問題解決能力 的英文怎麼說

中文拼音 [wèntíjiějuénénglì]
問題解決能力 英文
problem solving
  • 問 : Ⅰ動詞1 （請人解答） ask; inquire 2 （詢問; 慰問） question; ask about [after]; inquire about [aft...
  • 題 : Ⅰ名詞1. （題目） subject; title; topic; problem 2. （姓氏） a surname Ⅱ動詞（寫上） inscribe; write
  • 解 : 解動詞（解送） send under guard
  • 決 : Ⅰ動詞1 （作出主張; 決定） decide; determine 2 （執行死刑; 殺死） execute a person 3 （裂開; 斷開...
  • 能 : 能名詞（姓氏） a surname
  • 力 : Ⅰ名1 （力量; 能力） power; strength; ability; capacity 2 [物理學] （改變物體運動狀態的作用） forc...
  • 問題 : 1 （需回答的題目） question; problem 2 （需研究解決的矛盾等） problem; matter 3 （事故或意外） tr...
  • 解決 : 1. （處理問題） solve; resolve; settle 2. （消滅） finish off; dispose of
  • 能力 : ability; capacity; capability
  1. Many of species of milkweed are among the most dangerous of poisonous plants, while others have little, if any, toxicity

    參考譯文：人類不是擁有智力的唯一物種，高等動物同樣也擁有相當出色的問題解決能力。
  2. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  3. Strategics on question solving ability in physics teaching

    物理教學中問題解決能力的教學策略
  4. Excellent analytical, problem solving / decision making skills ; ability to make timely, effective, fact based decisions. includes a strong working knowledge of word processing, spreadsheet and scheduling software

    優秀的分析能力，問題解決能力和決策技能;做出及時，有效，基於事實的決定的能力。包括能熟練掌握和使用文字處理，電子製表和時序安排軟體。
  5. This paper reveals a topic that shows problems of the current english software, which may contribute to the students " distresses in a small advanced level of english study due to the communication breakdowns and technical difficulties in a lan - based environment. this study further enhances the understanding of the instructional design issues, pedagogical and learning theories, and communication practices on net that can improve lan - based educational software design in english study. in the paper, we discuss the guiding learning theories, which will be the key concern in the instructional design of english educational software and point out the theoretical change from stimulinresponse theory to constructivism

    在基於對當前指導英語教育軟體設計的各種理論的研究的基礎上，其中包括對建構主義，刺激反映理論，教學設計理論，局域網及虛擬課堂建構理論，及軟體設計理論等分析，本文試圖從認知角度分析學習理論對軟體設計的重要指導作用，著重強調了英語教育軟體的教學理論由刺激反映理論向針對以學生為中心，激發學生的創造力，探索能力，與問題解決能力的建構主義學習理論的過渡。
  6. And the immediate consequence of this is that many students can get high marks in exams but are mentally deficient, that can be found in the student ' s question settlement ability and the creative innovates

    這種現象的直接後果是造就了大量的「高分低能」的學生， 「低能」的主要表現就是學生的問題解決能力低下，創新意識不足。
  7. Self - perceived everyday problem solving of the students in middle school

    中學生自我覺知的日常問題解決能力研究
  8. Features and factors of everyday problem solving in college students

    大學生日常問題解決能力的特點及相關因素研究
  9. The character of this kind of instruction is that it is the transmission of the skills ( making a table, writing an equation ) from teachers to students. the nature of this kind of instruction is " teaching problem solving "

    通過進一步的分析不難發現， 80年代數學問題解決的探討一般是在信息加工理論層面展開的，更多關注問題類型、問題解決過程與問題解決能力的分析，這些研究當然有其存在的價值。
  10. Self - motivation. excellent problem solving, good inter - personal communication skills

    具備自我激勵能力.優秀的問題解決能力以及良好的溝通能力
  11. Strong analytical, mediation, and problem solving skills

    很強的分析，思考，和問題解決能力。
  12. All these can validate that gbs revised help to foster problem solving skills

    由此驗證了修訂后的gbs方法，對于培養學生的問題解決能力是有效的這一假設。
  13. Strong skills on listening, motivational, interpersonal, time management, problem solving field

    具有良好的傾聽、自我激勵、溝通、時間管理和問題解決能力。
  14. Better organization coordination capability and capability to solve problem, possess group work spirit

    較強的組織協調能力，及問題解決能力。具有團隊精神。
  15. The problem - solving ability is the focus critical ability that people are always concerned of

    問題解決能力也一直是人們所關注的未來社會生存與發展的關鍵能力。
  16. The major aim of maths teaching in middle schools is to improve students " capability in solving maths problems

    提高學生數學問題解決能力是學校數學教育的主要目標。
  17. Duty ： 1 、 responsible for the testing of the motherboard and the computer as well as the research and improvement of the testing technology ； 2 、 responsible for the analysis and the orientation of the relevant issue of the signal integration test

    很強的溝通協調、問題解決能力，具有很好的創新意識和客戶導向； 4 、熟練掌握先進的信號測試設備和評測方法； 5 、具有計算機軟硬體問題的分析能力，能夠快速定位和分析軟硬體故障。
  18. This paper makes some expandary thinking carefully : ( 1 ) the definition to ability of solving problem is a criterion of compiling and teaching sohing - problem. ( 2 ) making problem - present concealed and sourse material ' s election themed is main axis of compiling and designing sohing - problem. ( 3 ) teacher ' s development for sohing - problem is key to teach sohing - problem successfully

    本文提出的拓展性思考： （ 1 ）數學問題解決能力內涵的界定是編寫設計與教學「解決問題」的準繩； （ 2 ）問題呈現內隱化、素材選取主題化是編寫設計「解決問題」的主軸； （ 3 ）教師對「解決問題」的再開發是成功教學「解決問題」的關鍵。
  19. In addition, we talk over the types of transfer, the conditions of transfer generation and the method of training transfer ability. according to these research works above, our view is that virtual experiments should train students master conception, theory and the method of problem settlement, because the capability of problem settlement is more important than the exterior behavior skill to students " living experiments

    在探討了虛實之間遷移存在的類型、遷移發生的條件及遷移能力培養方法的基礎上，本課題認為，虛擬實驗應側重於概念、原理、解決問題的方法和能力，對行為技能的訓練則相對弱一些，因為問題解決能力伴隨著學生的生活經驗的重要性遠比去獲得一套外在的行為技能要重要得多。
  20. Therefore, scanning the study - based learning based on the psychological research about the process and strategy of general problem - solving will contribute to promote the validity of teacher instructing the study - based learning and help the teacher carry out relevant - subject disciplinary problem - solving instruction, so as to effectively improve student ' s problem - solving ability

    因此，根據一般問題的解決過程、解決策略的心理學研究成果來審視研究性學習，既有助於提升教師對學生研究性學習指導的有效性，也有助於教師更好地開展相關學科的問題解決教學，從而更有效地提高學生的一般問題解決能力。
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