1) learned helplessness
习得性无助感
1.
Prevention and correction of students learned helplessness in compulsory Pingpong course;
乒乓球普修课学生习得性无助感的预防和矫正
2.
There is no good effect to students motivation, emotion and recognition in the math-learned helplessness.
数学学习中的习得性无助感会对学生的动机、情感和认知产生不良影响,是形成数学学习困难生的主要原因之一。
3.
The learned helplessness in the mathematics study was notably negative with mathematics learning motivation,the sense of self-efficiency,teachers’ expects,study tactics.
数学学习中习得性无助感与数学成绩、数学学习动机、数学自我效能感、知觉到的教师期望、数学学习策略显著负相关,与数学焦虑显著正相关。
2) learned helplessness
习得性无助
1.
Tht symptom and therapy of learned helplessness of primary school pupils and middle school students;
中小学学生习得性无助的形成、表现及其治疗
2.
Objective: To study the effect of inescapable foot shock on the expression of c-FOS protein in the hippocampus of learned helplessness (LH) rats.
目的:研究不可逃避的脚底电刺激对习得性无助大鼠海马神经元c-FOS表达的影响,以进一步探讨抑郁症的发病机制。
3.
This paper introduced the concept of learned helplessness and analyzed students symptom of learned helplessness in physical education.
笔者分析了习得性无助在学生体育学习中的表现,以及习得性无助与归因之间的关系,结合归因训练的通用模式和利兹归因编码系统,提出了一个适用于体育学习领域的习得性无助的归因训练程序。
3) learning helplessness
习得性无助
1.
The root of "mental poverty" is learning helplessness,and pessimistic explanatory style is the cognitive reason of learning helplessness.
其心理贫困的根源在于习得性无助,悲观的解释形态是习得性无助产生的认知原因。
2.
This paper expounds synoptically the attribution theory, self-efficiency sense theory and learning helplessness theory and explores how to actively attribute in foreign language teaching by combining foreign language practice so as to enhance students sense of self-efficiency, inspire students motivation of achievement and improve teaching efficiency.
对归因理论、自我效能感理论、习得性无助理论作了概括阐述,并结合外语教学实践探讨在外语教学中如何积极归因以增强学生自我效能感,激发学生成就动机,提高教学效率。
4) Acquired Sense of Helplessness
习得性失助感
1.
The Study on the Acquired Sense of Helplessness That High School Students Have in Their Learning Mathematics;
高中生数学学习过程中习得性失助感的产生原因及防治策略研究
5) learned helplessness
习得无助
1.
This paper expounds on attribution theory, which is related to three schools of thoughts (Skinner s attribution theory, self-efficacy and learned helplessness), and analyzes the influences of attribution theory on programming course, discusses the issue of how to make good use of attribution theory to guide students learning and improve teaching effect in programming course.
阐述了成就归因理论中所涉及的斯金纳的归因理论,自我效能感的归因理论,以及习得无助的归因理论,并分析了这些归因理论对程序设计课学习的影响以及怎样用成就归因理论来指导学生的程序设计课的学习,提高教学效果。
2.
Seligman was the first psychologist who researched into learned helplessness and learned optimism.
Seligman先生开创了习得无助和习得乐观的研究领域。
3.
The theory of learned helplessness,which was brought by Seligman,arouses a lot of researches in psychology.
习得无助指个体经历了某种学习后,引起动机、认知、情绪和行为上的消极表现,影响后来的学习。
6) Learned Helplessness
习得性无力感
1.
Research on Formation and Solution of Learned Helplessness during Physics Learning of Junior Middle School Students;
初中生物理学习中习得性无力感的成因及对策的研究
补充资料：与梦得偶同到敦诗宅感而题壁
【诗文】：
山东才副苍生愿，川上俄惊逝水波。
[汉书云：山东出相。]
履道凄凉新第宅，宣城零落旧笙歌。
[敦诗宅在履道，修造初成。崔家妓乐，多归宣州
也。]
园荒唯有薪堪采，门冷兼无雀可罗。
今日相逢偶同到，伤心不是故经过。
【注释】：
【出处】：
全唐诗
山东才副苍生愿，川上俄惊逝水波。
[汉书云：山东出相。]
履道凄凉新第宅，宣城零落旧笙歌。
[敦诗宅在履道，修造初成。崔家妓乐，多归宣州
也。]
园荒唯有薪堪采，门冷兼无雀可罗。
今日相逢偶同到，伤心不是故经过。
【注释】：
【出处】：
全唐诗
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条