邏輯思維測試 的英文怎麼說

中文拼音 [luósīwéicèshì]
邏輯思維測試 英文
mental ability test
  • 邏 : Ⅰ動1. （巡察） patrol 2. [書面語] （遮攔） blockⅡ名詞1. （巡察） patrol 2. [書面語] （山溪的邊緣） edge
  • 輯 : Ⅰ動詞（編輯; 輯錄） collect; compile; edit Ⅱ名詞（整套書籍、資料的各個部分） part; volume; division
  • 思 : Ⅰ動詞1 （思考;想） think; consider; deliberate 2 （思念; 懷念） think of; long for Ⅱ名詞1 （思路...
  • 維 : Ⅰ動詞1 （連接） tie up; hold together; link 2 （保持; 保全） maintain; safeguard; preserve; keep ...
  • 測 : 動詞1. （測量） survey; fathom; measure 2. （測度; 推測） conjecture; infer
  • 試 : 名詞（古代占卜用的器具） astrolabe
  • 邏輯 : logic
  • 測試 : test; testing; checkout; measurement
  1. Through the approach of investigative questionnaire and ability examination, considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. at last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking. illogical thinking mainly contains intuition, association and space imagination of micro - particle

    通過調查問卷、能力測試等途徑，結合教師在中學化學的教學實踐和學生在分析、解決問題的實際需要，採用定性與定量結合的方法，進行實證研究，得出結論：化學學科能力的19種表現形式歸納為3個層次：最基礎的再造性思維能力層次包括對化學事實和化學反應中量的關系的識別和判斷、對化學基礎知識的比較概括；以培養創新能力為核心的創造性思維層次包括化學直覺思維、聯想、對微觀粒子的空間想象為主的非邏輯思維和靈活運用已學的化學知識通過分析、綜合地解決問題為主的邏輯思維；化學實驗能力層次是化學學科能力的最高層次，它以思維能力為基礎，集中體現了化學教學的基本特徵，實驗能力層次包括：選用實驗方法和設計實驗方案，對實驗的評價，研究和處理實驗事實、資料、數據，發現規律，表達實驗及其結果，最終解決問題的能力和發散思維。
  2. More than nine in 10 employers said they believed psychometric testing of such attributes as logical thinking, ability under pressure and " emotional intelligence " was a useful way of assessing candidates

    以上的雇員說他們相信這種邏輯思維、抗壓能力以及「情商」性質的心理測試是一種評價求職者的有用方法。
  3. As an exploratory study of undergraduates " technical creativity, the paper discusses the implication of the terms " creativity " and " technical creativity ", makes a probe into the influential factors to the development of creativity and technical creativity of people, and carries out an investigation to a large number of juniors from six universities of china with " technical creativity scale " and " creativity attitude survey ", in which the differences between majors, universities, genders and family backgrounds are treated as independent factors, to know undergraduates " learning motivation, interest and participation in scientific and technical activities, to understand their belief, outlook of value and attitude to creativity achievement, and to find out their capabilities for technical comprehension, mental folding, numerical creativity thinking and practical creativity thinking

    本研究採用文獻法對創造力、技術創造力的含義和影響因素進行了研究，並採用「技術創造力測量量表」和「創造力態度量表」對國內六所大學的部分三年級大學生進行了問卷調查和測試。以了解大學生對科學知識的渴求程度與探究興趣、對技術活動的參與情況、對創造性成就的態度、信仰和價值觀；探討大學生技術操作和物理感受性方面的能力、空間表徵能力，發散思維能力和數理邏輯思維能力的水平及特徵。此外，本研究還對理工科與文科學生在技術創造力方面的專業差異和校間差異，大學生技術創造力的性別差異和家庭背景差異進行了研究。
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