posttest造句

"posttest"是什么意思   

例句与造句

  1. prestest-posttest control group design
    实验前后测试的控制组设计
  2. posttest-only control group design
    只有实验后测试的控制组设计
  3. one-group pretest-posttest design
    一组实验前后测试设计
  4. one-group posttest-only design
    一组实验后测试设计
  5. students receiving strategies instruction showed significant improvement on the posttest compared to the students in the control group
    相较于控制组的学生,接受策略教学的学生在后测上有长足进步。
  6. It's difficult to find posttest in a sentence. 用posttest造句挺难的
  7. students completed an instructional woodball lesson, and the effects of cooperative learning and motivational factors were examined across the posttest
    本课程内容采用木球运动之信息、技能练习、回馈等合作或个别学习策略进行教学实验。
  8. students completed an instructional woodball lesson, and the effects of cooperative learning and motivational factors were examined across the posttest
    本课程内容采用木球运动之资讯、技能练习、回馈等合作或个别学习策略进行教学实验。
  9. the results indicated that the performance of participants with a high need for affiliation who worked alone was significantly lower than that of all other groups on the posttest
    结果指出,高合作需求动机的学生在个别学习的情境下,显著地低于其他各组的学习成效。
  10. a pretest-posttest experimental design is planned and performed in this study to realize students'capabilities of solving problems with internet-based resources and their achievements after attending the program
    研究问卷以实际情境问题,测试学生?用网?资源解决问题的能?,于教学单元开始前及结束后各施测乙次,并据以分析其学习成效。
  11. the questionnaire b ( scale b, see appendix 2 ) was used to pretest and posttest the network's influence to bi . the results of the t-test indicate that bi with english as dominant instructional language outperformed the control group
    2、在实验2组与对照组之间、实验2组组内进行t检验,表明以汉语作为主要的教学语言,对学生学习动机的激发与维持、自我效能的提高和元认知能力的提升作用不大。
  12. the purpose of affective teaching in primary is to optimize teaching course, to fulfill teaching aim, and to bring up pupils " interest in english and active attitudes towards english learning, to improve their english learning results, and develop their sound personal characters in primary, and to start a good beginning in english learning . from the angle of the humanism, according to affective theories and present researches on affective language teaching at home and abroad, to counter traits of primary school pupil, primary school english teacher and primary school english curriculums the thesis makes a great deal of theoretical research and realistic investigation on the possibility of carrying out english affective teaching in primary school . the research has been done through a pretest, questionnaires, an interview, and a posttest
    本论文从人本主义的角度出发,根据情感理论和当前国内外情感教学的研究动态,针对小学生、小学英语老师和小学英语教材的特点,对小学英语实施情感教学的可行性作了理论上的研究和现实实验调查,通过前测、问卷调查、个人访谈和后测,利用spss(11.0)统计软件对相关数据进行f检验,结果表明:态度、兴趣和移情对小学生英语学习有一定的影响:小学生对英语课的兴趣对他们的英语学习有极其明显的影响;小学生对英语老师的态度对他们的英语学习有十分明显的影响;教学实践当中,学生对老师爱的体验对学生的英语学习有明显的影响。
  13. 2 . this study demonstrates that young children exposed to a false belief training regime shows only training task-specific false belief posttest improvement; that is, the only significant pre-post test increase shown by the false belief training group is on the close transfer unexpected transfer task, the task on which they were trained . these results suggest that task-specific strategies for close transfer posttest success were learned, rather than demonstrating a real increase in children's conceptual understanding of mental states
    2、用意外地点任务进行训练的儿童,用相应的意外地点任务进行后测,其成绩有显著提高;而用意外内容进行后测时其成绩没有显著变化,说明训练效果只能发生近迁移而不能发生远迁移,说明训练是任务特殊性的,不能增加儿童对心理理论概念的理解。
  14. 2 . this study demonstrates that young children exposed to a false belief training regime shows only training task-specific false belief posttest improvement; that is, the only significant pre-post test increase shown by the false belief training group is on the close transfer unexpected transfer task, the task on which they were trained . these results suggest that task-specific strategies for close transfer posttest success were learned, rather than demonstrating a real increase in children's conceptual understanding of mental states
    2、用意外地点任务进行训练的儿童,用相应的意外地点任务进行后测,其成绩有显著提高;而用意外内容进行后测时其成绩没有显著变化,说明训练效果只能发生近迁移而不能发生远迁移,说明训练是任务特殊性的,不能增加儿童对心理理论概念的理解。
  15. the methods are ( a ) english as dominant instructional language ( 1stgroup ); ( b ) chinese as dominant instructional language ( 2nd group ), and the control group with chinese as its instructional language . after three-month process, t-test using the questionnaire a ( scale a, see appendix 1 ) was performed . pretest and posttest proceeded with english and biology examination papers were used to analyze the correlation between english achievement and biology achievement
    实验1组使用英语作为主要的教学语言(辅以中文),教学内容采用英文网站上的教学资源(不翻译);实验2组使用中文作为主要的教学语言(辅以英文),教学内容采用英文网站的教学资源(不翻译);实验3组(对照组)使用中文作为教学语言,教学内容采用英文网站上的教学资源(下载后予以翻译)。

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