智力理論 的英文怎麼說

中文拼音 [zhìlìlǐlún]
智力理論 英文
theories of intelligence
  • 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...
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 智力 : intelligence; mentality; habitus; intellect; intellectuality; brain; noo-
  • 理論 : theory
  1. A critical introduction of gardner ' s theory of multiple intelligence

    加德納的多種智力理論述評
  2. Overstepping the theory of traditional intelligence : exploring multiple intelligences

    多元智力理論探析
  3. In the third chapter, i state the problem of mi model and individualized education

    第三章論述了多元智力理論與個性化教育的問題。
  4. Ln this academic dissertation, i not only come up with the ana1ysis of the theory, but also some practical cases so tha1 i hope to structure the clues to the ml and individualized education

    作者提出，另類評價為個性化教育的實施提供了良好的保障。本文在論述過程中，既有理論的分析，又有實踐的案例，以期構畫出多元智力理論與個性化教育的脈絡和線索。
  5. The development of contemporary intelligence theory ' s effect on wechsle intelligence scale

    智力理論的發展對韋克斯勒測驗方法的影響
  6. They are verbal - linguistic intelligence, logical - mathematical intelligence, visual - spatial intelligence, bodily - kinesthetic intelligence, interpersonal intelligence, intra - personal intelligence and musical - rhythmic intelligence. the seven particular intelligences emphasize that the intelligence should be practiced in the practice and can be influenced by environment and education. however the method, which is used to looking on multiple intelligences in many dimensions is put importance on by the theory of multiple intelligence itself

    多元智力理論認為個體存在著7種相對獨立的智力，即言語語言智力，數理邏輯智力，視覺空間智力，身體運動智力，人際交往智力，自知反省智力和音樂節奏智力，並指出這7種智力具有獨特性，強調的是實際的能力，並受環境和教育的影響，而多元智力理論本身重視的是多維地看待智力的方法。
  7. The theory of multiple intelligences and its inspiration

    加德納的多重智力理論及其啟示
  8. On the multiple intelligence theory and cognitive psychology

    多元智力理論與認知心理探析
  9. Human, intelligence and creativity

    成功智力理論與創造力培養
  10. Recent development on intelligent theory

    智力理論的最近發展
  11. A few inspirations to my teaching from multiple intellectual theories

    多元智力理論對我教學的幾點啟示
  12. About the practical intelligence theory

    解析實踐智力理論
  13. The new progress of intelligence theory and its enlightenment on education

    智力理論的新進展及其教育涵義
  14. Multidirectional intelligence theory and school educational reform

    多元智力理論及其對中國基礎教育改革的啟示
  15. Form social intelligence to emotional intelligence - a reflection on the theories of si and ei

    對社會智力與情感智力理論的探討
  16. 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。
  17. In the last two chapters, i deal with the mi and leaming styies, and alternative assessment

    第九章論述了多元智力理論與另類評價問題，如實作評價、檔案袋評價等。
  18. An exploration and explanation into meta - cognition components of intelligence theory

    智力理論中元認知成分探析
  19. In this paper, i first try to analyze the relation between successful intelligence and the physics class teaching. then i put forward that introducing successful intelligence to physics class teaching is an efficacious way to improve the present teaching method. finally i accumulate some experience of cultivating students " successful intelligence : cultivating students " analytical intelligence, creative intelligence and practical intelligence by many means ; balancing different kinds of teaching methods, thus developing students " intelligence comprehensively and harmoniously ; helping students to elaborate their own superiority and at the same time, amend and improve their weakness, thus to stimulate students " full development

    本文通過分析成功智力理論與高中政治課創新的關系，提出成功智力教學是改進高中政治課教學的一條有效途徑，嘗試將成功智力理論應用到平時教學實踐中，努力探索學生智能協調發展的教育教學規律，積累了一些培養成功智力的經驗：採用多種途徑綜合培養學生的分析性智力、創造性智力和實踐性智力，幫助學生發揮自己優勢的同時，改正和彌補自己的弱點，促進學生智能的全面發展。
  20. And i also state the new concept of intelligence, such as the " successfu1 intelligence " of robert j. stemberg ' s, the " emotional intelligence " of d. goleman ' s. ln the second chapter, i ana1yze the theoretical base of multiple inteiligences, its connotations and arguments over the theory of mi

    第二章分析了多元智力的理論基礎、內涵及其對多元智力理論的論爭，並對相關問題作了較為深入的分忻，如多元智力的基本概念、多元智力的研究方法及其生物學基礎等。
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