構念心理學 的英文怎麼說

中文拼音 [gòuniànxīnlǐxué]
構念心理學 英文
constructive psychology
  • 構 : Ⅰ動詞1 （構造; 組合） construct; form; compose 2 （結成） fabricate; make up 3 （建造; 架屋） bui...
  • 念 : Ⅰ動詞1 （看著文字發出聲音; 讀） read aloud 2 （上學） study; attend school 3 （想念; 考慮） think...
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  1. Galileo strongly fought against the traditional ideas of the aristotle ' s theories, and he formed the thought of identity, continuance and dialectical materialism in course of his scientific research. he had written the book dialogue concerning the two chief world systems - ptolemaic and copernican to refute the theory that the earth was static, and push the copernicus " revolution forward by protecting and advocating the cosmic principle of copernicus ; he get many scientific theories by making a thorough study of motion, so provided the materials need of which newton was ; he applied the scientific method firstly in history of science which combined mathematical inference with experience and observation organically, and entrusted modern meaning to some old - time methods, so advanced the development of scientific knowledge greatly and began the history of modern physics

    伽利略強烈反對亞里士多德式的傳統思維觀念，在長期深入的運動研究中發展了同一性和連續性思想，以及把物質性質劃分為兩類的機械唯物主義思想；他著書立說駁斥「地靜說」 ，捍衛和宣揚「地動日心」的宇宙結構，推動了「哥白尼革命」 ；他深入研究運動，獲得大量科學理論，為牛頓綜合提供了豐富的材料；他在科學史上首次使用數學演繹與觀察實驗有機結合的科學方法，並賦予一些古老研究方法以現代含義，大大推進了科學認識的發展，開創了現代物理學歷史。
  2. Immediately after, it summarizes the comprehension of the thought concept and the hypostatic cognition in intuitional thought. then on the foundation, it puts forward the concept of the intuitional thought in mathematics, joining together to the description to the intuitional thought of the domestic and international scholars, and according to the genetic epistemological principle and the view of the doctrine mental state school of thought

    在此基礎上，結合國內外學者對直覺思維的描述，根據皮亞傑發生認識論原理和建構主義心理學派的觀點，提出了數學直覺思維的概念：人腦憑借建構的數學直覺認識結構，對數學對象的結構、關系的整體性理解和直接領悟的心理過程。
  3. This article analyses four double fundamental legal conceptions separately, which are hohfeld ’ fundamental legal conceptions ? ? the lowest common denominators, by means of semantic analysis and psychology, and are simplified to three double fundamentally legal conceptions, and make the conceptions of “ rights ” clear, and reveal various relations of concepts, and points out working process of rights, and puts forward a new right structure model, and applies the right structure model to analyses differentiation of real rights and creditor ' s rights, and raises a new differentiation of rights of property

    本文用語義分析的方法並借鑒了心理學的知識對霍菲爾德的權利基本概念? ? 「法律最小公分母」 ，四對八個基本法律概念做了逐一分析，將其精簡到三對六個基本法律概念，釐清權利概念的含義，並揭示各概念之間的關系，指出權利的發生過程，提出新的權利結構模型。並應用該權利結構模型對物權和債權的劃分做了分析，提出財產權的新的劃分。
  4. Beginning with the connotation of chinese, the authors analyses the relationship between speech form and speech content, illustrates the ever - changing form should follow its basic rules. comparing with content, the author thinks speech form has the feature of direct perception, the stability and limitation. thus, chinese teaching based on the form is not only in accord with the law of individual perception and psychological development, beneficial to develop the students " perception structure, but also it " s an important principle, the center of chinese teaching, the main foundations to train the students " language ability

    本文澄清了人們對語文學科的幾個基本概念的曲解和誤會，從語文的內涵入手，科學地界定言語形式和言語內容的概念與關系，並從學習個體認知學習的心理發展規律和語文教學自身的內在規律方面尋找理論依據，闡述了言語形式雖是「千變萬化」的，但有其基本規律可循，且此基本規律是「千篇一律」的，與內容相比，具有相對的直觀性、穩定性和有限性，所以，語文教學以言語形式為主，既符合學習個體認知學習的心理發展規律，有助於學生良好的認知結構的構建，遷移學習能力的形成及認知能力的發展；同時，以言語形式為主，又是語文教學的一條重要的客觀規律，它是語文教學規律性運轉的「軸心」 ，是培養學生言語能力的「抓手」 、語感能力形成的源泉、弘揚人文性的依託。
  5. The rationale of the present study comes from constructivism, clt, and reflective teaching. the core belief is that learning is a process that learners actively construct new knowledge upon pre - existing knowledge and experience according to their own needs and interests. in a constructivist approach, a teacher educator should base their teaching on student teachers " practical knowledge and draws on their personal experience to develop their professional teaching ability and communicative ability in a holistic way

