感知策略 的英文怎麼說

中文拼音 [gǎnzhīcèlüè]
感知策略 英文
perceptual strategy
  • 感 : Ⅰ動詞1 （覺得） feel; sense 2 （懷有謝意） be grateful; be obliged; appreciate 3 （感動） move; t...
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 策 : Ⅰ名詞1 （通「冊」 古代寫字用的竹片或木片） bamboo or wooden slips used for writing on in ancient ...
  • 略 : Ⅰ名詞1 （簡單扼要的敘述） summary; outline; brief account; résumé: 節略 memorandum; aide mémoire;...
  • 感知 : perception感知機[器] perceptron; 感知決策論 sensory decision theory; s. d. t
  • 策略 : 1 （制定的行動方針和斗爭方式） tactics 2 （講究斗爭藝術） tactful 3 [數學] （對策） policy; strat...
  1. Rebecca oxford ' s strategy inventory for language learning was employed to study six types of learning strategies : memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy and their effects on the reading, listening, writing, cloze, grammar and oral test performance of nmet

    研究結果表明，在各項策略中，補救策略、元認知策略、認知策略使用頻率相對較高，而記憶策略、情感策略和社會策略使用頻率較低。學習策略與高考成績有顯著的正相關。
  2. How does a company market prepotency by this process ? there are three directions, product / service, source of all kinds of resource and knowledge management

    企業的組織虛擬化策略可在三個方向發展：產品與服務的感受、資源來源和知識管理。
  3. Trains the elementary student to begin participation ability in the fine arts classroom abstract : in the advancement elementary school fine arts discipline education for all - around development, enhances the child intelligence development in the process, takes the base by the classroom instruction, studies student ' s psychological factor positively, obtains from the interest, carries on the good sentimental communication with the student, the formulation behaviour strategy, the instruction research method, entrusts with the student to begin to participate in ability, the choice creation way, the house teaches with happily, lets the student arrive at the knowledge in the practice middle school, the teacher must be good at acting according to the teaching material content characteristic and the student reality, creates the condition

    摘要：在推進小學美術學科素質教育，提高兒童智力發展的過程中，以課堂教學作為基地，積極研究學生的心理因素，從興趣入手，和學生進行良好的感情溝通，制定行為策略，指導學法，賦予學生動手參與能力，選擇創作途徑，寓教與樂，讓學生在實踐中學到知識，教師還要善於根據教材內容特點和學生實際，創造條件。
  4. The study is developed from o ' malley & chamot ' s framework of learning strategies, in which metacognitive strategies, cognitive strategies and social / affective strategies are included

    本研究圍繞o ' malley和chamot的學習策略框架展開，將學習策略分為元認知策略、認知策略和社會情感策略三個層次。
  5. The researcher adopts the scheme of learning strategies given by o ' malley and chamot ( 1990 ) to illustrate the significance of using learning strategies in english learning, mainly in listening and speaking activities which are dominant in english classes at the preliminary stage of primary school. various metacognitive, cognitive, social and affective learning strategies are presented in this chapter

    採用o 』 malley和chamot ）的學習策略體系，詳細介紹了各種策略（包括認知策略、元認知策略、社會與情感策略）的內容並結合小學生的心理特點和認知特點論述了在英語學習中運用學習策略的重要性口第五章是實驗報告。
  6. Finally, there are 2 conclusions : guided by the thought of classified instruction, the e - tutors " instruction mainly represents in developing online learning situation, promoting students " cognition level, training study strategy, enhancing cooperative ability and so on. though intension in e - tutors " instructions is different in different step, support to student ' s emotion is emphasized all along

    研究表明：在分類指導的設計總思想下，網路教師的指導主要貫穿在「網路學習情境創設、促進學生認知水平的提高、學習策略的訓練、提高協作能力」等活動中，每個階段網路教師指導的強弱程度不一，但對學生的情感支持始終融合其中。
  7. This paper presents an approach to perceptually extract multi - oriented text lines from online handwriting. the approach adopts a bottom - up strategy. by the approach, strokes are first merged into blocks analogous to words, then a link model is constructed upon these blocks. finally, the optimal text line layout is found out by a branch - bound search on the link model. the experimental results show that the approach is effective and also available to extract curved text lines

    提出一種多方向手寫筆跡文本行的提取方法.該方法以視覺感知理論為基礎，採取自底向上的策略，先將筆畫組合成類比字元的筆畫塊，然後基於這些筆畫塊建立鏈接模型，最後採用分支限界搜索演算法從鏈接模型中找出最優行排列.實驗結果表明，該方法能有效地提取多方向筆跡行結構，並適用於彎曲文本行的提取
  8. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  9. They can be generalized as : ( 1 ) perceiving the delicacy of language on the whole by reading

    語感教學的策略可以概括為： （一）誦讀吟詠：整體感知言語神妙。
  10. This essay is to study college students ' mental blocks to the english course and their teachers so as to find out effective strategies to raise efficiency in the progress of college english acquisition

    研究大學英語認知發展過程中學生對課業和教師的情感屏障並探索突破這一屏障的有效策略，有利於促使相關各方積極主動的心理態勢的形成，達到大學英語教育素質化的目的。
  11. Regarding it, i would give my countermeasures and suggestion on upgrading the cs of domestic financial services, successively in the point of view of the management of customer expectations, the management of customer perceptions and the balance management : ( 1 ) to manage customer expectations by clarifying, communicating with and choosing customers ; ( 2 ) to improve customer perceptions depending on establishing the " customer - focused " merchanism, reconstructing processes of frnanical services and enhancing the leverage factor of employees ; ( 3 ) to balance customer expectations and perceptions by remedying services, according to the theory of " windows of customers " and " customer mentality "

