| 1. | Let music build good psychological environment in class
让背景音乐营造良好课堂心理环境 |
| 2. | On moral education functions of psychological environment in higher education institutes
试论高校心理环境的德育功能 |
| 3. | Moral construction of citizens focusing on influence of social psychological environment
论公民的道德建设重在社会心理环境的濡化 |
| 4. | On moral education functions and its enhancement of psychological environment in colleges and universities
高校心理环境的德育功能及其强化 |
| 5. | 4 . the teachers of higher formal school record have better idea than those of lower formal school record , higher grade teachers pay more attention to creative will and psychological environments than lower grade teachers . the teachers " attitude also shows a tendency from gradual enhancement to stagnancy , at last to stable development , along with teaching age
( 4 )高学历教师在创造性人才的认识上明显优于低学历教师，高年级教师比低年级教师更重视学生创造性意志品质的培养及心理环境的创设，另外，小学教师对创造性人才的认识有一个随教龄的增长由逐步提高再到衰退直至平稳发展的过程。 |
| 6. | As to the components of creativity , the teachers concern more on creative thinking and creative spirits , ignoring other cognitive and personality components . 2 . the teachers place more importance on the psychological environments for teaching , while the relationship and cooperative learning among students are ignored
研究结果，研究发现： ( 1 )小学教师对创造性人才认知与非认知两大方面认识较全面，但在个别构成因素上认识欠缺，重视发散思维而忽视模仿、元认知及思维风格的作用，着重于创造精神、意识的培养而在创造性意志品质方面认识不够。 |
| 7. | By having compared with muticampus university with single campus university , the thesis analysis four aspects of the specialty in education of psychological health in multicampus univers ity : specialty in management of organization ; specialty in disposing resources of education of psychological health ; specialty in overcoming crisis of campus and specialty in constructing psychological environment
本文通过对多校区大学和单校区大学进行比较，对多校区大学学生心理健康教育的特殊性从四个方面进行了分析，即：组织管理上的特殊性、心理健康教育资源配置上的特殊性、校园危机化解上的特殊性、心理环境建设上的特殊性。 |
| 8. | In this paper , according to the theory of psycho - physical field ( kurt kaffka ) and psychological environment - defining the " percepted space " as the " impression space " . studying space from this angle , which is to study the perception of space from human , analyze the link for reciprocity between human and space by psychology , try to find a way to realize humanized space , dis cuss the adaptive logic structure for design of architecture space
本文基于考夫卡的心物场和心理学的环境的理论将人所感知的空间定义为“印象空间” ，从这个角度对空间进行研究，就是以人为出发点，研究人对空间的感受，从人的心理方面分析二者有机互动的联系方式，寻找空间人性化的表达，探讨建筑空间设计中符合人性化空间设计的逻辑和方法。 |
| 9. | It follows the law of the psychological development of individual reading and the law of expanding the teaching thinking , strikes up a procedure " psychological environment ? researching ? constructing " by combining its own characteristics . the procedure can be roughly divided into four stages : first - reading , interpretation , tasting and expansion . from the whole instinct grasping of the perceptual existence of text , to grasping the composing layers of text ? anguage , structure , imago and artistic conception and doing some partial research , then to tasting , appreciating on the base of comprehension and to extracurricular expanding reading
它遵循个体阅读心理发展规律和教学思维展开的规律，并结合自身特点建立起“情境?一探究一一建构”的活动程序，其过程大致可以分为初读、解读、品读与扩读四个不同的阶段，从对文本感性存在的整体直觉把握开始，到抓住文本的语言、结构、意象和意境等构成层面进行局部深究，再到理解基础上的品评、鉴赏，直至课外的扩展性阅读，逐步发展，趋向深入，体现了阅读教学的完整心理过程，为新课程阅读教学的实践探索提供了思路和参考。 |
| 10. | It has discovered that , biology learning in a class can be investigated from following 5 dimensions : interest in biology , learning ability of initiative , learning psychological environment , problem - discovering & resolving ability , cooperation & communion . a 5 - subscale questionnaire entitled biology learning questionnaire was developed to measure the dimensions effectively
本研究表明，可以从5种因素层面来了解班级中学生的生物课学习情况，分别是：学生对生物课和生物学实验的兴趣、学生主动学习能力、学习心理环境、发现和解决问题的能力、合作与交流能力。 |
