無審美感的 的英文怎麼說
中文拼音 [wúshěnměigǎnde]
無審美感的
英文
inaesthetic- 無 : 無Ⅰ動詞（沒有） not have; there is not; be without Ⅱ名詞1 （沒有） nothing; nil 2 （姓氏） a surn...
- 審 : Ⅰ形容詞（詳細; 周密） careful Ⅱ動詞1 （審查） examine; go over 2 （審訊） interrogate; try 3 [書...
- 美 : Ⅰ形容詞1 （美麗; 好看） beautiful; pretty 2 （令人滿意; 好） satisfactory; satisfying ; good; ple...
- 感 : Ⅰ動詞1 （覺得） feel; sense 2 （懷有謝意） be grateful; be obliged; appreciate 3 （感動） move; t...
- 的 : 4次方是 The fourth power of 2 is direction
- 美感 : aesthetic feeling; aesthetic perception; sense of beauty
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Artist quotient regulates artistic standard. the artistic quotient test brought to you by esd
一般人的審美眼光從無定義，唯美學商數aq - artistic quotient以具體而標準的方法透視個人對美學的觀感。The major results of this study were as follows : as a whole, the status quo of subjective well - being of kindergarten teachers at work is not good ; subjective well - being of kindergarten teachers at work is correlation observably to feeling of achievement at work, to social statue of considering themselves, to status quo of feeling at work, to personal developmental opportunities afforded by organization, to personal developmental opportunities gaining themselves and so on ; kindergarten teachers who worked at different kindergarten, different relationships between men and men, their subjective well - being at work is very different ; the major reasons that they gaining subjective well - being at work as follows : praised and sustained by principals, successes at work, children who are pure in heart, praised and sustained by children ' s parents and so on ; the mayor reasons that they losing subjective well - being at work as follows : mechanism and miscellaneous of work. misunderstandings of children ' s parents, without safety and stability at work and so on ; subjective well - being of kindergarten teachers at work changes according to some rules ; all these facts contribute to gaining subjective well - being at work : positive relationships between teacher and children, aesthetic attitude to work, humanistic management, opportunities of special development and so on
主要研究結論有：從總體上來說，幼兒教師職業幸福感現狀不容樂觀；幼兒教師職業幸福感與工作成就感、自己認為的社會地位、工作感受狀況、組織提供給教師個人發展機會、教師主動獲得個人發展機會等因素之間存在顯著性相關；工作在不同級別幼兒園、不同人際關系氛圍中的幼兒園教師，其職業幸福感存在顯著性差異；幼兒教師獲得職業幸福感的主要原因有：領導的支持與肯定、工作中常能獲得成功、幼兒的天真無暇、家長的支持和肯定等；而幸福感失落的主要原因有：工作機械繁瑣、家長的不理解、工作沒有安全感和穩定感等；幼兒教師職業幸福感存在一定變化規律：積極的師幼關系、以審美的態度對待工作、人本管理、獲得專業發展機會等都有助於幼兒教師獲得職業幸福感。
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