認知歸因理論 的英文怎麼說

中文拼音 [rènzhīguīyīnlún]
認知歸因理論 英文
theory of cognitive attribution
  • : 動詞1 (認識; 分辨) recognize; know; make out; identify 2 (建立關系) enter into a certain rela...
  • : Ⅰ動詞1 (知道) know; realize; be aware of 2 (使知道) inform; notify; tell 3 (舊指主管) admin...
  • : Ⅰ動詞1 (返回) return; go back to 2 (還給; 歸還) return sth to; give back to 3 (趨向或集中於...
  • : Ⅰ動詞[書面語] (沿襲) follow; carry on Ⅱ介詞1 [書面語] (憑借; 根據) on the basis of; in accord...
  • : Ⅰ名詞1 (物質組織的條紋) texture; grain (in wood skin etc ) 2 (道理;事理) reason; logic; tru...
  • : 論名詞(記錄孔子及其門徒的言行的「論語」) the analects of confucius
  • 認知 : [心理學] cognition; -gnosis
  • 理論 : theory
  1. There are three stepwise stages of the procedure of the dispute solution, which includes the decision of engineers, the dab and the arbitration. chinese contractors shall take actions to protect their benefits. these actions includes the careful analysis on the claims and the strict managements of contracts, the well understanding of the contracts, especially the terms that exculpatory clause of the employers, then following of the procedure and catching the very chance to bring about claims

    文章指出索賠是國際工程合同中的一種具有補償性的、非常講究時效和書面證據的責方式,承包商可分別基於工程變更、僱主違約、風險素或合同瑕疵等原對發包商提出索賠請求,工程師決定、 dab爭端裁決和仲裁是解決索賠爭端的三種遞進的基本程序,中國承包商應從採取充分證索賠權,準確識別索賠機會,熟悉合同文件、嚴格管合同,充分僱主的免責條款、切實遵守索賠程序等多個方面維護自身的利益。
  2. The obsessive - compulsive symptoms questionnaire of adolescents ( ocsqa ) and the obsessional beliefs questionnaire of adolescents ( obqa ) are devised. by means of these two scales, we have measured the students from grade one of junior high school ( junior 1 ) to grade three of senior high school ( senior 3 ) in sichuan province and chongqing city. the data are handled by factor analysis, anova, correlation analysis, and regression analysis, and the results confirm the structure of the scales

    本研究遵循「分析研製工具實際測量分析關系」的研究思路,在已有研究的基礎上,根據相關,構建了青少年強迫癥狀結構與青少年強迫信念結構,編制了青少年強迫癥狀問卷和青少年強迫信念問卷;利用這兩個測量工具團體施測了四川省、重慶市共14所中學初一至高三的學生;採用素分析、方差分析、相關分析、回分析等統計方法驗證了所編兩個問卷的信效度,探討了青少年強迫癥狀的特點,並對青少年強迫癥狀進行
  3. To realize this great selfish ambition, cultural and educational elite drastically criticized xikun scholars who held important political and educational positions but advocated poetic pursuit to escape from political dangers, and posed many models of educational discursive practice to control, better, and cultivate the full - of - desire societal life being neglected and thrown out of the academic sight by xikun school : firstly, in the early period, fan zhongyan and his followers, sun fu, and shi jie, et al., believed that confucian principles could be used to reform political, and educational institutions and improve society ; secondly, after fan, wanganshi, being treated as cultural rebel by other traditional moralists and politic competitors, did a failure of national wide educational and political reforms to cultivate financial talents, based on his coarse economics knowledge about how to enrich the central government ; thirdly, ou yangxiu and su shi focused attention on reform the highly rigidified literature and art education system at that time according to their cultural ideal that everybody has the right to express what his daily life, emotions and dreams, which could be seen as an irony by the fact that only themselves " life and feeling could enter into their literature and art education kingdom, while those who described lowly people " s experience, such as liu yong " s sentimental assays written specially for female performers and even the prostitutes, had to suffer from exclusion

    但是,在十一世紀的文教空間中,真正值得考古學注意的識是由學家發明的,這不光為,正是學(而不是范學、王學、蘇學等這些在當時權力更大的識)日後成了支配中國文教社會生活的權力,更是由於在十一世紀的文教界,只有學家從一種最抽象的視角,為十一世紀喧囂混亂的世俗生活及其基本的教化問題,無多麼復雜,都可以結為人身上的性與慾望之間的斗爭。就「哲學」能力而言,在渴望成聖、平天下的文教精英當中,學家無疑是最出色的,他們能夠想到從「人」的結構出發,來識世間紛繁復雜的現象,而只需靜坐一處沉思人本身的秘密,而不必象王安石等人那樣為到各地去調查,才可以摸清世間的狀況與問題。尤其不可思儀的是,他們的識竟來源於看上去對教化世俗並不感興趣、只想追求長生不老的道士。
  4. The matter environments of school rely on environmental consciousness to lead the moral recognization and value idea of the " student, the sense of beautify pure and promote the moral feeling, and also assimilate the moral behavior of the student. 2. by the mean of suggestion and correctly give back to cause, the educator influences and molds the students " good moral trait

    1 、學校的物質環境通過學生的環境覺過程引導著其道德識和價值觀,環境的美感凈化和提升了學生的道德情感,同化了學生的道德行為; 2 、教師運用6示和正確影響和塑造學生良好的道德品質; 3 、學生對屬和愛的心需求促成了他什j之間的同輩交往活動,學生在交往活動中,通過對身邊同齡榜樣的模仿學習,提高了自身的道德水平; 4 、學生對集體輿同、集體氣氛對學生的『請緒感染。
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