    作者對在職教師繼續教育的研究根植于建構主義，交際語言教學論和反思性教育理論，其核心理念是：學習是學習者根據個人興趣與需求在原有知識經驗的基礎上主動建構新知識的過程，教師教育者應充分利用教師的已有經驗和教學實際均衡發展，不斷引導他們進行學習與教學的反思，培養教師自主。
  6. In the direction of the research - based learning theory, it analyzed its basic characters : subjectivity, opening, practice, inquiry, cognitivity, generativity. the dissertation also originally constructed the basic flow chart of class teaching of cognitive research - based learning, and researched the concrete teaching strategies including for teaching preparation and for teaching process

    本研究運用了認知心理學、人本主義心理學、建構主義心理學、多元智能理論等有關教育心理學的重要成果，以研究性學習理念為指導，分析了認知型研究性學習應具有的基本特徵:主體性、開放性、實踐性、生成性、探究性、認知性等;創造性地構建了認知型研究性學習課堂教學的基本流程;並分別提出了具體的課堂教學策略，包括課堂準備策略和課堂教學過程策略。
  7. Combined with methods of economics, finance, management, and psychology, this article breaks through the theory that financial development in only the change of its structure. this article firstly brings up the conception non - bankization for the very first time and points out that a general rule of financial development is the non - bankization of financial intermediary system. basing on this, the structure change of financial intermediary system and china ' s case are studied

    本文結合使用經濟金融學、管理學和心理學等領域的方法，突破了金融發展只是金融結構變化的理論，首次提出金融發展「非銀行化」的概念，明確指出金融發展的一般規律是金融中介機構系統的非銀行化，並從此概念出發，系統地研究了金融中介機構體系結構的變化及其動因和績效，並在此基礎上研究了中國的金融發展。
  8. The theories of phenomenology and modern psychology are introduced in this paper. it tries to analyze the space construction and space characteristics of memorial landscape. the author emphasizes the basic elements of memorial landscape - - landform, stone, water, plant and etc. it is the texture and color of the elements that constitute the space characteristics of memorial landscape

    本文重點是引入現象學和現代心理學觀點來討論紀念性景觀的空間結構和空間特色，把以往研究中言之不詳的紀念性景觀的空間特色一一地形、石頭、水、植物、建構築物以及它們的質地、色彩等作了重點的分析與探討，並通過實例進行了詳盡的說明。
  9. With this question and my tutor ' s guidance, i referred to a large amount of resources about pedagogy and psychology in and out china, studying the educational thought and teaching methodology which affected the self - determinative education thought greatly in the education domain of china in recent five years. i researched into the arrangement manner, structure, characters and primary changes of the new senior middle school curriculum and found out the new educational ideas that supported the new curriculum. i used to be a middle school mathematic teacher and i made a study and summing - up of the notion to mathematic and mathematic teaching, mathematic learning strategy, mathematic discovery law and the trends of the mathematic education innovation in our country in last decade

    我帶著這個問題，在導師們的指導下，我查閱了關于國內外教育學、心理學等大量資料；研究了近五年來對我國教育界影響較大的主體性教育思想以及其教學方法；又研究了新高中數學課程編排方式、結構特點，以及主要變化，找出支持新課程教學的教育新理念；我曾教過中學數學，又對數學觀、數學教學觀、數學學習方法，數學發現規律以及近十幾年來我國數學教育改革的變化趨勢進行研究和總結，從中吸取了它們的養份。
  10. Thus, it is urgent and necessary to study and experiment this research. this research acclimates to the current of the relation between " education and development ' ', basing on the theory of scientific psychology and pedagogy, regarding developmental idea as its main line, relying on multiple research method, which explores scientifically and deeply theory and practice of the developmental mental health education in five - year normal school, strives to construct an integrated system, directly serving for today ' s training objectives

