詞聯想測驗 的英文怎麼說
中文拼音 [cíliánxiǎngcèyàn]
詞聯想測驗
英文
word association test- 詞 : 名詞1 （說話或詩歌、文章、戲劇中的語句） speech; statement; lines of play 2 （一種韻文形式 起於唐...
- 聯 : Ⅰ動詞（聯結; 聯合） unite; join Ⅱ名詞（對聯） antithetical couplet
- 想 : 動詞1 （思索） think; ponder 2 （推測; 認為） suppose; reckon; consider; think 3 （希望; 打算） w...
- 測 : 動詞1. （測量） survey; fathom; measure 2. （測度; 推測） conjecture; infer
- 驗 : 動詞1. （察看; 查考） examine; check; test 2. （產生預期的效果） prove effective; produce the expected result
- 聯想 : associate; connect in the mind
- 測驗 : test; trial run; examination; testing
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Thirdly, it contains detailed descriptions of the experiment and data analysis, which includes three parts : 1 ) vocabulary test comparison for the experimental class and the control class ; 2 ) comparison of investigation into schematic association before and after the experiment for the two classes ; 3 ) comparison of high and low score students with their investigation scores before and after the experiment
數據分析和討論共分三個層次： 1 ）實驗班與控制班詞匯前測與詞匯后測成績對比； 2 ）實驗前後兩個班對詞匯進行圖式聯想記憶的調查成績對比； 3 ）實驗后高成績與低成績學生和他們的圖式詞匯聯想記憶調查成績對比。Part six reports the conclusion : 1 ) compared with classroom rote repetition, the classroom schematic word presentation is significantly different in textbook new word retention, extra new word increase and old word consolidation ; 2 ) the difference of the post investigation on schematic association for the experimental class is reported much greater than for the control class ; 3 ) the more schematic the subjects associate words, the higher they score in post word test. part seven is the implications and limitations of this study. also some suggestions for further study is given
基於以上分析與討論，本文得出以下結論： 1 ）教師課堂口授圖式聯想詞匯方式與課堂進行詞匯表背誦方式相比，圖式詞匯聯想方式在課本新詞匯學習方面、課外詞匯擴大方面和舊詞鞏固方面，都比詞匯表背誦學習具有顯著差異，尤其在舊詞鞏固方面差異更顯著； 2 ）控制班在實驗前後的圖式詞匯聯想調查成績無顯著差異，實驗班在實驗前後的圖式詞匯聯想調查成績差異顯著，表明圖式詞匯聯想教學能提高詞匯測試成績； 3 ）實驗后，圖式詞匯聯想調查成績越高的學生，詞匯測試成績也越高
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