社交技能 的英文怎麼說

中文拼音 [shèjiāojìnéng]
社交技能 英文
social skill
  • 社 : 名詞1 （共同工作或生活的一種集體組織） organized body; agency; society 2 （人民公社） people s co...
  • 交 : Ⅰ動詞1 （把事物轉移給有關方面） hand over; give up; deliver 2 （到某一時辰或季節） reach （a cert...
  • 技 : 名詞（技能; 本領） skill; ability; trick; technique
  • 能 : 能名詞（姓氏） a surname
  • 社交 : social intercourse; social contact
  • 技能 : technical ability; skill; technique; art; mastery of a skill or technique
  1. Chatterbox will help build children ' s expressive and social skills in a fun and easy way

    ，幫助您的小朋友建立溝通技巧及社交能力。
  2. It was in the city that man was liberated from the tyranny of the soil and could develop skills, learn from other people, study, teach and develop the social arts that made country folk seem bumpkins

    城市中的人們從土地苛政中解放出來並不斷提升自身技能，向他人獲取新知，學習、講授和社交藝術的進步使農村的鄉巴佬相形見拙。
  3. Now, computer can do many things including home shopping, depositing & getting money, work and intercourse, which still keep our skills in work and sociality

    電腦現在能夠做很多事情，包括在家購物，存取款，工作和交流，當然也回保持人們彼此工作的社交技能。
  4. The conclusions indicate that trl outperformed the control group in attitude, ability, and knowledge, these two instructional forms have prominent differentiations, the research has the conclusions that : a ) trl can nurture students " attitude towards learning, enrich students " knowledge, increase their ability and making them integrating learning strategies, b ) trl can promote students " co - operative learning, make them explore actively, and it is effective to foster mutual understanding and friendship between the han nationality and the minor nationality, c ) trl can set up an learning environment to achieve students " learning aims, such as nurturing attitude, stimulating motivation, increase students " knowledge level, d ) trl is an effective way to enhance students " learning abilities, such as information - collecting, question - probing, problem - solving, e ) trl is an important way to integrate school education with social environment, to

    因此在中等職業學校實施研究性學習，不但十分必要，而且完全可能，其目的在於改變學生以單純地接受教師傳授知識為主的學習方式，為學生構建了一個開放的學習環境，提供了多渠道獲取知識、並將學到的知識加以綜合應用於實踐的機會，促進他們形成積極的學習態度和良好的學習策略，培養了他們的多種社會實踐能力，以便於他們能更好地適應21世紀發展的需要。本研究以哈密地區衛生學校2001級（ 1 ）班社區醫士專業學生為實踐對象；以小組合作研究為組織形式；以課內與課外相結合為實踐途徑；以強調對所學知識、技能的實際運用，注重學習的過程和學生的實踐與體驗為實踐的總目標；以進入問題情境階段、實踐體驗階段、表達和交流階段為一般程序。
  5. The fields object of physical education and health curriculum are : the field of physical fitness - to realize the importance and formative factor of physical tness, form correct body gesture, master the method of developing physical fitness, ccognize the influence of nutrition, environment, bad behavior on physical fitness ; the field of the knowledge and recognition of physical education - figuring out the correlation between exercise with physical, psychological and social health, mastering the knowledge and method of how to exercise ; the field of exercise technique - grasping some leisure skills and many kinds of exercise techniques, obtaining the basic technique of outdoor exercise and proceed safely to have physical activity ; the field of participating exercise - to understand the correlation between exercise and modern life style, form the attitude and action of joining actively physical activity, become a capable attendance of exercise and an admirer of sports ; the field of psychological and social health - appreciating the pe ' s function over psychological health, learning to control emotion by the way of exercise, understanding correctly the relation with others, studying the technique of association, harmonizing the relation of association developing good spiri

    3 、通過比較研究，結合我國國情，提出了我國基礎教育體育與健康課程目標的初步構想?體育與健康課程目標:認識與理解體能、健康、體育的重要性，獲取有關體育與健康的知識;發展體能、掌握與運用有關體育與休閑技能;形成對體育的興趣，養成運動的習慣，獲得終身參與體育的能力;提高人際交往的技能，發展競爭與合作精神;形成樂觀開朗、充滿活力的生活態度，豐富體育與健康生活。體育與健康課程學習領域目標:體能領域?認識體能的重要性及構成因素;形成正確的身體姿勢;掌握發展體能的方法;認識營養、環境、不良行為對體能的影響。體育運動的認識與知識領域?理解、體驗體育運動與身體、心理和社會健康的關系;掌握科學進行體育活動的知識與方法。
  6. Autism is a general term for a group of brain disorders that limit the development of social and communication skills

    孤獨癥是針對限制社交技能的大腦混亂的方面。
  7. Student affairs office offers a wide range of training in areas like confidence building, cultivation of positive and optimistic attitudes, time management, communication skills, interpersonal relations, social protocol, team building, motivation, leadership skills and so forth. through these training programs, we aim to help students enhance their competitiveness and personal leadership under the philosophy of whole - person development

