自我情結 的英文怎麼說

中文拼音 [zìwǒqíngjiē]
自我情結 英文
ego complex
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 我 : Ⅰ代詞1. （稱自己） i; my; me 2. （指稱我們） we; our; us 3. （""我、你"" 對舉, 表示泛指） 4. （自己） self Ⅱ名詞（姓氏） a surname
  • 情 : 名詞1 （感情） feeling; affection; sentiment 2 （情分; 情面） favour; kindness; sensibilities; fe...
  • 結 : 結動詞（長出果實或種子） bear （fruit）; form （seed）
  • 自我 : 1 （自己） oneself; self 2 [心理學] ego; 自我保護 self protection; 自我評價 self assessment; self...
  1. By using questionnaire and explorative factor analysis and confirmative factor analysis, the researcher finds that chinese preschool children ' s personality structure includes four dimensions and eleven traits, which in some sort is different from that of children in west countries

    摘要本研究在編制幼兒個性發展教師評定問卷的基礎上，通過探索性因素分析和驗證性因素分析得出，我國幼兒的個性結構可以由智能特徵、認真自控、情緒性、親社會性4個維度11個特質構成，與西方幼兒相比表現出一定的文化差異。
  2. Wie : would jung see evil as a complex or force within us ? orwould evil be our own egotistic or narcissistic urges taken to anextreme

    容格把罪惡看成我們內心的一個情結還是力量？或者罪惡是我們自我本位或者自戀慾望推向極至的產物？
  3. In order to meet these requirements a mixture of empathy and ego-drive is required.

    為了應付顧客多種需要，必須把「移情作用」和「自我干勁」相結合。
  4. Jack : my shrink just told me i don ' t have an inferiority complex

    我的心理醫生剛對我說我沒有自卑情結。
  5. E. g. : we should help those children with inferiority complex to get rid of it

    我們應該幫助那些有自卑情結的兒童去擺脫它
  6. In the third part, the chapter puts forward three dimensions of causality and discusses the relationships between the attribution and expectancy, and the emotions, and achievement motivation. and two kinds of theory of achievement and motivation - self efficiency theory and learned helplessness theory concerning the attribution are given. in the fourth part, the definite conclusion has been come from the data stat and the resolution analysis in the base of the status investigation of students ' s math learning attribution by the students and the teachers in high schools

    全文共分為六個部分：第一部分簡述歸因研究的理論背景，提出所要討論的問題第二部分對歸因、數學學習歸因及其含義進行闡述；第三部分首先指出了原因的三個分類維度，從原因的分類維度出發討論歸因與期望、情緒、情感及成就動機之間的關系，同時指出兩種與歸因有關的成就動機理論?自我效能理論和習得無助理論；第四部分是有關中學生及中學數學教師對學生數學學習歸因的狀況調查，通過數據統計及結果分析得出了一定的結論。
  7. Through analysis, the thesis comes to four conclusions : first, the year 2002 budget performance is preppy good ; second, the moa institutional units are highly dependent on the appropriation fund, self - supporting ability is rather week ; third, one institutional unit differs too widely from another in the actual financial strength ; fourth, some financial management problems are still obvious in one or two institutions

    通過實證分析，論文得出了四個方面的結論：一是2002年預算執行情況較好；二是農業部事業單位對財政撥款的依賴性較強，自我生存能力普遍不足；三是各單位財務綜合實力差距較大；四是個別單位財務管理方面的問題比較突出。
  8. This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own

    本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。
  9. Promote the students phys ical marks effectively. in the period of experiment to research the students learning physics self - efficacy measure problems. has a contrast with the students learning the physics aim and its study results and make the following conclude by the analysis and comparative of the front and back measurement. the students " self - efficacy has a close coordination wi

    在實驗過程中，研究了學生學習物理自我效能感的測量問題，並與學生的學習物理動機、物理學習成績進行了對比，通過前測與后測的分析和比較驗證了以下結論：學生的自我效能感與物理成績有密切相關，學生的學習動機與自我效能感成正相關，男女生學習物理的自我效能感存在差異，學生的自我效能感水平與考試情緒有關系。
  10. The classification of reading strategies is based on o ' malley & chamot ' s ( 2001 ) strategy framework, with reference to other related researches and consideration of the reading practice of senior students. the thesis mentions 8 metacognitive strategies : arranging and planning, advance organization, directed attention, selective attention, self - management, self - monitoring, self - evaluation, and self - reinforcement ; 10 cognitive strategies : contextualization, resourcing, deduction, inferencing, elaboration, transfer, translating, note - taking, applying images and sound, summarizing

    對閱讀策略的分類，作者參照《英語課程標準》的要求，考慮了中學生閱讀的實際情況，也參考了其他學者的研究，並對o 』 malley chamoto ）的分類作了調整，提出8種元認知策略：計劃安排、預先組織、集中注意、選擇注意、自我管理、自我監控、自我評價、自我鼓勵； 10種認知策略：利用上下文情境、利用目標語資源、演繹、推測、拓展、遷移、翻譯、記筆記、利用圖象聲音、總結。
  11. On the basis of classifmg deflation into moderate deflation and harmful deflation, this paper summarized the achievements of the deflationary research, and made a thorough inquiry into the harm, cause and treatment of deflation. the paper analyzed the fallacy of composition, and pointed out that the fallacy of composition owns two characteristics of self - intensifing and mutual - promoting, which make deflation continue and aggravate. the asymmetry between individual and total is another basic characteristic owned by the fallacy of composition, which changes the economic fluctuation if the fallacy of composition develops continually

