知識評定量表 的英文怎麼說

中文拼音 [zhīzhìpíngdìngliángbiǎo]
知識評定量表 英文
knowledge rating scale
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
  • 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
  • 定 : Ⅰ形容詞1 （平靜; 穩定） calm; stable 2 （已經確定的; 不改變的） fixed; settled; established Ⅱ動詞...
  • 量 : 量動1. （度量） measure 2. （估量） estimate; size up
  • 表 : Ⅰ名詞1 （外面;外表） outside; surface; external 2 （中表親戚） the relationship between the child...
  • 知識 : 1 （認識和經驗的總和） knowledge; know how; science 2 （有關學術文化的） pertaining to learning o...
  • 評定 : judge; pass judgment on; evaluate; appraise; assess; rate
  • 量表 : scale量表程序 scalogram
  1. Through the approach of investigative questionnaire and ability examination, considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. at last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking. illogical thinking mainly contains intuition, association and space imagination of micro - particle

    通過調查問卷、能力測試等途徑，結合教師在中學化學的教學實踐和學生在分析、解決問題的實際需要，採用定性與定量結合的方法，進行實證研究，得出結論：化學學科能力的19種表現形式歸納為3個層次：最基礎的再造性思維能力層次包括對化學事實和化學反應中量的關系的識別和判斷、對化學基礎知識的比較概括；以培養創新能力為核心的創造性思維層次包括化學直覺思維、聯想、對微觀粒子的空間想象為主的非邏輯思維和靈活運用已學的化學知識通過分析、綜合地解決問題為主的邏輯思維；化學實驗能力層次是化學學科能力的最高層次，它以思維能力為基礎，集中體現了化學教學的基本特徵，實驗能力層次包括：選用實驗方法和設計實驗方案，對實驗的評價，研究和處理實驗事實、資料、數據，發現規律，表達實驗及其結果，最終解決問題的能力和發散思維。
  2. The ic watermeter developed by us has won the design appraisement qualification certificate and measurement testing system qualification certificate of china institute of measurement technology, the measurement recognition certificate of national commission of scientific and technological industry, 2 items of practical new - type patent certificates of china bureau of intellectual property, certificate for appointed projects and components of national well - housing demonstrating projects of residence industrialization promotion center of the ministry of construction, national important new product certificate jointly issued by the ministry of science technology, national tax bureau, foreign trade economic cooperation ministry of china, national quality supervision, inspection and quarentine bureau and national environmental protection bureau, measurement qualifying certificate of shaanxi quality technical supervision bureau and the national important new product in 2001

    我公司開發生產的ic卡智能水表取得了中國測試技術研究院頒發的定型鑒定合格證計量測試體系合格證國防科學技術工業委員會頒發的計量認可證書中國知識產權局頒發的兩項實用新型專利證書建設部住宅產業化促進中心頒發的國家康居示範工程選用部品與產品證書，獲得了中國科學技術部國家稅務總局中國對外貿易經濟合作部中國國家質量監督檢驗檢疫總局國家環保總局聯合頒發的國家重點新產品證書，獲得了陜西省質量技術監督局頒發的計量確認合格證，並被評為2001年度國家重點新產品。
  3. Through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method ; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole ; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self - assessment relatively ; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams ; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal ; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content ; it is capable for teachers to make qualitative assessment on student ' s learning process ; parents assessment does n ' t adapt to use qualitative method completely ; the improper work - dividing of assessors and the occasion of assessment will influence the operation of assessment ; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly

    研究發現：過程性學習評價對于導向與促進學生掌握學習方法特別有用；使用評價量表進行過程性學習評價基本可靠，其設計要以每個具體的學習內容為依據；包括知識技能、過程方法、情感態度價值觀等評價內容的過程性學習評價比較適合採取自評；為了保證互評的可靠性，要保持學習小組與評價小組的一致；教師不適宜評價學生的情感態度價值觀這一類內在的內容；學習日誌的研究設計有待加強，並且要根據學生的成熟程度和評價內容的特點決定是否採用；教師對學生的學習過程給予質性評語基本可行；家長評價不適宜採取完全質性的評語方式；評價主體的分工以及評價的時機都會對評價的可操作性產生影響；在決定評價結果的解釋與利用時要嚴格區分兩種類型的過程性學習評價。
  4. Objective : to explore the quantitative diagnosis of blood stasis syndrome from the angle of clinical experts, and to give some reference to the establishment and evaluation of the bss quantitative diagnosis scale

    摘要目的：從臨床專家的知識結構來探討血瘀證的量化診斷，為血瘀證量化診斷量表綜合評價和制定研究提供參考。
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