兒童性行為 的英文怎麼說

中文拼音 [ertóngxìnghángwéi]
兒童性行為 英文
child sexuality
  • 童 : Ⅰ名詞1 （兒童; 小孩子） child 2 （舊時指未成年的僕人） young servant 3 （姓氏） a surname Ⅱ形容詞...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 行 : 行Ⅰ名詞1 （行列） line; row 2 （排行） seniority among brothers and sisters:你行幾? 我行三。where...
  1. Stability of childhood externalizing problem behaviors

    兒童外部問題行為穩定性的研究
  2. The present paper studied the school bullying and the primary impact factors, for understanding the nature of bullying, providing measures and references to the elimination and controlling of school bullying. primarily with methods of questionnaires and psychometrics, the following findings were fount : in chinese culture, bullying was a behavior intentionally causing harm to the weaker or weakers, and had regular patterns

    本研究在前人研究基礎上針對父母教養方式、個性特徵和人際關系因素與兒童欺負行為的關系進行探討，以期從理論上認識欺負行為的實質，從實踐上為配合當前素質教育、提高學生心理素質以及控制和消除學校中的欺負行為提供依據。
  3. If a child is bullied repeatedly, he or she will not only lower gradually his / her self - esteem and self - confidence, become lonely, anxious, depressed, but also show a series of external behavior problems, such as aggressive / destructive behaviors, scatterbrained, lower achievements, social isolation, behavioral withdrawal etc. as to the students frequently bullying others, they will be excluded by peers, and resulting in social interaction difficulties

    經常受欺負不僅會導致兒童孤獨、壓抑、焦慮、自尊和自我評價下降等內部心理問題；而且，還會造成一些外部行為問題，如注意力分散、學習成績下降、經常逃學，行為孤立、退縮，具有破壞性或攻擊性。對欺負者而言，經常欺負他人會招致同伴群體的社會排斥，從而造成社交困難。
  4. To this type of anal sodomy 14 times

    14次的兒童性侵犯行為。
  5. Attributions and response strategies towards the children and teenagers ' aggressive actions

    兒童青少年攻擊性行為歸因與對策
  6. It ' s rational and feasible to carry out mixed age education in kindergarten, for it could create a kind of natural educational entironment that would provide plenty opportunities or challenges for children and teachers to develop, which tallies with the spirit of contemporary preschool ducation reform in china

    摘要在幼兒園實行混齡教育符合當前學前教育改革的理念，不僅能為兒童創設自然的教育生態環境，促進兒童認知能力與社會性品質的發展，而且對教師的專業素養和教育機智提出了挑戰，有助於教師的專業成長，在我國有其存在的合理性與實施的可能性。
  7. Comparisons of personality and behavior characteristics between country and city children

    農村與城市兒童個性行為特徵對比研究
  8. Mainly by using the historically comparative experience method, and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development, this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy, etc. and finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "

    在對我國小學語文識字教學歷史經驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結所在，探索如何將漢字構字規律與學生的認知規律有機結合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經驗比較法，借鑒漢語言文字學、布魯納的結構主義和現代認知心理學的有關理論，在論述我國小學語文識字教學的學科結構和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結合新課程標準的基本精神，提出「教是為了不教」是識字教學的最終目標，也是我國小學語文教學改革的努力方向。
  9. The purpose of the present study was to investigate the pattern of the development of children ' s aggressive behaviors during age 4 to 5 and the family determinants. the main methods of measuring children ' s aggressive behaviors included natural observation and teacher assessment. family influences involve parent - child relationship, husband - wife relationship and emotional atmosphere, and data concerning them were collected via relevant questionnaires administered to the children ' s mother

    本研究採用縱向的發展研究設計，系統、動態的自然觀察、問卷調查等研究方法考察了兒童4 - 5歲期間攻擊性行為的發展及其相關家庭因素如親子關系、夫妻關系、家庭情感氛圍等的影響作用。
  10. Overall, boys engaged in more aggressive behaviors than girls, but girls engaged in significantly more indirect aggression than boys

    這一時期兒童的攻擊性行為多指向同性同伴，多數能夠自行終止。 （ 2 ）總體而言，男孩的攻擊性水平高於女孩。
  11. The children ' s prosaically behavior and aggression behavior have apparent difference in different ages

