智力因素 的英文怎麼說

中文拼音 [zhìlìyīnsù]
智力因素 英文
general ability common factor
  • 智 : Ⅰ名詞1 （智慧; 見識） wisdom; intelligence; knowledge 2 （姓氏） a surname Ⅱ形容詞（有智慧; 聰明...
  • 力 : Ⅰ名1 （力量; 能力） power; strength; ability; capacity 2 [物理學] （改變物體運動狀態的作用） forc...
  • 因 : Ⅰ動詞[書面語] （沿襲） follow; carry on Ⅱ介詞1 [書面語] （憑借; 根據） on the basis of; in accord...
  • 素 : Ⅰ形容詞1 （本色; 白色） white 2 （顏色單純） plain; simple; quiet 3 （本來的; 原有的） native Ⅱ名...
  • 智力 : intelligence; mentality; habitus; intellect; intellectuality; brain; noo-
  1. Cultivation of non - intelligence diathesis in the lesson

    淺談課堂中非智力因素的培養
  2. The culture of non - intelligential factors of english majors in the teaching of english

    非智力因素與創新人才培養
  3. According to the psychology about appreciation of beauty and the educational psychology, this teaching form has many functions : developing non - intelligential elements, such as interest, emotion, and motive ; improving the structre of thought. these are informing with the principle of teaching theory and quality - enhancing education

    從審美心理學和教育心理學的角度上說，這種教學形式具有培養學生物理學習情感、興趣和動機等非智力因素，改善思維結構等功能，這正是符合物理教學論原則及素質教育要求的。
  4. Unintelligent factors and human resource development of library

    非智力因素與圖書館人力資源開發
  5. Defining nisgts is beneficial to understand the functions of the non - intellective factors of textbooks

    學校地理教材非智力結構概念的界定，利於加強對教材中非智力因素功能的認識。
  6. A cross culture study on the non - intellective factors of middle school students of nationalities living together

    雜居地區初中生非智力因素發展的跨文化研究
  7. Part two : the learning psychological thought of zhan. there are five essentials : " the function of learning ", " the process of learning ", " the mentation of the process of learning ", " the intelligence and non - intelligence factors ", " the principles and methods of learning "

    主要就湛若水學習心理思想中的學習的意義、學習的過程、學習的心理狀態論、學習中的智力因素與非智力因素和學習的原則與方法等進行了分析。第三部分：湛氏之德育心理思想。
  8. This paper reported that started with the necessity of training students " the ability character and mentality character in teaching chemistry, conbining the present conditions and problems which the secondary vocational schools trained the students " ability character and mental state character, put forward the teaching reforms and measures to adapt the development of secondary vocational education, through the limplicit learning to improve the students " ability, through the cultivation of the students " non - intellegence factors, through the practice of making a science inquiry in teaching actively, the practice result showed this kind of teaching reform and measures not only pays attention to training high - quality talented people who have firm foundation, wide knowledge, good study character with the chemistry and high creativity, but also makes a good effort on cultivation of non - intellegence factors, strengthening the students " self - confidence, independence and ability of self - mediating

    本文從化學課程教學中培養學生能力素質、心理素質的必要性出發，結合當前中專學校培養能力素質、心理素質的現狀和問題，通過對內隱學習提高學生的能力素質；重視中專學生非智力因素開發和積極開展科學探究教學活動等方面進行了探索與實踐，提出了與中專教育發展相適應的教學改革和措施。表明它既注重培養基礎扎實、知識面廣，具有良好學習素質、化學素養、創新能力強的高素質人才同時，在學生非智力因素的培養，增強學生自信、自主、自我調節能力等方面取得積極的效果。
  9. The research on function grades and developing conditions of non - intelligent factors of physical power - oriented enduring event - group ' teenage athletes

    耐力性運動項群青少年競技運動員非智力因素研究
  10. In the research of chemistry instructional design and the practice of quality - oriented education in the normal school, we not only paied attention to developing students " intelligence factor, but also paied attention to developing students " non - intelligence factor ; not only let students obtain knowledge, grasp knowledge, but also develop students " thinking ability and learning ability, train students to have the technical ability and tactics in the practice and blazing new trails, ect ; not merely let students understand nature, realize nature, but also let students study learn life, work, ect