    本文對「合成謬誤」這一經濟現象進行了初步分析，指出合成謬誤具有自我強化和相互促進的特點，在經濟遭受負向外部沖擊的情況下，這使總有效需求累積性收縮，通貨緊縮因此得以自我維持，並被不斷加深；合成謬誤發展的結果是引起短期內經濟波動發生轉換，而這正是由於合成謬誤所具有的個量與總量之間存在著非對稱性這一根本特徵所決定的。
  12. By statistic method, the report finically decides the competence items, which are factor analyzed into 12 factors and further combined into 4 categories. education ability category include knowledge structure instruction ability, cultivate ability, psychology tutoring ability and class management skill ; aptitude category include education concept, professional ethics, emotion ; psychological traits category include self supervise ability, interpersonal association. motive categories include achievement motive and job quality consciousness

    對獲得的數據進行探索性因素分析，得出結果為：中學班主任勝任力結構為四大類12個勝任力特徵共56個勝任力項目：教育能力維度包括知識結構，教學能力，育人能力，心理輔導能力4項勝任力特徵；態度維度包括：教育觀念，職業道德，情感3項勝任力特徵；心理特徵維度包括自我監控能力和人際交往2項勝任力特徵；動機維度包括成就動機和工作質量意識2項勝任力特徵。
  13. The results showed, 1. there are 17 strategies in adolescent coping with stress, i. e., involuntary and impulsive action, problem solving, seeking social support, humor, wishful thinking, denial, self - blame, distraction, avoidance / numbing, tolerance / acceptance, keep calmness, suppression, self - relaxing, recognition, intrusive thoughts, emotional puzzle, physiologic arousal. 2

    結果發現： 1 、當前青少年壓力應對主要有17種方式：非自主與沖動行為、問題解決與行動、尋求社會支持、幽默、幻想、否認、自責、分心、迴避麻木、容忍接受、保持平靜、壓抑、自我放鬆、認知重建、侵入性思想、情緒困擾、生理喚起。
  14. Suddenly my detachment ended and i found myself in a state of excitement.

    突然，我那超然自若的心情結束了，覺得自己十分激動。
  15. Reckless, inconsiderate acceptance of him ; to close with him at the altar, revealing nothing, and chancing discovery ; to snatch ripe pleasure before the iron teeth of pain could have time to shut upon her : that was what love counselled ; and in almost a terror of ecstasy tess divined that, despite her many months of lonely self - chastisement, wrestlings, communings, schemes to lead a future of austere isolation, love s counsel would prevail

    不要畏懼，不要顧慮，接受他的愛情到神壇前去同他結合，什麼也不要說，試試看他會不會發現她的過去在痛苦的鐵嘴還沒有來得及把她咬住之前，享受已經成熟的快樂：這就是愛情對她的勸說她幾乎帶著驚喜的恐懼猜到，盡管好幾個月來，她孤獨地進行自我懲戒，自我思索，自我對話，制定出許多將來過獨身生活的嚴肅計劃，但是愛情卻要戰勝一切了。
  16. This state of falsity had now brought on that crisis of falsity and dislocation, hysteria, which is a form of insanity. it comes, she thought to herself, hating him a little, because he always thinks of himself. he s so wrapped up in his own immortal self, that when he does get a shock he s like a mummy tangled in its own bandages

    卻又裝模作佯說是那是使向他微笑，這種虛偽的情境，引出了現在這種虛偽的脫血病的發作：歇斯底里，這是癲狂的一種形式，她心裏有點恨恨地想道： 「所以有這種事情，都是因為他太想自己了，他全副心神都在想他的不死的自我，於是當打擊一來的時候，他便象是在自己的繃帶里絞結著的木乃伊，瞧瞧他！ 」
  17. One said that he deeply realized that mstc is a place for young people to release passion, to inspire potential, to make real friends and to success oneself while helping others realize their dreams

    有同學表示，通過參加此次活動，他深深地感到微軟技術部是讓年輕人釋放熱情的地方，是激發潛能的地方，是結識真心朋友的地方，是在成就別人的同時成就自我輝煌的地方。
  18. The factors that can predict individual addiction include intrinsic leisure motivation, leisure constraints, leisure boredom, internet activity and the psychological need for the internet. 4

    其他的影響因素依序為虛擬情感、休?桃戰、結構阻礙、休?娛樂、自主需求、休?自我決定及資訊使用。
  19. I have to have a sense of " that over there " versus " this over here. " he also saw the ego as a necessary agency of intentionality, focus and purpose

    自我的情結在我們第一次從最初的他者（一般是我們的母親）分離時開始形成，也就是說，當我們從母親的乳房分離時，我們開始形成自我情結。
  20. The complex of the ego begins to form when we first split off from the primal other, which is typically our mother ; that is when we separate from the breast

    自我的情結在我們第一次從最初的他者分離時開始形成，一般是我們的母親，也就是說，當我們從母親的乳房分離時，我們開始形成自我情結。
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