自我評核 的英文怎麼說

中文拼音 [zìwǒpínghé]
自我評核 英文
self appraisal
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 我 : Ⅰ代詞1. （稱自己） i; my; me 2. （指稱我們） we; our; us 3. （""我、你"" 對舉, 表示泛指） 4. （自己） self Ⅱ名詞（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
  • 核 : 核構詞成分。
  • 自我 : 1 （自己） oneself; self 2 [心理學] ego; 自我保護 self protection; 自我評價 self assessment; self...
  • 評核 : appraisal
  1. Hkgpa, and submitted their self - assessment forms. based on the result of the initial assessment, the adjudicating panel selected 28 pre - schools with the highest scores to attend an interview on 15 april 2005

    評審團根據學校所提交的自我評核表及初步審核的結果，選出總分最高的28間幼兒學校，邀請他們於2005年4月15日派出代表進行面試。
  2. The visit was preceded by the submission of a suite of self - evaluation documents on quality assurance processes for the taught programmes, research postgraduate and continuing education programmes of the university

    在訪問之前，嶺大已向教資會提交了大學對修課課程研究生及持續進修課程所作的自我評核文件。
  3. To offer professional psychological consultation to individual students to help them overcome the mental obsession. based on the body and mind characteristics of key senior high school students, this teaching mode uses albert ellis " theory of rational emotive behavior therapy, adopting 3 methods as grading collective psychological instruction centered on this theory, group instruction with " self1 concept as a cut - in point, and individual one - to - one psychological consultation. meanwhile we choose aat ( academic aptitude test ) and mht ( mental health test ) index as our evaluating indicator to observe the efficiency of psychological instructions

    根據重點中學學生的身心發展特點，本模式選用albertallis的rational - emotive - behaviortherapy理論，並採用以此理論為核心的年級集體心理輔導、以自我概念為切入點的團體心理輔導和以個別為單位的一對一心理咨詢這三個層面同時展開的方式，同時選用《學習適應性診斷測試》 （ aat ） 、 《心理健康診斷測試》 （ mht ）作為評價統計指標，來考察心理輔導的有效性。
  4. Core self - evaluation : a confirmatory factor analysis

    核心自我評價：一個驗證性因素分析
  5. The theoretical construct of chinese core self - evaluation

    中國人的核心自我評價的理論構想
  6. Well established systems and high skills level - self appraisal and 360 degree assessment are common

    採用自我評核及全面評核法的方式很普遍。
  7. Participating schools were required to make self - assessment on their performance with reference to the indicators in the " hong kong green school award self - assessment manual " and submitted scores to the organiser

    角逐獎項的學校須根據自我評核手冊中的表現指標評核學校的表現，然後向主辦機構提交自我評核分數。
  8. Hong kong computer society is planning a series of education and publicity programmes to raise practitioners awareness of the importance of ethics, encourage them to do self assessment, and share experiences to enhance impact

    香港電腦學會正計劃舉辦一連串教育及宣傳活動，以提升從業員對道德操守的警覺性，鼓勵他們自我評核及互相交流經驗。
  9. All participating schools have to complete a self - assessment form attached to the guidebook to assess their performance according to four judging criteria, namely " environmental infrastructure ", " environmental management ", " environmental education " and " parents participation in environmental activities "

    參賽學校必須填寫附夾在指南的自我評核表，就環保基礎建設環境管理環境教育及家長對環保活動的參與性四個評審范疇進行自我評分。
  10. Suggestions include strengthening of the present self - regulation system, putting in place a licensing or registration system, drawing up rules and codes of practice to guide the operation, and grading the companies according to a performance assessment system

    建議規管的形式包括加強現時的自我規管制度設立發牌或注冊制度訂定業務規則及守則作為這些公司的營運指引，以及根據表現評核制度為它們評級。
  11. This article starts from the discussion on the two aspects of class development level and class cohesion level, and therefore constructs a class appraisal criterion system to measure the educational function of classes in higher education on the basis of the following five aspects : common targets, class identity, organizational core, communication with others and self management

    本文主要從班集體發展水平和班集體凝聚力水平兩大方面進行探討，建立了以共同目標、集體認同、組織核心、人際交往、自我管理五個指標為基礎的高校班集體教育功能的量化評價指標體系。
  12. 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。
  13. 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。
  14. Self - perceptions of competence, as a key component of various motivation constructs and expectancy theories, are people ' s self - evaluative judgments about their ability to accomplish certain tasks ( harter, 1985a )

    作為諸多動機結構和期望理論的核心成分和關鍵內容的能力自我知覺，是個體對自己完成特定任務之能力的自我評價性判斷（ harter ， 1985a ） 。
  15. The hong kong society of accountants is a self - regulatory body established under the professional accountants ordinance with a wide range of responsibilities for registering professional accountants, maintaining accounting, auditing and ethical standards for the profession and conducting training programmes and examinations to qualify professional accountants

    香港會計師公會是根據《專業會計師條例》成立的自我規管機構，負責多項工作，包括處理專業會計師的注冊事宜，維持專業會計師的會計、核數及專業道德標準，以及舉辦培訓課程和專業會計師資格評審考試。
  16. Cpa firms and 73 corporate practices in the sar at the end of the year. the hong kong society of accountants is a self - regulatory body established under the professional accountants ordinance with a wide range of responsibilities for registering professional accountants, maintaining accounting, auditing and ethical standards for the profession and conducting training programmes and examinations to qualify professional accountants

    香港會計師公會是根據《專業會計師條例》成立的自我規管機構，負責多項工作，包括處理專業會計師的注冊事宜，維持專業會計師有關會計、核數及專業道德的標準，以及舉辦訓練課程和專業會計師資格評審考試。
  17. Strengthen the system of staff review and develop a culture of self - appraisal at all levels

    加強評核員工表現的制度，並在各級別推廣自我評審的文化。
  18. Concretely speaking, the social factors mainly include economical treatment, social status, occupational prestige, professional organization, professional autonomy, etc. the educational factors mainly include pre - service education, appointment education, in - service training, practical training, etc. the system factors mainly include qualification system, appointment system, evaluation system, promotion system, etc. the individual factors mainly include the principal ' s self - development demand and consciousness, professional attitude and motive, career satisfaction and reflecting experience, etc. based on the investigation on the factors influencing principal professional development, this research concludes that : the society, education, system and individuality have a great influence upon principal professional development

    具體來說，社會因素主要包括經濟待遇、社會地位、職業聲望、專業組織、專業自主權等；教育因素主要包括職前教育、入職教育、在職培訓、實踐訓練等；制度因素主要包括資格證書制度、選拔任用制度、考核評價制度、職級晉升制度等；個人因素主要包括校長的自我發展需要和意識、專業態度和動機、職業滿意度、反思經驗等。本研究通過對中小學校長專業發展影響因素的實證調查，得出結論：社會、教育、制度、個人四大因素對校長的專業發展均有較大影響，其中個人因素對校長專業發展的影響程度最大，其他三個因素的影響作用不存在顯著差異。
  19. To implement means of self - assessment on the school basis and to prepare for the external school review ( esr )

    落實學校自我評估工作及為校外評核作準備。
  20. In recent years, the foreign researchers proposed that selfesteem, general self - efficacy, locus of control and neuroticism construct a more global, more fundamental factor, named core self - evaluation. this factor was found to be related to job satisfaction and job performance

    國外的學者認為自尊一般自我效能心理控制源和情緒穩定性構成了一個更加廣泛更加基本的因素，即核心自我評價，同時發現該因素與工作滿意度和工作績效有較強的相關。
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