    在中師化學教學設計研究與素質教育探索實踐中，我們不僅注重發展學生的智力因素，還注重發展學生的非智力因素；不僅讓學生獲得知識、掌握知識，還發展學生思維能力和學習能力，培養學生實踐能力和創新能力等技能與策略；不僅讓學生了解自然、認識自然，還讓學生在學習中學會學習、學會生活、學會工作等。
  11. This article is based on the general rule of teachin g, and resul ts from six year ' s research in the civilian - run school. during the six y ears, i ' ve done much research work in many areas, such as the relationship between tea ching quality and students resourses, curriculum and teaching aims, texts and stud ents, overall attendence and individualized instruction, the reforming of tea ching and instruction of learrning, the effect of subject and object, the element of intelligence and non - intelligence, the knowledge instruction and the competen ce training, the knowledge in and out of the classroom, the classroom - teaching an d the after - class coach, etc. the purpose of what i have done is to seek for a ki nd of teaching principal which is fit for the rule of the economic market and mi ght be the best way for the education

    文章以教學的一般規律為據，結合作者在民辦學校的教學中進行的近六年的跟蹤調查和深入考察，就民辦學校的教學質量與生源市場、課程設置與培養目標、教材內容與學生實際、面向全體與因材施教、教法改革與學法指導、主導作用與主體作用、智力因素與非智力因素、知識傳授與能力訓練、課內知識與課外知識、課堂教學與課外輔導等十個方面的關系作了初步探討，尋找既合乎市場經濟規律，又符合教育規律的最佳結合點，以期為民辦學校總結行之有效的教學原則，提供可資鑒戒的參考。
  12. 5. non - intelligence factor, prior knowledge and intelligence factor can cause striking indirect effects on their achievements by learning strategy, and non - intelligencefactor alse cause indirect effect by prior knowledge

    非智力因素、原有知識和智力因素分別通過學習策略對學業不良生學業成就產生明顯的間接效應：非智力因素還通過原有知識對學業成就產生間接作用。
  13. The investigation shows the cause of difference comes from students " individual intellectual factors, no - intellectual factors and social psychological factors related to study ( such as teacher ' s efficiency, classroom setting, family atmosphere, studying technological situation and cultural atmosphere in society )

    實際調查表明，差異的主要成因是學生個體的智力因素和非智力因素及與學習相關的社會心理因素（如教師效能、課堂學習環境、家庭環境、學習技術條件及社會文化氛圍等） 。
  14. Foreign language learning is the process of reconstruction of the language rule system, which involves one ? s intelligent elements such as perception, memory, thinking, imagination, etc

    外語學習的過程是對一種語言規則系統重新建構的過程，它涉及感知、記憶、思維、想像等一系列智力因素。
  15. With the students in the five junior middle school of shangrao city in jiangxi as subject of study, this dissertation has made an experimental research into the causes of learning disability of the students in shangrao from learning factors, personality factors and child rearing factors

    本研究以江西省上饒市五所普通中學的初中生為研究對象，分別從學習因素、人格因素以及家庭教養方式三方面對上饒市初中生學習困難的原因以及這三個非智力因素與學習困難的關系進行實證研究。
  16. ( 2 ) correlated analysis shows : there is significant correlation between three non - intelligence factors and learning disability and among the three non - intelligence factors

    （ 2 ）相關分析顯示：三個非智力因素與學習困難，三個非智力因素之間存在高度相關。
  17. Therefore, it ? s important for teachers to analyze and keep well informed of the students ? intelligent elements and characteristics in their foreign language instruction

    因此，分析和掌握教學對象的智力因素與性格特徵是外語教學中的重要環節。
  18. Various research methods were employed. experiments, investigations, data analysis and research on literature carried out in and out of class all contribute to the conclusions obtained. meanwhile, drawing on the research results in the field of emotional education both at home and abroad, great effort was taken to make a valuable probe on the positive effects generated by emotional factors in the junior middle school classroom teaching management

    本研究試圖在充分考慮學生認知因素的同時以情感教育為切入點，側重於在中學課堂教學管理中調動學生非智力因素? ?情感的積極作用，採用實驗法、調查法、數據分析法、文獻研究法等，在中學課堂范圍內進行分析研究，同時借鑒國內外在情感教育領域的研究成果，就情感因素在中學課堂教學管理中所產生的積極作用做了一些有益的探索。
  19. Cultivation of non - intellectual factors in p. e

    論大學體育教學中的非智力因素培養
  20. Non - intelligence and its function in education

    論非智力因素及其在教育中的作用
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