力學參數進行了求解，解析出各種生物質的頻率因子和活化能參數，進而建立了各種生物質的熱解動力學模型，為科學確定反應器的閃速熱解工作溫度范圍及熱解反應動力學描述，提供了理論和依據； （ 3 ）為研究和確定不同尺度的生物質顆粒中心達到全熱解的時間，在體視顯微鏡下對不同粒度的生物質顆粒的長徑比進行了實驗觀察和測定，得出生物質的長徑比（ l d ）一般在5 . 0 6 . 0之間，平均為5 . 3的結果； （ 4 ）採用復雜溫度場傳熱學理論對生物質傳熱過程及充分熱解時間理論進行了研究，解析推導出了不同尺寸生物質顆粒中心溫度達到充分熱解溫度的時間（ t ） ，得出了理論推導的充分熱解時間與最大產油率的熱解時間相一致的結果，為閃速熱解反應器固相滯留時間設計和預測提供了理論依據； （ 5 ）根據上述實驗結果，綜合運用工程力學、工程材料、機械設計學原理，推導、建立了轉錐式閃速熱解反應器物料滯留時間（ ）與轉速（或頻率）合理匹配理論； （ 6 ）提出了轉錐式閃速熱解反應器的最小錐角設計、錐壁強度設計、生產能力設計理論和功率計算方法及臨界轉速理論等。Using film visual & audio language for reference and according to animation characteristic and aesthetics and visual psychology to analyze those elements which can make atmosphere shot great, and relevant knowledge. ( e. g
本文通過從理論上借鑒電影視聽語言語法，結合動畫自身的特性，根據視覺心理學和美學的規律，分析解構影視動畫中氣氛鏡頭的造型元素及其知識結構（如光影、色彩、鏡頭語言、音畫關系、音效、剪輯等） 。In fact, there were some factors such as mathematical knowledge, mathematical tactics, schema, metacognition, attitude and so on, which jointly influenced the system of internal psychological mechanism in mathematical problem solving
通過比較分析，筆者認為陳述性知識、程序性知識、圖式知識、元認知及態度、興趣等因素影響數學問題解決的內在心理機制，而且各影響因素之間相互作用、相互制約共同影響數學問題解決內在心理機制系統。To train and develop the attention element in the course of the mental education
在心理健康教育過程中培養和發展學生的注意元素This research project, based on the existing problems in mathematics curriculum evaluation and the conceptions of mathematics curriculum as the guideline, systematically analyzes the basic characteristics of the developmental evaluation, i. e. multi - dimensional, formative, developmental, understanding and inspiring. drawing on the modern mathematics conceptions, multi - intelligence theory and theories of constructivism, this project systemically illustrated the connotation of the developmental evaluation : the key of evaluation is for application ; the goal is multi - dimensional ; the process is context - dependent ; the outcome is to promote the development. in view of the conceptions of developmental evaluation ( i. e. human - centered whole evaluation ; quality - focused overall evaluation ; participation - stressed autonomous evaluation ; future - faced evaluation ; guiding evaluation and inspiring evaluation ), the components of the developmental evaluation model in the new mathematics curriculum is analyzed in details in this project ( i. e. goal system, subject system and object system ) and the core structure of the developmental evaluation is established ( i. e. evaluation indicator system model )
本課題研究以數學課程評價的現存問題為著手點，以數學課程理念為目標指向，系統分析了數學新課程發展性評價的多元性、形成性、發展性、理解性、激勵性等基本特徵;以現代數學觀、多元智力理論、建構主義理論以及成功智力理論為理論背景，系統闡述了數學新課程發展性評價之意蘊?評價核心聚焦應用，評價目標指向多元，評價過程依存情境，評價結果歸依發展;以數學新課程發展性評價理念，即以人為本的全體性評價、注重素質的全面性評價、注重參與的自主性評價、促進完善的引導性評價、不斷進取的激勵性評價、面向未來的期望性評價為航標，深入剖析了數學新課程發展性評價模式的構成成分，即目標系統、主體系統和客體系統，由此構建發展性評價模式的核心圖式?評價指標體系的模式:以數學新課程發展性評價過程為參照，尋求並創設評價準則的設計技術，評價權重的構造技術，評價信息的收集技術，評價結果的分析與處理技術;以數學新課程評價系統內蘊的一般認識論、發生認識論與發展認識論指導評價方法，詳細探討了檔案袋法、表現性評價、自我評價與同伴評定相結合的方法、蘇格拉底式研討評定和測驗法在評價中的應用。Metaleaming theory is developed on the basis of metacognition research. it focuses on teaching the students the ways to perform self - consciousness, self - assessment and self - adjustment in their learning. the learning effect depends much on the students " metaleaming ability
