group discussion test 中文意思是什麼

group discussion test 解釋
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  • group : n 1 群；批，簇。2 集團，團體，小組。3 【化學】基，團，組；（周期表的）屬，族。4 （雕塑等的）群像...
  • discussion : n. 1. 議論，討論；辯論，審議。2. 詳述，論述；〈口語〉（對食品的）品嘗，嘗味 （of）。
  • test : n 1 檢驗，檢查；考查；測驗；考試；考驗。2 檢驗用品；試金石；【化學】試藥；（判斷的）標準。3 【化...
  1. It attaches much importance to the five test forms : reading aloud, talking about pictures, cark - cued oral - play, interview and group discussion

    在研究方法上，本文使用了文獻法、實驗研究法，問卷調查法和訪談調查。
  2. Therefore for those small - sized projects not justifying existence of such sub - committee, its function is still required but is to be achieved through discussion meeting between project team and user representatives. 1. 2 independent test group

    因此，小規模的計劃，毋須為此設立測試控制小組委員會，但它的功能仍是必須的，並可透過計劃推行小組及用戶的代表進行磋商達致。
  3. Leaderless group discussion ( lgd ) is a situation simulation test technology of assessment center, and is an effective personnel test

    無領導小組討論是評價中心技術中的一種情境模擬測評技術。
  4. Chapter four concludes the thesis and holds the main viewpoints : according to the new syllabus standards by the chinese education department and the condition of the english teaching in china, this thesis holds : 1, there should be 2 - 4 oral english tests in a school year so that the students have more chances to perform on their highest levels ; 2, reading aloud, interview, card - cued role - play, group discussion and talking about pictures are suitable for the junior middle students in the oral english test ; 3, it ' s better for us to use 3 - point scale in the scoring - a, b and c

    接著本文探討了初中英語口語測試：初中英語口語測試的目的、內容、一般方法和注意事項，重點探討適合初中生的朗讀、根據圖片討論、角色扮演、自我介紹和日常會話和小組討論等五種測試方法。再接著探討初中英語口語測試的評分標準及操作，分別討論了評分方法、評分員的選擇和培訓、評分等級、評分的信度保證四個方面。重點討論適合初中英語口語測試的等級描述和信度保證措施，因為信度的問題不解決，口語測試就沒人相信，也就沒有人會採用，也就不可能實施。
  5. Part five concerns itself with data analysis and discussion, which falls into three steps : in the outset, the descriptive analysis is made to compare the scores of experimental group and control group. furthermore, one - way analysis of variance ( anova ) is made to identify whether the cognitive strategies exert a certain influence upon the achievements of post test, and then the results of employment of cognitive strategies in experimental group and control group are compared and analyzed to draw a conclusion ; finally, comparisons are conducted to analyze the differences of cognitive strategies between effective students and ineffective students

    數據分析和討論分三步進行： （ 1 ）對兩組學生前、后測成績進行時比分析，並用單因素方差分析探討了認知策略是否對學生后測成績產生影響； （ 2 ）通過問卷，對實驗組和對照組認知策略的使用結果進行對比和分析； （ 3 ）對實驗組優秀生和后進生認知策略的使用進行對比。
  6. The performance of the students was assessed by a review of their attendance, participation in class discussion, as well as the results of the mid - term test and the final group project

    課程最後以同學的出席率課堂參與表現中期測驗及終期小組專題報告等四方面作為評估各人成績的基準。
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