vague attitude

与vague attitude相关的网络例句 [注：此内容来源于网络，仅供参考]

Amounting to 1535 emotion attitude and values education, supply plenty of materials of the emotion attitude and values education for geography teachers;②The education of the concept of continued developing is a core of the emotion attitude and values education in grade one of high school, but it isn't emobodied in some units;③The emotion attitude and values education such as the realization of collaborating, the realization of calamity, the realization of duty and obligation and attitude on life needed badly strengthening;④The methods of geography emotion attitude and values education was varied,but they relied on the five fundamented methods——sermonize, analysis of emotion attitude and values, sensibility training of emotion attitude and values, clarifying of emotion attitude and values and example;⑤Sermonize and example were largest universal used, sensibility training of emotion attitude and values was well used .

总计1535项情感态度价值观教育内容，为地理教师提供了丰富的情感态度价值观教育素材；②可持续发展观教育是高一地理情感态度价值观教育的核心，但在某些单元并未突出体现出来；③合作意识、灾害意识、责任与义务和人生态度等情感态度价值观教育亟需加强；④地理情感态度价值观教育方法多种多样，但以说教法、情感态度价值观分析法、情感态度价值观敏感性训练法、情感态度价值观澄清法和榜样示范法等五种基本方法为主；⑤说教法与榜样示范法使用最普遍，情感态度价值观敏感性训练法的使用效果最佳。

In the experiment section, there"re three experiments investigating implicit attitude and dual-attitude model. In the first experiment, the author studies the effects of attitude strengthen on attitude"s automatic activation effect. In the second experiment , the author studies the effect of delay condition on the attitude"s automatic activation effect. Delay condition make experiment approach to mere exposure of attitude object, and two experiment demonstrate attitude"s automatic activation effect is the result of noncognitive processing.

第一个实验，探讨了态度强度对态度自动激活效应范式的影响，结果发现态度强度不是影响态度自动激活效应的因素；在第二个实验中，探讨了时距对态度自动激活效应的影响，时距控制使得实验更接近于态度物的单纯呈现，结果发现时距没有对自动态度激活效应产生影响，从而论证自动态度激活效应可能是非认知系统作用的结果，具有普遍性。

The objectives of this research were students on third grade in junior high school whose study achievements were low. This research defined learning attitude as:"the attitude of learning contents","the attitude toward the teacher","the attitude toward school","the attitude toward selfhood". The research last one year by observing in teaching, using teacher's self-examination, students' learning papers, learning feeling questionary, and interview. The result were that thematic teaching improved the learning attitude of low study achievements students, and the degree of acceptancy of those students was high.

本研究以国中三年级学业成就较差的一个班级学生为研究对象，将学习态度界定为「对学习内容的态度」、「对教师的态度」、「对同侪的态度」、「对学校的态度」、「对自我的态度」五方面，研究历经一年完成；利用教学中的观察、教师反省日志、学生学习资料、学习感受问卷和访谈得知，运用主题式教学法可改善低学业成就学生的学习态度，且低学业成就学生对主题式教学活动的接受度也相当高。

与vague attitude相关的网络解释 [注：此内容来源于网络，仅供参考]

vague attitude：暧昧的态度

6640vaguea. 模糊的,不明确的,说话含糊不清的 | 6641vague attitude暧昧的态度 | 6642vague outlines模糊不清的轮廓