    本課題順應了世界上「教育與發展」關系的潮流，以科學的心理學、教育學理論為依據，以發展性理念為主線，以多元化的研究思路為依託，對五年制師范發展性心理健康教育的理論與實踐作了科學而深入的探討，力圖構建一個完整的五年制師范發展性心理健康教育的體系，直接服務於今天的五年制師范素質教育培養目標。
  11. The introduction of the discourse concept provides a pragmatic platform for the psychologists who believe that meaning can and can only be decided by context, social - linguistic conventions and social exchange modes

    話語觀念的導入，使得處在語用平臺上心理學家認為，語境、社會語言的約定以及社會交換的模式，是構成意義的唯一決定因素。
  12. Based on the practical status of the knowledge foundation of the curriculum in china, with regard to the relations of knowledge, ability and accomplishment, this thesis attempts to comprehend the importance of the knowledge in the curriculum of language and literature. taking the objectives and ideas of the curriculum as a principle, this thesis chooses some knowledge, which can improve students " ability and accomplishment, from linguistics, article theory and literature theory to reconstruct the knowledge system of the curriculum according to the three aspects : declarative knowledge, procedural knowledge and strategical knowledge

    本文試圖從我國語文課程中知識基礎的現實狀況，從知識與能力、素養的關系認識語文知識在語文課程中的重要性，並以課程理念為指導思想，從語言學、文章學、文藝學中選出一些有利於學生能力形成和素養提高的知識，最後提出以現代認知心理學為理論依據，按陳述性知識、程序性知識、策略性知識三個方面重新建構語文課程的知識體系。
  13. Institutional factors, operational principles, trial purpose, teacher - student relation, modification - integration and so on support my understanding of this conception. new theoretical conception based on practice divided into systematic science, modern teaching - learning view, teaching - learning mentality and chinese language educational theory, which play a positive role hi its teaching - learning practice

    文章從構成因素、運作原理、實施目的、師生關系和調控整合等五個方面系統論述了語文教學運行體系全程優化理念的本質內含，分析了語文教學運行體系全程優化實驗的理論基礎，認為系統科學理論、現代教學理論、教學心理學理論和語文教育學理論為實驗奠定了堅實的理論基礎。
  14. With the aid of some theories " the dual character of maths conception " by sfard, the theory of " expression - contact " by james hibert and thomas p. carpenter, and the theory in constructirism and psychology, i have, in this thesis, carefully analyzed the reasons why part of the senior students conld n ' t understand the language of mathematics well : 1. during the language understanding period, they lack of actively building the constructure of the symbolic language

    藉助sfard的「數學概念的二重性」理論、 jameshibert和thomasp . carpenter的「表示?聯系」的理論以及認知心理學和社會建構主義等理論，分析了部分高中學生對符號語言不理解的主要原因： 1 、在語言理解階段缺乏對符號語言意義的主動建構。
  15. Part 1 : a general survey including i ) research background - background study on the position of mathematical education reform and current situation of mathematical education in china ; 2 ) teachers " belief and its present study - historical review of the development of educational belief, teachers " belief and belief of math teachers " ; 3 ) the values and aims of this paper part ii : the course of research - the body of the paper, including i ) the theoretical bases for questionnaire design ; 2 ) questionnaire design ; 3 ) aims, subjects and fields of this investigation ; 4 ) feedback analysis of the questionnaire papers - all questionnaire papers were processed by statistical software spss10. 0 and the outcomes were analyzed theoretically for the final research result

    本文在結構安排上共分為以下四個部分：第一部分為綜述，內容有： [ 1 ]研究背景，介紹了數學教育的地位背景以及我國數學教育的現狀； [ 2 ]教師的信念及其研究現狀，從教育心理學發展的歷史角度回顧了關于信念、教師信念和數學教師的信念的研究情況； [ 3 ]本文研究的意義和目的等。第二部分為研究過程，本部分是本文的研究主體。主要內容有： [ 1 ]問卷設計的理論依據， [ 2 ]問卷設計； [ 3 ]問卷調查的主要目的、對象和范圍； [ 4 ]問卷分析，運用spss10 . 0統計軟體對所調查的問卷進行必要的信息處理和對處理的結果進行理論上的分析。
  16. Religious perspective, religious experience, and religious behavior are the fundamental dimensions of research on psychology of religion in the usa, and the relations between religion and personality, religion and mental health are in the prominent position

