智力因素說 的英文怎麼說
中文拼音 [zhìlìyīnsùshuō]
智力因素說
英文
factor theory of intelligence- 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...
- 力 : Ⅰ名1 (力量; 能力) power; strength; ability; capacity 2 [物理學] (改變物體運動狀態的作用) forc...
- 因 : Ⅰ動詞[書面語] (沿襲) follow; carry on Ⅱ介詞1 [書面語] (憑借; 根據) on the basis of; in accord...
- 素 : Ⅰ形容詞1 (本色; 白色) white 2 (顏色單純) plain; simple; quiet 3 (本來的; 原有的) native Ⅱ名...
- 說 : 說動詞(說服別人聽從自己的意見) try to persuade
- 智力 : intelligence; mentality; habitus; intellect; intellectuality; brain; noo-
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According to the psychology about appreciation of beauty and the educational psychology, this teaching form has many functions : developing non - intelligential elements, such as interest, emotion, and motive ; improving the structre of thought. these are informing with the principle of teaching theory and quality - enhancing education
從審美心理學和教育心理學的角度上說,這種教學形式具有培養學生物理學習情感、興趣和動機等非智力因素,改善思維結構等功能,這正是符合物理教學論原則及素質教育要求的。The results of exploratory and confirmatory factor analysis ( efa and cfa ) show that the construct validation of the scales is good. the five - factor model is consisted of neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness ; the goal orientation scale has three factors ? learning goal orientation, avoiding goal orientation, and proving goal orientation ; the transformational leadership scale has second - order factor structure and could be subdivided into four facets - idealized influence, inspirational motivation, intellectual stimulation, and individual consideration
這說明中國管理人員的人格特質可以用大五人格理論來解釋;中國企業管理者特質目標定向具有三因素結構,即學習目標定向、迴避目標定向和證實目標定向;變革型領導理論基本適用於中國文化,並具有二階單因素結構,包括四個一階子因素? ?領導魅力、感召力、智力激發和個性化關懷。Drawing upon findings from brain research, evolutionary biology, piaget " s studies of developmental and cognitive psychology, mi challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by iq tests, emphasizing the role of culture and education condition in the development of children " s intelligences. his theory was improved based on the project zero
加德納借鑒吸收了腦科學、智能生物學的研究成果,並對腦損傷病人、白癡學者等特殊人群進行了深入研究,同時在批判傳統智商理論和挑戰皮亞傑認知發展理論的基礎上,批判性地吸收了他人智力學說的合理成分,突出強調了社會文化因素和教育條件對兒童智力發展的影響。
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