智能障礙教育 的英文怎麼說

中文拼音 [zhìnéngzhàngàijiāoyù]
智能障礙教育 英文
education for mental retardation
  • 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...
  • 能 : 能名詞（姓氏） a surname
  • 障 : Ⅰ動詞（阻隔; 遮擋） block; hinder; obstruct Ⅱ名詞（遮擋物） barrier; block; obstacle
  • 礙 : 動詞（妨礙； 阻礙； 遮蔽） hinder; obstruct; be in the way of
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 智能 : intellect; intelligence; mind; brain power; intellectuality; mentality; noopsyche; brow智能測試 i...
  • 障礙 : 1 （阻礙） hinder; obstruct; rub; bar; stick2 （阻擋前進的東西） obstacle; obstruction; barrier; ...
  • 教育 : 1 （按一定的目的要求 對受教育者的德、智、體諸方面施以影響的一種有計劃的活動 一般指學校教育 泛指一...
  1. Education for mental retardation

    智能障礙教育
  2. In our school, students with cvi, apart from mental handicap, often suffer from physical handicap as well. consequently, these students also need conductive education

    本校的個案，除均有智力障礙，大多兼有身體弱能情況，所以學生須接受引導式教育。
  3. As one group of disabled people, mental retardation children should become people who can adapt to and independent to society through education. in the school education, they not only should get knowledge and skills, but also get mental health education. let them adjust their mood and accept the social trials

    作為殘障人群之一的智力障礙兒童，他們需要通過教育能成為適應社會、獨立於社會的人，因此，在學校教育中，不僅要給予他們應有的知識和技能，還要給予他們應有的心理健康教育，讓他們調適好心態，接受社會的磨練。
  4. Correctional education ; corrective education

    智能障礙教育
  5. On the second day, we visited zhongshan siu lam special school which is dedicated to new born to 25 - year old students who encounter hearing, intelligence and learning barriers

    歲的聽覺障礙智能障礙和學習障礙的學生，提供學前教育至職業教育的綜合性民辦特殊學校，深得當日的家長贊賞。
  6. The immaturity of the subjects when confronted with the internet, and the imbalance of educational forces, the ineffectiveness of social practices will lead to misguided perceptions and misbehaviors such as digital anxiety when confronting seas of information, intellectual desolation of knowledge, value amazement in pluralism, personality foreinization in role - plays, and institutional barriers in human - computer interaction. the loss of subjectivity in cyber culture is by nature the conversion of students as subjects and the internet as a tool. from this point, we advocate that students " internet activities should return to their " nature " of improving personal subjectivities development

    其中，在學生的自覺能動性、獨立自主性、目的自控性等主體性不成熟的情況下，面對網路環境的誘惑，而各方教育力量的失洽、現實社會規則的失效時，就出現了諸如信息汪洋中的數碼焦慮、知識河流中的智能荒蕪、觀念多元中的價值迷失、角色扮演中的人格異化和人機交往中的社會化障礙等主體性迷失所帶來的認識迷茫、行為失范現象。
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