數和數的認知 的英文怎麼說

中文拼音 [shǔhéshǔderènzhī]
數和數的認知 英文
numbers and number sense
  • 數 : 數副詞（屢次） frequently; repeatedly
  • 和 : 和動詞（在粉狀物中加液體攪拌或揉弄使有黏性） mix （powder） with water, etc. : 和點兒灰泥 prepare some plaster
  • 的 : 4次方是 The fourth power of 2 is direction
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 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...
  • 認知 : [心理學] cognition; -gnosis
  1. How to take up the mathematics education well while training the students and how to make the students treat the study and revision correctly are also deeply discussed in the article. it can help the students to know that revision is a process not only to prepare for the college entrance examination but also to form an initial concept of mathematics culture. there is also something that helps the students arouse the active factors, overcome the passive factors and makes the students spend the days in grade three smoothly

    本文分析了影響高三學生數學學習的認知心理與非認知心理諸方面的因素，運用數學教育心理學、普通心理學和教育學原理，探討了在高三數學教學中自覺地把握學生的學習心理，改變傳統的數學模式，因勢利導地順應學生的心理發展過程，從育人的角度做好數學教學工作，使學生正確地對待高三的學習與復習，使復習不僅是應付高考的過程，同時也是形成初步數學文化觀念的過程，達到調動積極因素，克服消極因素，正確度過高三人生，使教師真正起到數學文化傳播者的作用。
  2. Cai, 1998 ; bikai nie, & bingying wang, 2000 ) provided evidence that, while our students outperformed on problem - solving tasks, the result was not the same on problem - posing tasks. because most students learned mathematics and developed increased mathematical capacities only when they participate in instruction focused on rich and worthwhile mathematical activity. however, in the circles of mathematics education, there was a universal sense, that is : our mathematical education loses contact with reality ; students solve problems not related to real life ; the mathematical activity students conducted mostly focused on memorization and mechanical use of procedures rather than the use of mathematical knowledge and tools to explore patterns, frame and solve problem, etc.

    課堂是學生學習數學、發展數學認知的主陣地，我國學生的數學認知在上述方面表現出來的差異可以從數學課程與教學中尋找原因： 「中國數學教育脫離實際」 （張奠宙， 1994 ） ； 「在強調素質教育的今天，絕大多數課堂教學仍然是傳授知識加技能訓練的傳統教學模式」 ， 「學生的數學學習仍然是一種『復制型』的『消極』學習」 ， 「學生幾乎沒有獨立思考、探索發現的機會」 （季素月， 1996 ） ；我國數學課程在「探究」和「背景」上「較薄弱」 ，在「運算」和「推理」等方面「要求過高」 （鮑建生，博士學位論文， 2002 ） 。
  3. Maybe you are among the many people who do “ brain exercises ” like sudoku to slow the cognitive decline associated with aging

    也許你和許多人一樣，為了延緩年齡漸長引起的認知能力衰退，時常進行「腦力鍛煉」 ，比如玩數獨游戲。
  4. It is necessary to optimize and perfect mathematics structures in mid - school mathematics teaching. viewing from general process, mathematics study is a process in which new learning contents and original mathematics structures act on each other and a new structure is then formed. viewing from meaningful study theory, any knowledge that students have learned is not fragmentary or isolated but constitute knowledge structures and build mutual relations between knowledges ; viewing from information - processing theory, we can improve our memorizing ability of working, if we can organize necessary information into " group lump " reasonably and effectively in the form of " structure " and concentrate more information into a new " group lump ". perfecting cognitiopn structures is an effective way in which our thinking can be suited to huge and long - term memorizing ; viewing from the theory of establshment, mathematics study means that subjects are forming a net - frame between new knowledge and all other factors so as to obtain new knowledge

    中學數學課堂教學中優化和完善學生的數學認知結構的必要性，從數學學習的一般過程看，數學學習就是新的學習內容與學生原有的數學認知結構相互作用，形成新的數學認知結構的過程；從有意義學習理論看，學生所學的任何知識，都不是零碎的、彼此孤立的，而應按知識之間的關系，通過不同層次來構成知識的結構，建立知識之間的相互聯系；從信息加工理論看，如果人們採用「結構」的形式合理有效地組織必要的信息，成為「組塊」 ，可以讓更多的信息濃縮進不多的組塊，從而擴大工作記憶能力，而完善認知結構是使人的思維適應龐大的長期記憶的一種有效方法；從建構主義理論看，數學學習是指主體在把新知識與多方面的各種因素建立聯系的過程中，建構新知識與各方面因素間的網路構架，從而獲得新知識的意義。
  5. The conclusion of this authentic proof research ai. - enlightenment : ( 1 ) in the suitable environment that the substance of the cai in mathematics teaching is student at the modern technology of utilization founded, in the supervising down of first cognition of mathematics, by way of self explores, the mathematics cognition activity of the establishment mentality idea correctly ; ( 2 ) found suitable teaching and the study environment, that is the key of cai gaining success, and reasonably uses the computer medium can help student ' s establishment correctly proper mentality idea ; ( 3 ) how to reasonably scientifically solve the different of man and women in cai is a main obstacle that all students must face the cai ; ( 4 ) the keys which good effect will be gained in the cai are : teacher will change the concept and be brave in exploring in the practice ; the conception which takes students as the center and draw on it to direct the using of education technology

