自我校正能力 的英文怎麼說

中文拼音 [zìwǒjiàozhēngnénglì]
自我校正能力 英文
self-correcting capability
  • 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
  • 校 : 校名詞1. （學校） school 2. （校官） field officer3. （姓氏） a surname
  • 正 : 正名詞（正月） the first month of the lunar year; the first moon
  • 能 : 能名詞（姓氏） a surname
  • 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...
  • 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...
  • 校正 : check; correction; adjust; revise; proofread and correct; rectify; calibrate; make true; master c...
  • 能力 : ability; capacity; capability
  1. When their general heard the firing and the shouts in the rear he had grasped at the instant that something awful was happening to his regiment ; and the thought that he, an exemplary officer, who had served so many years without ever having been guilty of the slightest shortcoming, might be held responsible by his superiors for negligence or lack of discipline, so affected him that, instantly oblivious of the insubordinate cavalry colonel and his dignity as a general, utterly oblivious even of danger and of the instinct of self - preservation, he clutched at the crupper of his saddle, and spurring his horse, galloped off to the regiment under a perfect hail of bullets that luckily missed him

    正當團長聽到後面傳來的槍聲和吶喊聲之際，他心裏明白，他的兵團中發生了什麼可怕的事情，他想道，他是一名供職多年毫無過錯的模範軍官，他因工作疏忽或指揮不力，對不起列位首長，他這種想法使他大為驚訝，同時他已經忘卻那個不馴服的騎兵上校和他這個將軍應有的尊嚴，而重要的是，完全忘記了戰爭的危險和自我保全的本能。他用手抓住鞍橋，用馬刺刺馬，在他倖免于難的槍林彈雨下，向兵團疾馳而去。
  2. One point which adult education different from the goverment founded school is students own the ability of afluent soical experience and stronger self control

    成人教育不同於正規學校教育的一點就是學生們都有豐富的社會經驗和更強的自我控制能力。
  3. It ' s considered that the only child juvenile delinquency tends to have more wicked property and the increasing crime rate, and the instrument of only child juvenile delinquency tends to be adult - alike, intellectualized, in team work and with younger ages. it deeply explores the subjective and object reasons for the only child delinquency. the subject reason is including devoid of correct philosophy and value of life, too strong self - centralized consciousness and dependency, lack of self - supporting, legal idea and social communication ability and not knowing how to choose friends etc. the objective reason is that the unsuited environment and misplay of scholastic and family education, ill influence by the community and so on

    本文首先從犯罪的主體、犯罪的客體、犯罪的主觀方面和犯罪的客觀方面闡述了獨生子女犯罪的構成；接著分析了我國獨生子女犯罪的現狀及其危害性，認為我國當前獨生子女犯罪呈現犯罪性質惡劣，重大刑事犯罪率上升，犯罪手段成人化、智能化，犯罪方式團伙化，犯罪年齡低齡化等特點，闡述了獨生子女犯罪對獨生子女自身、家庭、同輩群體以及社會的危害；然後深入地剖析了我國獨生子女犯罪的主要主客觀原因，認為主觀原因包括缺乏正確的人生觀、價值觀，自我中心意識強，感情脆弱，依賴性強，生活自理能力差，法制觀念淡薄，人際交往能力差，擇友不慎等方面；獨生子女犯罪的客觀原因有不良的社會環境，學校教育的失誤，家庭教育的失當，社區環境的影響等。
  4. In order to help female college students become talents and facilitate them to grow, this paper argues that universities and other organizations should face four social situations puzzling female college students, help them establish four correct concepts, and practice four kinds of abilities that are different from those of male counterparts, such as self - recognizing ability, gender perspective, ability to learn, reach a balance between work, life and study, and perform three tasks

    摘要為了女大學生群體的成才和成長，針對目前困擾女大學生成才和成長觀念的四種社會現象，學校和各種組織應幫助女大學生並和女大學生一起，建立四項正確認知，在自我接納能力、性別視角能力、學習能力、平衡工作、生活和學習的能力等四個方面，加強不同於男大學生的能力素質的修養，完成三項任務。
  5. This thesis takes the middle school students as subjects and uses self - regulated learning for middle school students as measuring instrument to explore the developmental tendency of the ability to carry on the self - regulated learning and the relationship between this ability to the academic achievement. the conclusions are as follows : ( 1 ) there are different levels in the ability to use these dimensions, which make up of the self - regulated learning, to engage in the learning. ( 2 ) the grade factor makes significant difference in the development of the ability to carry on the self - regulated learning

    本研究以中學生為研究對象，以自我調節學習問卷為測量工具，探討了中學生自我調節學習能力的發展及其與學業成就的關系，並得出結論如下： （ 1 ）中學生的自我調節學習能力在各個學業調控維度上的發展水平不同； （ 2 ）中學生自我調節學習能力發展的年級差異顯著； （ 3 ）中學生自我調節學習能力發展的性別差異顯著； （ 4 ）中學生自我調節學習能力的發展在重點學校與普通學校、城市學校與農村學校之間存在著極其顯著的差異； （ 4 ）中學生的自我調節學習能力與學業成就之間存在著顯著正相關，且對學業成就高低有較好的區分性。
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