憶策 的英文怎麼說

中文拼音 [yìcè]
憶策 英文
okusaku
  • 憶 : 動詞（回想; 記得） recall; recollect
  • 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 ...
  1. Clonal strategy algorithm based on the immune memory

    基於免疫記憶的克隆策略演算法
  2. 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。
  3. The present research makes an attempt to study the effects on word memory with topic - based vocabulary learning strategy based on the theory of depths of processing proposed by craik and lockhart ( 1972 )

    本研究以craik和lockhart （ 1972 ）的認知加工層次理論為理論框架，旨在考察建立在該理論基礎上的話題為主的詞匯學習策略對外語詞匯記憶產生的影響。
  4. A novel dynamic evolutionary clustering algorithm ( deca ) is proposed in this paper to overcome the shortcomings of fuzzy modeling method based on general clustering algorithms that fuzzy rule number should be determined beforehand. deca searches for the optimal cluster number by using the improved genetic techniques to optimize string lengths of chromosomes ; at the same time, the convergence of clustering center parameters is expedited with the help of fuzzy c - means ( fcm ) algorithm. moreover, by introducing memory function and vaccine inoculation mechanism of immune system, at the same time, deca can converge to the optimal solution rapidly and stably. the proper fuzzy rule number and exact premise parameters are obtained simultaneously when using this efficient deca to identify fuzzy models. the effectiveness of the proposed fuzzy modeling method based on deca is demonstrated by simulation examples, and the accurate non - linear fuzzy models can be obtained when the method is applied to the thermal processes

    針對模糊聚類演算法不適應復雜環境的問題，提出了一種新的動態進化聚類演算法，克服了傳統模糊聚類建模演算法須事先確定規則數的缺陷.通過改進的遺傳策略來優化染色體長度，實現對聚類個數進行全局尋優;利用fcm演算法加快聚類中心參數的收斂;並引入免疫系統的記憶功能和疫苗接種機理，使演算法能快速穩定地收斂到最優解.利用這種高效的動態聚類演算法辨識模糊模型，可同時得到合適的模糊規則數和準確的前提參數，將其應用於控制過程可獲得高精度的非線性模糊模型
  5. On memory and english vocabulary learning strategies

    論記憶與英語詞匯學習策略
  6. Based on cognition theory and information technology, the paper build a simulated brain model to aid creative design by integrated artificial intelligent, expert system, fuzzy logic, and knowledge mining based on database over internet. the brain model including a memory structure to save information and knowledge, and a thought strategy with some certain levels to guide activities, therefore, the intelligent activities such as learning, problem - solving and creative design could be treated as the process that utility memory in control of thought strategy

    人腦模型體系包括了在思維策略控制下的學習、設計問題解決、創新等活動，並以語義網路與神經網路結合研究並實現了知識記憶結構，在此基礎上研究了產品構成知識的生成技術，使模型可方便實現自學習、自組織、聯想存貯等特性。
  7. English vocabulary learning has no shortcut to follow, but the proper use of the memorizing strategy will make memorizing more easier and more efficient

    英語詞匯的學習沒有捷徑可循，但是正確地使用一些記憶策略可以使之變得有章可循。
  8. A cross - sectional study of stm development in life span

    短時記憶及其策略一生發展的橫斷研究
  9. The two farmers reminisced about the good old days before the eec agricultural policy

    這兩位農夫回憶起歐洲經濟共同體農業政策以前的那些美好日子。
  10. 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。
  11. A study of the first - sampling - part of irregular geometric figures

    初中生英語詞匯記憶策略的研究
  12. The vocabulary remembering tactics for postgraduates of non - english majors

    非英語專業研究生詞匯記憶策略
  13. Deveolpmental researches of memory strategies in english words learning

    英語單詞記憶策略運用的發展性研究
  14. Training research on english new words memory strategies in grade one middle school

    初一學生英語單詞記憶策略的訓練研究
  15. A probe into the reasons for less frequent use of memory strategies by chinese non - english majors

    初探中國非英語專業學生使用記憶策略甚少的原因
  16. The result of the study showed : ( 1 ) the senior middle school students can use memory strategy effectively and have relatively strong learning motive

    研究結果表明： （ 1 ）高一學生能夠較好地運用記憶策略，有較強的學習動機。
  17. Third, brain preference was closely correlated to strategy usage. the more left brain was preferred, the more metacognitive, cognitive and memory sttategies were used

    越傾向于用左腦思維，選擇元認知策略，認知策略及記憶策略的可能性越高。
  18. This paper mainly analyzes the college students ' improper use of memorizing strategies and then gives the teaching countermeasures of the english vocabulary

    本文主要對大學生英語詞匯記憶策略使用中存在的問題進行分析，由此提出相應的英語詞匯教學對策。
  19. Second, left - brained students used significantly more strategies than the right - brained. in terms of category, the left - brained preferred to use significantly more memory sttategies and metacognitive strategy

    左腦風格學生使用策略的頻率明顯高於右腦風格學生，尤其是記憶策略及元認知策略。
  20. The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level. compensation strategy, metacognitive strategy and cognitive strategy received relatively higher level of usage, while memory, affective and social strategy were reported to be used less frequently. to find out whether there is any difference in strategy use among high, middle and low proficiency students, anova was employed to analyze the variance of learning strategies among groups of different proficiency

    在比較高中低分組策略運用和高考成績之間的關系時，我們發現高考成績高分、中分和低分組的學生在使用認知、補救、元認知、社會策略時有顯著差異，英語成績高的學生在使用這些策略的頻率上顯著高於低成績組的學生，而在記憶策略和情感策略的運用頻率雖無顯著差異，但也是高分組高於低分組。
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