    由於年齡差異，兒童親社會行為、攻擊性?破壞性行為表現有明顯不同。
  12. Boys exhaled more proactive aggressive behaviors, however, most aggressive events were instrumental whether boys or girls are concerned. 3. no significant changes were found in the overall level of children ' s aggression during age 4 to 5 and children of this age showed stable individual differences in aggression

    但就不同方式的攻擊而言，男孩的身體及言語攻擊多於女孩，女孩的間接攻擊多於男孩，男孩主動發起的攻4 5歲兒奮攻擊性行為發展及其與家庭因素關系的追蹤研究自）兒童的攻擊性水平在45歲之間總體上保持穩定，攻擊性的個別差異也表現出顯著的穩定性。
  13. Research on efficient control of children ' s aggressive behaviour

    有效控制兒童攻擊性行為的研究
  14. The research of children aggressive behavior

    兒童攻擊性行為研究
  15. Application of the social cognition information processing model to children ' s aggressive behavior study

    社會認知信息加工模型在兒童攻擊性行為研究中的應用
  16. For the reason of gender, boys " scores of aggression are apparently higher than that of girls ", boys " scores of prosaically behavior and association are apparently lower than that of girls ", so it can be concluded that boys are incline to hyperactivity, aggression, and they have less friendly helpful actions

    由於性別的差異，男孩在攻擊性行為的得分上明顯高於女孩，在親社會行為、交往的得分上低於女孩，說明男性兒童更傾向于多動、攻擊、友愛助人行為較女孩少。
  17. 4. parent - child relationship and husband - wife relationship can predict significantly children ' s aggressive behaviors during age 4 to 5. there was internal interaction mechanism among family influences, husband - wife relationship influenced children " behaviors via parent - child interaction

    （ 4 ）親子關系、夫妻關系對45歲兒童攻擊性具有顯著預測作用，同時家庭因素內部也存在互動機制，夫妻關系通過親子互動作用於兒童的行為發展。
  18. The development of children ' s aggressive behaviors has been one of the most important research areas in developmental psychology. meanwhile, aggression is a complex developmental construct with high continuity. some children behavior more aggressively than the others and the interindividual difference will keep strongly stable across ages

    攻擊性行為同時是一種非常復雜的連續性的發展結構，個體很早就表現攻擊性的個體差異，一些兒童相對其他兒童更具攻擊性，表現出更多的攻擊行為，而且這種差異具有高度的跨時間的穩定性。
  19. This article investigates the general rule of children ' s cognitive development at the degrees of number, space and narrative, and analy / es the synchronization and un - synchronization of cognitive development. it validates and develops case ' s theory from the factors such as nationalities, regions, nations, ages, gender, and tries to enrich the theory of children ' s cognitive development. to attain the aim, the author reforms case ' s experimental design in chinese thinking and unifying qualities, and comes up with four experimental designs, such as " the children ' s daily mathematical knowledge - the skill about dealing with money ", " the children ' s spatial structure - mapping ", " the children ' s senses of parental role " and " the children ' s understanding capabilities about society "

    因此，凱斯等人的兒童認知發展的「結構一過程」理論，它是以皮亞傑的一般性理論為基礎，從研究兒童執行控制結構和工作記憶開始，進一步拓寬到研究知識領域、標準組件理論，把兒童認知過程分解為一系列基本領域，對數、社會性和空間等中心概念結構進行了廣泛的研究;在對兒童認知發展的每一個領域進行單獨研究的過程中，發現了不同領域任務之間的同步現象，從而溝通了信息加工的組件理論和一般性理論，建立了新的兒童認知結構理論。
  20. Combining the using of quantitative and qualitative study methods, the author uses the psychological health survey scale for preschool children, the questionnaire for infant ' s social behavior and the questionnaire for family environment as research tools to investigate the relationship between the preschool children ' s psychological health and the social behavior and family environment. the main results are following : 1. in the infant ' s psychological health, behavioral hinder and the factor of social association has significant difference in aspects of gender and age, the other factors have no significant differences

    筆者通過對蘭州市5所幼兒園大、中、小班273名3 - 6歲幼兒以《學前兒童心理健康測評量表》 、 《幼兒社會行為量表》 、 《家庭環境問卷》為研究工具，結合使用量化，質化研究方法，對學前兒童心理健康與其社會行為、家庭環境關系進行了研究探討，主要的出以下結論： 1 、幼兒心理健康狀況中行為障礙因子、社會交往因子在性別和年齡方面存在顯著差異，其它因子不存在顯著差異。
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