    為此，本實驗先選取桂林中學高一四個班作為實驗和調查對象，採取四種不同的教學模式（講授法、 cai法、自主cai 、幾何畫板法）進行「二次函數在給定區間上的最值」內容的教學，然後對測試和調查結果進行分析，揭示課堂教學中計算機輔助教學的學習心理機制；二是學生應用計算機進行探究性學習的認知心理機制的研究。通過對學生歷時一個半月的自主學習的觀察及最終測試的分析，探索計算機的應用對學生認知心理的影響。本研究的結論與啟示： （ 1 ）計算機輔助數學教學的實質是學生在利用現代技術創設的一個合適環境中，通過自己的探索，建立正確的心理表象的數學認知活動。
  6. 4. during the investigation of distinction in mathematical cognitive structure, the author uses statistical sampling method. by test - analysis, observation, conversation and exchanging with teachers, the qualitative and quantitative analysis is made

    在對高中生數學認知結構個體差異的調查研究中，筆者首先採用整群+分層抽樣的統計方法選取了樣本，然後通過問卷測試?分析法、觀察法、談話法以及與數學教師的交流對調查結果做出了定量和定性的分析。
  7. And the aims of mrs are to make themselves usable, distinguishable and stable

    數學認知結構發展的目標是使其具有可利用、可辯別和穩定三種特性。
  8. In part of theory, the paper analyses the present situation of its, presents its theoretical base, constructs a teaching mode of dual - initiative, gives its structure, discuss its writing environment, provides a reference of integrating object - oriented database and ai ; in part of design, the paper combines method of fields knowledge representation, presents teaching strategy reasoning machine based on weight - generation production rule ; according to cognitive learning theory, designs a cognitive model of student which adopts approach method and historical inheritance of study, designs a model which can navigate in learning process and in hyper - text based on student ' s model and knowledge presentation, discusses the design of explanation mechanism and man - machine interface

    在理論部分，本文分析了its的現狀，提出了its的理論基礎，建構了一個雙主的教學模式，並給出了its的結構，討論了智能教學系統的寫作環境的選擇，為本文的面向對象數據庫和人工智慧的結合提供了依據；在設計部分，本文結合領域知識表示方法，給出了一個面向對象的認知的超文本的知識表示方法，提出了基於加權產生式規則的教學策略推理機；依據認知學習理論，設計了一個採用逐步逼近法的有學習歷史繼承的認知學生模型，並根據學生模型和知識表示設計一個學習過程自動導航和超文本導航的教學模型；討論了智能系統解釋機制和人機介面的設計。
  9. According to the three elements forming mrs, and their inter - connection and mutual progression, mathematics learning and mrs formation are divided into the phase, i. e. knowledge acquisition, ability improvement and quality development

    三」教學模式根據數學認知結構構成的三個要素及其相互關聯和遞進的關系，將數學學習和數學認知結構的形成分為知識習得、能力提高、素質養成三個階段。
  10. In the view of system theory, it should embody mathematical knowledge system, mathematical cognitive operation system and mathematical meta - cognitive system

    從系統論的觀點來看，數學認知結構應包含三個子系統：數學知識經驗系統、數學認知操作系統和數學元認知系統。
  11. Equitable class teaching structures are means and media by which to form good mathematics cognition structures. thus, class teaching should follow such principles as situational questions, form - varying practice, summing - up and sorting - up, feedback and revising and the one students involved in finding knowledge

    合理的課堂教學結構是形成良好的數學認知結構的手段和媒體。因此，課堂教學中應遵循問題情境原則、學生參與知識的發現原則、變式訓練原則、歸納整理原則和反饋調整原則。
  12. Besides having the function of storage, memory and operation, the important function of perfect mathematical cognitive structure contains motivation, choice, explanation, construction, extraction, transfer, production, change, activation, conquering tendency, adjustment and problem solving

    良好的數學認知結構除了具有貯存、記憶和操作處理的功能之外，其重要功能還表現為：動機功能、選擇功能、解釋功能、建構功能、提取功能、遷移功能、生成功能、轉化功能、激活功能、克服定勢功能、調控功能和解決問題的功能。
  13. When it accumulates to a certain amount, it will affect the students ' mathematical cognitive construction, learning strategy selection and math capacity development