    第三部分，在上述理論與實證研究的基礎上，根據顧客滿意度形成的機理，從顧客期望管理、改善顧客感知，以及均衡顧客期望與感知三方面，提出了改善我國金融服務顧客滿意度的建議：通過識別、溝通、篩選顧客來管理顧客期望；以建立「以顧客為中心」的決策機制，再造金融服務流程、提升員工的杠桿因素等手段，改善顧客的服務感知；依據「顧客之窗」原理，運用顧客心理理論，採取補救服務的策略實現顧客感知與期望的均衡。
  12. As far as background knowledge is concerned, the dramatic influencing factors are calculation concept, formula, law, the four - form - mixed - calculation. the factors that attribute greatest to convenient calculation are concept, formula and law. in the personal factors, age and gender do n ' t influence learning strategy significantly, which indicates the traits of primary students " learning strategy development are different from that of middle school students

    回歸分析結果表明，在心理影響因素中，內源動機、課程勝任感、課程困難應對和內歸因影響顯著，其中內源動機的影響力最大；在知識背景影響因素中，運算概念、公式、定律和四則混合計算影響顯著，其中以運算概念、公式和定律因素對簡算貢獻力最大；在個人變量中，年齡和性別對學習策略無明顯影響，體現出小學生不同於中學生學習策略發展的自身特點；對不同類型學校的考察表明，小學兒童數學學習策略的發展與加工機制研究學校是影響學習策略發展的至關重要因素。
  13. The results of research on how much knowledge middle school students acquire and on what listening strategies they often use show that listening strategies, especially the strategies of directed attention, selective attention, self - management, self - evaluation, elaboration, transfer, note - taking, contextualisation, keyword - using and self - talk, often play a major role in students " achievements of listening comprehension

    特別是元認知策略中的集中注意策略、選擇注意策略、自我管理策略和自我評價策略，認知策略中的聯想策略、遷移策略、簡記策略、藉助上下文策略和利用關鍵詞策略以及社會情感策略中的自我交談策略非常明顯地影響著中學生的英語聽力能力。
  14. Results showed that the memory category was the most frequently employed language learning strategy in this study, followed by affective strategies, metacognitive strategies and cognitive strategies, with compensation and social strategies the least used. the relationship between language learning strategies and gender was investigated using anova. results showed no significant differences by gender in the overall strategy use, but more metacognitive and social strategies by girl students at the level of specific strategies

    多重比較（ posthocmultiplecomparisons ）的結果顯示，我國中學生的總體策略使用情況是：最常用的學習策略是記憶策略，其次是情感策略、元認知策略和認知策略，最不常用的是補償策略和社交策略；對性別和學生運用英語學習策略的關系採用方差分析（ anova ）進行了探討，結果表明，我國中學生在整體學習策略運用上沒有顯著的性別差異，但在個別學習策略的選擇上，女生比男生更經常運用元認知策略和社交策略。
  15. However, a medium is needed in order to turn students " knowledge into listening ability. listening strategies, i. e. metacognitive strategies, cognitive strategies and social / affective strategies, can help them to achieve the purpose

    元認知策略、認知策略和社會情感策略等聽力策略卻是將這些知識轉化為能力的中介，他們對中學生英語聽力能力起著決定性的作用。
  16. In the november of 1999, the english course standard teaching and research group under ministry of education published " the presume of the english course standard for the basic education stage in china ", in which learning strategies ( including the affective strategies, the managing and evaluating strategies, the cognitive learning strategies and the communicative learning strategies ) are brought out in the overall goal of english teaching and learning

    1999年11月，教育部英語課程標準研製工作組發布了《關於我國基礎教育階段英語課程標準的設想》 ，其中就把學習策略（情感策略、管理與評價策略、認知策略和交際策略）納入了英語教學總體目標中，這充分說明了我國基礎教育階段的英語教學已開始重視學習策略在中學生英語學習乃至整體能力的培養方面所起的重要作用。
  17. According to the learners " cognitive process hi learning, this text classifies english learning strategies into : metacognitive strategies, cognitive strategies, affective strategies and communicative strategies

    本文根據學習者的認知心理過程，把學習策略分為：元認知策略、認知策略、情感策略和交際策略。
  18. In all there are 42 items in the language learning strategy questionnaire, of which 9 for the affective strategy, 11 for the managing and evaluating strategy, 17 for the cognitive strategy and 5 for the communicative strategy

    問卷題目（見附錄）共42項，其中涉及情感策略9項、管理與評價策略11項、認知策略17項、交際策略5項、問卷採用5分等級制記分。
  19. Decreasing the cognitive load, reducing the memory load, organizing the sensation element, helping the learner constructs the cognition map, promoting the level of cognition strategy, optimizing the learning design strategy etc. are effective ways to improve the learning website ' s usability

    通過減少學習者認知負荷、降低記憶負荷、組織感知元素、幫助學習者構建認知地圖、提升學習者認知策略水平、優化網站的學習設計策略，可有效提高學習型網站可用性。
  20. Action prediction perception interpretation etc. 3 research the high - level strategy module, including tactics, formation, player type, situation, communication and perception, oppmodstrategies. the main research on the sbsp ( situation based strategic positioning ) and dpre ( dynamic positioning and role exchange ). 4 demonstrate the client program in the simulation system and optimize the program

    對高層決策模型進行了初步研究，包括戰術，陣型，球員類型，形勢，智能通訊與感知策略、對手建模策略等內容，重點在sbsp （基於形勢的策略站位）和dpre （動態站位和角色變換）方法上的研究。
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