本人性格有点内向，待人真诚，做事认真踏实，能够很好的与别人相处，具有团结精神，有较强的学习能力，能承 一份好的自我评价？_微博生活网
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本人性格有点内向，待人真诚，做事认真踏实，能够很好的与别人相处，具有团结精神，有较强的学习能力，能承
本人性格有点内向，待人真诚，做事认真踏实，能够很好的与别人相处，具有团结精神，有较强的学习能力，能承
能够很好的与别人相处，具有团结精神本人性格有点内向，待人真诚，做事认真踏实，有较强的学习能力，能承受一定的压力。能够快速的接受新的知识
I am a little introverted personality, treat people sincerely, work conscientiously, steadfast, can very good get along with others, has the solidarity, and have a strong ability to learn, can withstand the pressure. Able to quickly accept new knowledge, I believe that I can be in the new position to make a satisfactory result.
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本人性格有点内向,待人真诚,做事认真踏实,能够很好的与别人相处,具有团结精神,有较强的学习能力,能承... ……
本人性格有点内向,待人真诚,做事认真踏实,能够很好的与别人相处,具有团结精神,有较强的学习能力,能承...一个性格比较内向,但做事认真,踏实的人比较适合学生会里哪个部门 ……
除了交际,什么都可以一个性格比较内向,但做事认真,踏实的人比较适合哪个 ……
别人说了无用,自己感受最重要,尊重自己的感受,合理疏泄自己的情感。 缘分中的事 交给缘分。内向也有很...麻烦大家帮我取个中文名字,男,27,性格较内向,做人踏实,对人真诚,做事认真负责,谢谢 ……
attuide,中文意思是态度,如果做名字的话可以音译我性格有些内向,也不算外向,平时做事情也比较认真,做人也老老实实的,平时一个人也很安静,都能够很好 ……
我也是一样诶,不过我想做建筑设计,就是出图那种,不知道对你有没有帮助我女生,24岁,于13年9月1日通过笔试进入社区工作,我性格老实内向,做事踏实认真诚信。和我同时进 ……
你的项人家学习啊'连这点经验你都总结不出来的话'你今天如此'以后也是如此。自我介绍我比较内向不爱说话做事认真踏实 有耐力。 ……
你好我和你是一样的,但我只要一上台,就会变成另外一个人,加油吧,没事的,别人不会小看你的,相反会高看...做婚庆这行有没有发展,性格内向但是做事认真的人能干这活吗 ……
能,只要勤快,能看事,别人婚庆老板特别喜欢。。有的女生性格内向温柔,实干认真,做事努力的不擅长交流。可是为什么那么多人都不爱和她做朋友交流? ……
不善交流就给人感觉比较沉闷,说重点就是傻傻的谁愿意和这样的人做朋友?做事认真但性格内向的人,是否适合从事房产中介工作? ……
真的不合适
你可能感兴趣的内容？上传用户：unldwfkyrf资料价格：5财富值&&『』文档下载 ：『』&&『』学位专业：&关 键 词 ：&&&&权力声明：若本站收录的文献无意侵犯了您的著作版权，请点击。摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。）性情身分直接或直接影响进修战略的选择(程晓堂,郑敏,2002)。但正如文秋芳(2001)所说,多半研讨重要触及性情表里向对外语综合进修成就影响的商量,而对外向二语进修者因性情所带来的进修妨碍或艰苦研讨不多。研讨材料显示,外向二语进修者自立进修才能低,在元认知战略应用频率和后果上显著低于内向二语进修者(涂姝婕,2010)。为此,若何增强外向二语进修者元认知战略应用来进步自立进修才能?外向二语进修者在教室小组评论辩论和下台演讲方面那种窘状,重要表示为重要不安,自动性差,一味焦炙,却不愿做预备。外向二语进修者因性情所带来的进修妨碍可归结为：第一,进修目的不明白,缺乏筹划性,进修上表示出必定自觉性,乃至在某些进修义务行将进入完成阶段,也会为一些暂时的艰苦所羁绊,前功尽弃；第二,缺少自负,情绪关闭,焦炙感强。第三,有的即便可以或许熟悉到本身外向性情的局限性,但碰到详细成绩时,因其生成的主动性使他们超越不了本身的性情局限,难以从关闭的心坎世界中走出来。鉴于元认知战略具有筹划、监控、评价的功效,针对外向二语进修者进修中所存在的成绩,本研讨试图经由过程对外向二语进修者性情特点剖析及掌握,以情绪战略和元认知战略的组合形式为指点(即1+3战略形式),将情绪战略作为可以或许赞助他们开启心灵的钥匙,翻开他们的心结,使他们可以或许在进修中战胜本身性情缺点,可以或许充斥自负地应对进修艰苦,更好的完成进修义务。研讨侧重论证以下三个实际假定：第一,情绪战略能否可以或许开启外向二语进修者心灵,赞助他们在小组评论辩论和下台演讲义务中,削减焦炙感。第二,在情绪战略应用的条件下,筹划战略的指点可否对外向二语进修者明白义务和目的,有层次有筹划的完成义务施展感化。第三,监控评价战略的指点能否可以或许使外向二语进修者慢慢养成自我反思评判的习气。为到达上述目标,本研讨拔取青岛科技年夜学一年级两个非英语专业班级作为研讨对象停止教室教授教养不雅摩,经由过程不雅摩证明外向二语进修者在小组评论辩论和下台演讲进程中存在的进修妨碍能否与笔者所提出的成绩相吻合。同时应用艾森克人格测试问卷找出外向二语进修者群体,作为重点不雅摩对象。别的,经由过程发放元认知战略问卷、访谈和QQ查询拜访获得数据,从而为研讨供给支撑。本研讨的立异点在于：凸起情绪战略对外向二语进修者的指点感化,只要在翻开他们心结的条件下,用这类战略组合形式能力够对外向二语进修者这一群体更好地施展感化。希冀笔者作为外向性情群体的一员,关于外向二语进修者性情缺点及心坎需求的相干论述可以或许为教员在往后教授教养中更好地懂得存眷这一群体供给自创。Abstract:Direct or direct influence on learning strategies (Cheng Xiaotang, Zheng Min, 2002). But, as Wen Qiufang (2001) said, most of the research is important to touch on the nature of the foreign language comprehensive study of the impact of the discussion, and on the two language learners for the nature of the learning caused by the obstruction or difficult research. The research material showed that two language learners outside the autonomous learning ability is low, in the application of metacognitive strategy and consequences are significantly lower than the frequency within two language learners (TU Shu Jie, 2010). Therefore, how to strengthen the application of cognitive strategies of two language learners to outward progress self-learning ability? Two language learners in the classroom outside the team comments debate and speech down that embarrassed, said an important important disturbing, automatic difference, just anxious, but do not want to do preparation. Two language learners outward caused by temperament study can be summarized as follows: first, hinder learning objectives do not understand the lack of planning, the study will show the consciousness, and even in some studies about obligations entered the stage of completion, will be some temporary hard fetters, second, lack of confidence strong sense of anxiety, emotional closure. Third, some even may be familiar to the limitations of the outgoing temperament, but met with success, because of the initiative to create their own limitations not beyond nature, difficult to come