    過度焦慮會影響學生的數學認知構建、數學學習策略的選擇和數學能力的發展，導致狀態性焦慮的形成。
  14. The results indicated that : 1 ) preschoolers ' understanding of conditional promise showed evident developmental progress, which means that most preschoolers can detect peer violation and the rate detecting mom violation and bilateral violation grows with age, among which none 4 - year - olds can detect mom violation and none 5 - year - olds can detect bilateral violation. 2 ) preschoolers ' detection of different violating figure is different, which manifests perspective effect and priority detection for peer violation effect. 3 ) most preschoolers didn ' t understand conditional promise as biconditional

    結果表明：幼兒對條件許諾的認知表現出明顯的發展趨勢，絕大多數幼兒都能指出孩子違反，隨年齡增大能指出媽媽違反、雙違反的人次百分比逐漸增多，其中4歲組沒有人能指出媽媽違反， 5歲組沒有人能指出雙違反；幼兒對條件許諾中不同角色違背的檢測存在「角色效應」和「同儕違背優先檢測效應」 ;多數幼兒還沒有將條件許諾理解為雙條件規則。
  15. The research on experimental results proves that the compilation of statistics and probability is successful, which embodies the idea and the purpose of mathematics curriculum criterion of compulsory education, and the compilation mode accords with psychological laws of children ' s cognition and the logic of mathematics

    研究表明，小數新教材「統計與概率」的編寫體現了課程標準的理念、意圖和要求，符合學科知識的邏輯規律和兒童認知的心理規律，是較為成功的。
  16. Reading mental skill training lets the student become the subject in study. systemic operation flow lets the student participate in the cognitive operation that is direct by the object and lets most students actively study and inquire. and the reading mental skill training can train the students " participation ability and the self - evaluation ability, let the students accustom themselves to self - reading and can effectively improve their reading ability

    閱讀心智技能訓練確立了學生在學習中的主體地位，程序性的操作流程把學生始終置於一個受目標指引的認知性操作序列之中，使絕大多數學生在多數時間里處于主動學習和探索狀態，培養了學生參與能力，自我評價能力，養成自主閱讀的習慣，有效地提高了閱讀能力。
  17. Finally, according to the mode of two - roles in teaching, which should give play to teachers " leading role and also fully reflect students " cognitive subject. and on the basis of following the course teaching design principle of the network, carry on the website design and develop of the course of " hydraulics & pneumatics ". firstly utilize frontpage2000 of the developing instrument of web page to designed and develops website ' s overall style, the interface, style of navigating and studying the supplementary function that courses need ; then utilize jsp and javabeans discreteness technology to carry on real procedure making, in order to reach the function of various kinds of websites and teaching purpose, such as the operation to backstage supporter ' s data base, realize website ' s registration and log on, realize the search and study offered for studying and is tracking the studying ; then imbed the network packs in the corresponding web page, and regulate the linking of these web pages, make it reach anticipated request, and debug running in campus network

    最後，按照雙主教學模式（即發揮教師的主導作用和學生的認知主體作用） ，並且在遵循網路課程教學設計原則的基礎上，進行「液壓與氣壓傳動」課程的網站設計與開發：利用網頁開發工具frontpage2000進行網站總體風格、界面、導航風格以及學習課程所需輔助功能的設計與開發；利用jsp及其， tavabeans組件技術進行實際的程序開發，以達到對后臺數據庫的操作、實現網站注冊及登錄、實現為學習提供的搜索和學習跟蹤等等各種網站功能及教學目的；把網路打包好的課件嵌入相應的網頁中，並對這些網頁的鏈接進行調節，使其達到預期的要求，並在校園網上進行調試運行通過。
  18. A good cognitive structure of mathematics is characterized by usability, being distinguishable and stability

    良好的數學認知結構具有可利用性、可辨別性和穩定性的特徵。
  19. 3. during mathematics learning, the effect that mathematical cognitive structure has on students " thought forms its cognitive function

    在數學學習中，數學認知結構對學生思維、認識所產生的影響和作用就形成了數學認知結構的認知功能。
  20. This article includes four parts : part 1 makes a brief introduction of constructivism and interprets the viewpoint on learning and teaching in view of it ; part 2 analyses the structure of mental representation of mathematics concept and troubles which students usually meet ; part 3 elaborates the different way to obtain mathematics concept in initial stage and deepening stage ; part 4, at first, elaborates how to instruct the students to construct correct mental representation in view of constructivism, then illustrates how to engage in concrete practice on the teaching of mathematics concept by means of an example ( the teaching of reasonable number )

    全文共分四大部分：第一部分簡單地介紹了建構主義理論，以及在建構主義觀點下的學習觀和教學觀；第二部分從四個材料出發，分析數學概念的心理表徵的結構，以及學生所建立的認知結構中普遍存在的問題；第三部分闡述學生形成的數學概念在初識階段和深化階段不同的獲得方式；第四部分首先闡述在建構主義觀點下如何去指導學生建立正確的心理表徵，然後通過一個教學範例（有理數的教學）說明在建構主義觀點下如何去進行數學概念的教學實踐。
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