    學生事務處舉辦各項學生培訓計劃，內容包括自信心的建立、積極和樂觀的人生態度、時間管理、溝通技巧、人際關系、社交禮儀、團隊精神、激勵和領袖才能等等，以提高同學的個人競爭力和領導能力，並達至全人發展的目標。
  8. ( e ) positive and negative behavior skill are the predictors of popular and rejected children respectively. both positive and negative behavior skills have significant prediction for neglected and average children

    （ 5 ）積極行為技能對預測兒童是否受歡迎有顯著的預測力；消極行為技能能顯著預測兒童是否被拒絕；而積極與消極行為技能對兒童是否處于被忽視和一般社交地位都有著非常顯著的影響。
  9. Us society is not being reskilled and retooled to stay on top of the emerging environment. they have no experience with the global delivery model. we are masters at it

    美國社會的生產技能和生產工具都落後了，無法在新的環境里保持領先地位。他們在全球交付模式方面沒有經驗，而我們是這方面的專家。
  10. A person of mild mental retardation having a mental age of from7 to12 years and generally having communication and social skills enabling some degree of academic or vocational education. the term belongs to a classification system no longer in use and is now considered offensive

    癡愚者一個人智能遲緩發展，僅具有7歲到12歲的智能，一般在一定程度的學術或職業教育后能夠進行交流和掌握社會技術。這個詞是一個集合概念，現在不再使用，並被視為帶有侮辱意味
  11. This study supports that the basic social skills training could benefit psychiatric patients

    因此社交技巧訓練確實能引導病患，邁出自我開放的第一步。
  12. " drinking may also provide individuals with opportunities to learn people, business, and social skills.

    「飲酒還能給人了解他人、工作和社交技巧的機會。 」
  13. Social skills training

    -社交技能訓練
  14. Social skill training

    社交技能訓練
  15. Social skill training for rehabilitating social skill disability of schizophrenics in the community

    社區精神分裂癥患者社交技能缺陷康復的訓練
  16. Sxp : social experience allows you to gain levels in social skills, and to use specific social skills

    社交經驗可以提升你的社交技能，以更有效地使用非凡的社交技能。
  17. Part two : organizing strategy of cooperative learning in implementation of new mathematical curriculum this part analyzes the problem in the process of implementing of cooperative learning in new mathematical curriculum by observing in classroom and studying case. six problems is : ( 1 ) the group activity stay on the formal, and lack the material cooperation ( 2 ) individual duty diffuse, " take a ride " phenomenon have the occurrence ; ( 3 ) student social intercourse technical lack. ( 4 ) no change in teacher ' s role, lacking guidance to student ; ? ividing group difficultly for big class formation, fulling of too much noisy in classroom ; ? valuation system is not well, group cooperation exist in name only, provides six suggestions for these problems : ( 1 ) dividing group scientificly and vividly ; ( 2 ) leading student active cooperative learning ; ( 3 ) increasing the individual duty ; ( 4 ) cultivating students " cooperative method and social intercours technical ; ( 5 ) enhancing management in classroom ; ( 6 ) handling a few relations rightly ; finally, puts forward the principle and program of orgnizing cooperative learning in new mathematical curriculum

    二、新數學課程實施中合作學習的組織策略本部分在對實驗區數學課堂觀察和個案研究的基礎上，分析得出了新數學課程實施中合作學習存在的6個問題：小組活動留于形式，缺乏實質性合作；個體責任擴散， 「搭車」現象時有發生；學生社交技能欠缺，合作效率低下；教師對自己角色轉變認識不清，指導作用沒有跟上；大班額分組困難，課堂過于喧嘩混亂；評價體系沒有跟上，小組合作名存實亡。針對這些問題，對新數學課程實施中開展合作學習提出了6方面建議：科學靈活地分組；引導學生主動合作學習；提高個體責任：重視對學生合作方法、社交技能的培養；加強合作學習中課堂管理；正確處理幾對關系。最後提出了新數學課程實施中合作學習的組織的原則和組織序列。
  18. The results showed that the subjects had marked improvements in the items of grooming, eye contact, posture, facial expression, listening, volume and tone, proper wording, socialization and impressions by others, but not in the items of thought and assertiveness

    分析病患接受社交技巧訓練之成效，結果在儀容、眼睛接觸、姿勢、表情、聆聽能力、音量語調、措詞得體、社交性及予人印象等項均有顯著差異，但應對思考及自我肯定兩項未發現明顯進步。
  19. There are five essential components that must be present for small - group learning to be truly collaborative. they are ( l ) clear, positive interdependence among students, ( 2 ) regular group self - evaluation, ( 3 ) interpersonal behaviors that promote each member ' s learning and success, ( 4 ) individual accountability and personal responsibility, and ( 5 ) frequent use of appropriate interpersonal and small group social skills

    要使小組學習真正具有協作性，必須具備五個要素，它們是： （ 1 ）學生之間清晰明顯的相互依賴性； （ 2 ）經常的小組評價； （ 3 ）促進學習成果的組員間交互； （ 4 ）個體任務和職責； （ 5 ）頻繁使用的人際和小組社交技能。
  20. We also value personal qualities and social skills, and we find that mixed - ability teaching contributes to all these aspects of learning

    我們也很看重個人品德和社交技能，我們發現混合能力的教育對學習的各個方面都有幫助。
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