元學習理論是在元認知研究的基礎上發展起來的，它的核心是教會學生如何根據學習情況進行自我覺察、自我評價、自我調節，元學習能力高低是影響學習效果好壞的重要因素。4. by process - structure tactics, we obtain a structure model of middle school student ' s test mental quality. the model contains three dimension, nineteen factors : the sense of psychological control ( the ability of self - mastery, impulsion, insistence, self - confidence, the belief of control, the tendency of control and the fluctuation of emotion ) ; mental energy ( the cognitive ability, diligence, activity, metacognitive monitor, metacognitive consciousness, the desire for achievement, the control and adjust of emotion, the sense of responsibility ) ; mental resilience ( the cognitive ability, optimism, easy and excitement, independence and the control and adjust of emotion )
4採用過程結構策略，獲得了由3個維度、 19個因素構成的中學生考試心理素質結構模型：心理控制感（自制力、自信、控制傾向、沖動性、堅持性、控制信念和情緒波動性） 、心理能量（認知能力、勤奮、情緒調控、責任感、元認知意識、挫折耐受力、活動性、成就欲和元認知監控）和心理彈性（認知能力、樂觀主義、輕松興奮、獨立性和情緒調控） 。Subjects were measured by rimer ' s questionnaires for teachers, life event questionnaires for primary school students and embu etc. stepwise regression method was used to analyse demographic, psychological and social factors which may have effect on childhood behavior disorder. also the multiple logistic regression analysis was used to identify significant risk factors for suicide ideation of children. results : the prevalence rates of children with devient scores on the teacher ' s scales of rutter questionnaires were 16. 3 %
採用rutter兒童行為問卷（教師問卷） 、父母養育方式評價量表（ embu ） 、小學生生活事件問卷等多種工具綜合測量小學生的社會心理狀況，並用多元逐步回歸分析方法對影響小學生行為問題的社會人口學、心理社會因素進行探討，同時對小學生自殺意念進行研究分析，通過多因素條件logistic回歸模型，篩選出自殺意念的主要危險因素，以期為提高小學生的心理健康水平服務，為素質教育提供科學依據。When you graduate from the academy, you will understand how the human body has adapted to ensure you can cope with elements such as gravity, the sun, the atmosphere, temperature extremes and processing the activities around you
當你從學院畢業時，便會明白人體是怎樣應付地球各種環境元素如地心吸力太陽大氣極端溫度和處理你身邊的活動。Our central philosophy of education is synchronous with north america, connecting with the world. teaching materials, teachers qualifications, and course management are core elements of eagle s curriculum
美加同步國際接軌是我們設計課程的基礎理念，教材師資教學系統課程管理，都是弋果課程規劃的核心元素5. it ' s a systematic project to study students " problem solving, since the process of problem solving may be affected by many factors, and many problem still need to be further studied, such as the distribution of psychological energy in the course of strategy ' s carrying out, the effect of students " knowledge structure on problem solving, the distance between representation and strategy ' s carrying out and the influence of metacognition on problem solving etc
對學生問題解決的研究是一項系統工程，學生解決問題的過程受諸多因素的影響，還有許多問題有待進一步研究。如策略實施過程中的心理能量分配問題，學生的知識結構對問題解決的影響問題，表徵與策略實施之間的距離問題，元認知對問題解決的監控影響問題等。分享友人