    宗教觀念、宗教體驗、宗教行為構成美國宗教心理學研究的基本維度，宗教與人格的關系、宗教與心理健康的關系在美國宗教心理學的研究中處于突出地位。
  17. Spken language teaching is aiways weak point in teaching chinese for a long time, the vague understanding of the principle of designing chinese classes and the property and position in communicative teaching of spoken language and the research about functions and values in communicative teaching of spoken language are the main causes. my thesis tells the disappearing of spoken language and the shortage of spoken language teaching, analyses the fact of communicative teaching of spoken language, makes full use of the previous achievements of contemporary linguistics, pedagogy and psychology and mainly explains the meaning, features, mechanism and ideas of communicative teaching of spoken language. the thesis talks of the development about the students " abilities to adapt our up - to - date social life, the training of the students " abilities of creative thinking, the modelling of the students " perfect personality and the improvement of the students " abilities about reading and writing

    本文從語文教學中口語交往傳統的湮沒和口語教學缺失的歷史沿革入手，在分析口語交際教學現狀的基礎上，借鑒現代語言學、教育學、心理學等領域的既有研究成果，從口語交際的涵義、特徵、機理和口語交際教學的基本理念出發，分四個層面，圍繞口語交際教學對學生現代社會生活能力的培養、對學生創造性思維能力的訓練、對學生健全人格的塑造、對學生閱讀寫作能力的提高等相關要素，逐一梳理了口語交際教學在語文教學中的功能價值，並提出了建構主義學習理論視野中的口語交際教學策略，希望籍此引起語文界同仁對口語交際教學的重視，發揮口語交際教學在語文教育體系中應有的功能作用，使口語交際教學真正落實到實處。
  18. The research is based on j. dewey ' s empiricism education theory and cognitive structure psychological theory. it describes the connotation and puts forward the main four characteristics of design physics experiment, that is initiative, exploration, creativity, synthesis. moreover new teaching mode appears in physics experiment teaching, because it is based on a new teaching belief. furthermore, it probes into three aspects of teaching mode, that is, the diversity of teaching organizational makeup, the opening characteristic of teaching place and instrument, the evaluation emphasized creativity as for design practice, the research probes into the principles belonging to design

    本研究以杜威的經驗主義教育理論基礎和認知結構理論的心理學基礎為理論支撐，對設計性物理實驗的內涵進行了描述，歸納了設計性物理實驗的四個主要特點，即主體性、探索性、創造性、綜合性，同時設計性物理實驗以一種全新的模式在物理實驗教學中的出現是基於一種全新的教學新理念，進而探討了新的教學模式具體表現教學組織形式的多樣性、教學場地及設備的開放性，實驗評價的創造性。
  19. The thesis deals with the essential matters of psychological education by rational rethinking and therefore rationally criticizes it ' s theoretical achievements. it develops in a clue of " rethinking, criticizing, absorbing and constructing ", and takes advantage of " phenomenology pumping " and " hermeneutic logic " for reference. it analyses the main problems of psychological education existing nowadays in a multi - subject view of history, philosophy, psychology, education, sociology, culture, etc. by the possible means of systematical and scientific thinking for solving problems, it brings up and discusses the ideas of integration, initiates the trends of interacting and multi - existing, maintains the study of psychological education in a multi - subjects view, and then constructs conception and patterns of its own

    本文以「反思、批判、吸收、建構」為主線，借鑒「現象學追問」和「解釋學邏輯」 ，從分析目前心理教育存在的主要問題入手，分別選取歷史學、哲學、心理學、教育學、社會學、文化學等學科視野，對心理教育的基本問題進行理性反思，對心理教育的理論成果進行理性批判，運用系統科學的思維方法論觀照解決問題的可能路徑，提出並論述了整合論心理教育觀點，倡導開放互動、多元共生的心理教育發展路向，主張從多學科整合的視野研究心理教育，建構適合中國自己的心理教育理念和模式。
  20. If the situation mentioned above is not solved, it is hard to construct the system of cognition on mathematical concept ( or psychology in mathematical education )

    上述問題不解決，就難以建構系統的數學概念認知心理學（乃至數學教育心理學）體系。
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