障礙挫折 的英文怎麼說

中文拼音 [zhàngàicuòzhé]
障礙挫折 英文
obstacle frustration
  • 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
  • 挫 : 動詞1. （挫折; 失敗） defeat; frustrate 2. （壓下去; 降低） subdue; lower
  • 折 : 折動詞[口語]1. （翻轉） roll over; turn over 2. （倒過來倒過去） pour back and forth between two containers
  • 障礙 : 1 （阻礙） hinder; obstruct; rub; bar; stick2 （阻擋前進的東西） obstacle; obstruction; barrier; ...
  • 挫折 : （失利; 挫敗） setback; reverse; frustration; frustrate; subdue
  1. Fro m this process can derive several the volitive psychological qualities, and the determined quality is one of the main qualities. it emerges as one being regardless of any setbacks or failure in action, fearless of any difficulties and obstacles, persistent with strong determination and achieves the objective of the action

    從意志這一心理過程里可以離析出幾種意志心理品質，意志的頑強性品質或稱頑固性品質是其中主要之一，它體現為在行動中不顧任何挫折與失敗，不怕任何困難與障礙，而以堅韌的毅力頑強堅持，從而達到行動的目的。
  2. Hardly anything goes the way we hope or plan that it will. i ' m being realistic. setbacks, roadblocks and disappointments are just part of the natural ebb and flow of life

    不是每件事都按照我們期望和計劃的發展。我們必須面對現實。挫折、障礙和不滿僅是沉沉浮浮的生活的一部分。
  3. As a sports teacher, in the physical education teaching in winter, should not merely teach sports knowledge technology and skill, but to cultivate the ability to and improve student ' s setback of bearing, promote the overall development of student ' s body and mind, make students keep a kind of good adaptation state in various kinds of environments, and give full play to one ' s own latent energy

    作為一名體育教師，在冬季體育課教學中，不僅要傳授體育的知識、技術和技能，而且要利用冬季體育課本身的特點對學生進行心理健康教育，消除學生的心理障礙，培養和提高學生承受挫折的能力，促進學生身心的全面發展，使學生在各種環境中能保持一種良好的適應狀態，充分發揮自己的潛能。
  4. Setbacks, roadblocks and disappointments are just part of the natural ebb and flow of life

    挫折、障礙和不滿僅是沉沉浮浮的生活的一部分。
  5. Qualities. it emerges as one being regardless of any setbacks or failure in action, fearless of any difficulties and obstacles, persistent with strong determination and achieves the objective of the action. a person who has the indomitable quality, in order to reach the destination, on the way of execute decisions the person will always persist on the target, regardless of any obstacles

    從意志這一心理過程里可以離析出幾種意志心理品質，意志的頑強性品質（或稱頑固性品質）是其中主要之一，它體現為在行動中不顧任何挫折與失敗，不怕任何困難與障礙，而以堅韌的毅力頑強堅持，從而達到行動的目的。
  6. The conclusion is as follow : american language teaching doesn ' t accord with infant ' s body and mind developing and the teaching principle with the kindergarten ; at present, because of lacking professional teachers and the english teaching environment, it ' s hard to maintain superior teaching quality and effective learning ; too emphasize the " whole american language " overly, cause the crisis of infant ' s culture identification ; " whole american language " influences infant ' s express and thinking, leading the first grade of primary school students feel setback and obstacle

    而幼兒美語太過于強調全美語，造成幼兒對文化認同的危機，且全美語常使幼兒表達與思考能力大受影響，導致小生成學習挫折與障礙，由分析后的結論確認在幼兒期學習美語弊多於利，幼兒階段並不適合學習美語。
  7. Firstly, maintain your attitude optimistic and energetic, which means you have to be well prepared for some unexpected setbacks or obstacles happening during the negotiation

    第一，保持樂觀、熱情，這意味著你得為一些談判過程中出現的預料之外的挫折或障礙作好充分準備。
  8. Conversations about patient expectations or educating patients often focus on opportunities for influencing the demand for care, with the intent of reducing costs, improving outcomes, or both. however, actual efforts to reshape demand are remarkable few, and often rely simply on blunt disincentives like copayment or barriers like gatekeeping or queues

    對于病患期望的訪談或病患的衛教，焦點常放在影響照護上的需求，藉以降低成本，改善照護結果然而將需求具體化的卻是相當的少，並且通常僅靠令人感到挫折如部份負擔或是障礙如限號或排程的方法。
  9. This thesis investigates into the affective disorders of 76 senior school students in tianshui city from five aspects : examination anxiety, communication apprehension, frustration and torment, worrying about negative evaluation and tolerance of ambiguity. this thesis also deals with the correlation between the five types of affective disorders and the learners " achievements

    本文從交際恐慌、外語考試焦慮、擔心否定的社會評價、對歧義的容忍和挫折與痛苦五個方面的情感障礙，對天水市76名高中學生以及他們這些情感障礙的差異與高中英語學習成績的相關程度進行了調查研究。
  10. 2 ) rural senior school students are blocked by affective disorders more than urban ones. 3 ) boys students are impacted by the affective disorders more than girls. 4 ) worrying about negative evaluation is positively correlated to the students " examination scores, and communication apprehension, exam anxiety are negatively related to the scores, while tolerance of ambiguity and frustration and torment have no evident correlation to the scores

    基於以上統計分析和發現，本文得出以下結論： 1 ）天水市高中學生學習英語時的情感障礙較多，其中交際恐慌和考試焦慮對他們的學習影響較大； 2 ）農村學生學英語時的情感障礙多於城市學生； 3 ）男生受到情感障礙的困擾大於女生； 4 ）擔心否定的社會評價與學生的學習成績成正相關，交際恐慌和考試焦慮與成績成負相關，對歧義的容忍和挫折與苦惱與學習成績無顯著的影響。
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