out from the closed heart in the world. Jian Yuyuan cognitive strategy has planning, monitoring and evaluation of the effect, for the existence of two outgoing language learning achievement, this research attempts through the process of foreign language learners to the two personality characteristics analysis and grasp, in combination, emotional strategy and metacognitive strategy is refers to the point (i.e. 1+3 strategic form), the mood maybe they can sponsor strategy as the key to open the mind, opened their hearts, so that they can win in the study itself may be full of temperament shortcomings, to study hard and self, better to complete the continuing obligations. Study on demonstration following three assumptions: first, the actual mood may open the strategy whether two language learners outgoing mind, they are in the group discussion and the sponsor's resignation speech obligation, reduce anxiety. Second, under the conditions of the application of emotional strategy, planning strategy can guide the foreign language to the two language learners to understand the obligations and objectives, there is a level of planning to complete the task to play. Third, the monitoring and evaluation of the strategy of the guidance can make the two language learners can make the habit of self reflection and evaluation. To reach the above goal, this study selected Qingdao science and Technology University of the first grade two non English major classes as the research object to stop the classroom teaching observation, study and coincide with the author can interfere with the proposed results through observation that two language learners in the outgoing speech and debate team comments to step down in the process of. At the same time using the Eysenck personality test found two language learners outside groups, as a key observation object. In addition, through the process of issuing meta cognitive strategy questionnaire, interviews and QQ query access to data, so as to provide support for research. The creative points of this research is: direct effect to the two foreign language strategy raised emotional learners, as long as they opened the knot under the condition of using this kind of strategic combination ability to foreign language learners reach two this group better play role. I hope as a member of a group of outgoing, coherent discussion on two language learners is extroverted shortcomings and needs heart may be in the future as a teacher in teaching better understand the concern of this group for reference.目录:摘要3-5ABSTRACT5-6Chapter 1 Introduction9-14&&&&1.1 Background of the Study9-12&&&&1.2 Significance of the Study12-13&&&&1.3 Framework of the Study13-14Chapter 2 Literature Review14-27&&&&2.1 Learning Strategies and Learning Autonomy14-22&&&&&&&&2.1.1 Functions and Classifications of Learning Strategies15-17&&&&&&&&2.1.2 Functions and Classifications of Affective and Metacognitive Strategies17-22&&&&2.2 Learning Autonomy and Metacognitive Strategies22-24&&&&2.3 Personalities and Class Performance of Introvert Learners in Group Discussion and Class Presentation24-25&&&&2.4 Theoretical Hypothesis for Solutions25-27Chapter 3 Research Methodology27-42&&&&3.1 Subjects27-28&&&&3.2 Eysenck Personality Questionnaire28-30&&&&3.3 Strategies Questionnaire30-39&&&&3.4 Class Observation39-40&&&&3.5 Interview40-41&&&&3.6 QQ Investigation41-42Chapter 4 Data Analysis and Hypothetical Solutions42-48&&&&4.1 Analysis of Hypothetical Solutions to Introverts Anxieties42-44&&&&4.2 Analysis of Hypothetical Solutions to Introverts Planning Ability44-45&&&&4.3 Analysis and Possible Increase of Introverts' Learning Autonomy Ability45-48Chapter 5 Conclusion48-51&&&&5.1 Findings of the Study48-49&&&&5.2 Pedagogical Implications and Limitations of the Study49-51Bibliography51-54Appendix Ⅰ54-55Appendix Ⅱ55-56Appendix Ⅲ Interview Data56-58Appendix Ⅳ Personality Scores of Two Majors58-60Appendix Ⅴ Metacognitive Strategy of The Mechanical Design and Automation Major60-62Appendix Ⅵ Metacognitive Strategy of The Environmental Art Design Major62-63Acknowledgements63-64学位期间发表的学术论文目录64-65分享到：相关文献|The page is temporarily unavailable
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