皮亞傑 的英文怎麼說

中文拼音 [píyǎjié]
皮亞傑 英文
jean piaget
  • 皮 : Ⅰ名詞1 （人或物體表面的一層組織） skin 2 （皮革） leather; hide 3 （毛皮） fur 4 （包在外面的一層...
  • 傑 : Ⅰ名詞（才能出眾的人） outstanding person; hero Ⅱ形容詞（傑出 ） outstanding; prominent
  1. Conceptual change theory is based on philosophy of science, piget ' s cognitive theory, ausubel ' s assimilative theory and constructivism. the starting point of the progress of conceptual change is the students " pre - scientific conception

    概念轉變理論的提出是以科學哲學觀點、皮亞傑的認知發展理論、奧蘇貝爾的認知結構同化論以及建構主義理論為基礎。
  2. Piaget ' s theory of moral judgement of child, kolhberg ' s approach to moral education, elliot turiel ' s domain theory and carol gilligen ' s care theory are influential and distinctive moral education theories in the west and have had enormous impact on the moral education in western schools

    摘要皮亞傑的兒童道德發展理論、科爾伯格的認知發展教育模式論、艾略特?突里爾等人的範式理論和卡洛?吉莉根的關愛理論是當代西方很有影響、很有特色的道德教育理論，這些德育理論對當代西方的學校德育實踐產生了巨大的影響。
  3. Compare the idea of piagetian school with that of gestalt ' s on the holistic point of view

    皮亞傑學派與格式塔學派的整體觀比較
  4. 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。
  5. According to the results of this research and other related research, the author proposes : ( 1 ) implicit learning and reflective abstraction, especially unconscious reflective abstraction, seem to be two different descriptions of the same psychological mechanism. therefore, it is a sound approach to develop the research of reflective abstraction by the approach of implicit learning ; ( 2 ) it is impossible and sound to richen piaget ' s theory by using the methods of modern cognitive psychology

    根據本研究和已有的相關研究的結果，筆者認為， （ 1 ）內隱學習與反省抽象（尤其是無意識反省抽象）似乎可以看作是對同一心理機制的兩種描述，而從內隱學習的角度來深化反省抽象研究是一條可行的途徑； （ 2 ）以現代認知心理學中的研究方法來豐富皮亞傑理論研究是可能和可行的。
  6. J piaget ( 1896 - 1980 ) is famous in the world for establishing the genetic epistemology, which has enriched the knowledge of the human beings to know themselves exactly

    1研究動機瑞士學者讓?皮亞傑（ jean ? piaget ） （ 1896 ? 1980 ）因創立發生認識論這一新學科而飲譽世界，發生認識論體系極大地豐富了人類對自己認識的寶庫。
  7. J. p. guilford ' s theory of open - mindedness secondly, the theory of inquiry learning is according to the following theories : 1. the theory of the connection of acceptance learning and finding learning 2

    探究式學習理論1 、接受學習和發現學習相結合的理論。 2 、皮亞傑建構主義學習理論。 3 、羅傑斯人本主義學習理論。
  8. Based on jean piaget " s theory of cognition development and a. c. bblrotckiih " s theo - ry of recent developental area, this paper intends to combine the author " s many years " teaching experience to explore students " characteristics and rules in different developmen - tal stage, to understand the creative process of recent developmental area by using the con - cent of assimilation, accommodation and equilibrium, and to construct the creative patlern of recent developmental area from congnition development

    基於這一認識，本文以皮亞傑認知發展的理論和維果茨基的最近發展區的理論為出發點，結合本人多年的教學實踐，探討學生在各個發展階段的特點和規律，並運用同化、順應和平衡的概念來理解最近發展區的創造過程，從認知發展機制上討論構建最近發展區的三種模式及這三種模式在兒童認知發展中的重要作用。
  9. Theoretically, i discuss the function of research study hi high school biology teaching on the basis of education theories, cognitive frame of references, piyaji ' s building up study theory, and constructive theories

    在理論上，以教育學理論、認知結構的學習理論、皮亞傑的建構主義學習理論、有意義學習理論等為理論依據，探討了探究性學習在中學生物教學中的作用。
  10. Drawing upon findings from brain research, evolutionary biology, piaget " s studies of developmental and cognitive psychology, mi challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by iq tests, emphasizing the role of culture and education condition in the development of children " s intelligences. his theory was improved based on the project zero

    加德納借鑒吸收了腦科學、智能生物學的研究成果，並對腦損傷病人、白癡學者等特殊人群進行了深入研究，同時在批判傳統智商理論和挑戰皮亞傑認知發展理論的基礎上，批判性地吸收了他人智力學說的合理成分，突出強調了社會文化因素和教育條件對兒童智力發展的影響。
  11. Piaget ' s influence upon social cognition researches

    皮亞傑對當代社會認知研究的影響
  12. My dear friend, what you mentioned here is neither new nor canadian. it ' s actually age - old pedagogy, dating back over 2000 years, first documented by plato and later verified by piaget etc

    親愛的網燕，你上面所闡述的教育理念其實既非最新的也非加拿大人所獨有。實際上這是一種古老的教育學，可以追溯到2000年以前，最先出現于柏拉圖的文獻中，后來又被皮亞傑所證實。
  13. I think the thought of the radical constructivism is influenced by the philosophy ideas of vico, berkeley, hume, kant, piaget, as weli as the outcomes of v. giasersfeld, v. foerster, maturana ' s scientific research nurtured it

    本研究認為，激進建構主義思想不僅受到維柯、貝克萊、休謨、康德、皮亞傑等人的哲學思想的影響，而且主要來源於馮?格拉塞斯費爾德、馮?弗爾斯特、馬圖拉納等人的科學研究成果。
  14. The theoretical foundation of inquiry learning : second, the study theory of piaget s constructionism, the center of constructionism lies in making students construct and complete their own cognition foundation on their own initiative according to inquiry learning, and achieve removement successfully, constructionism in inquiry learning, emphasizes the researching and exploring functions of the students in the procedure of knowledge s internal change, emphasizes the creation of questionable situations during study procedure, emphasizes knowledge s foundation and renewal, emphasizes t

    2 、皮亞傑建構主義學習理論。建構主義的中心在子通過研究性學習，使學生自主地建構和完整自己的認知結構，順利實現遷移。建構主義在研究性學習中，重視學生在知識內化過程中探索研究的作用，重視教學過程中有關問題情景的創設，重視知識結構和更新，重視學生認識活動的個體特殊性，以及認知風格、學習態度、學習信念和學習動機等。
  15. The first part : based on formed and basic concepts of exploratory experiment teaching, physics teaching goals of middle school and functions of exploratory experiments, we have defined the exploratory physical experiment of the middle school, compared exploratory physics experiment and traditional experiments, proceeded from the teaching theory and studying theory, expound the fact that the theory foundation of the exploratory physics : j. piaget " s cognition - development theory, bruner " s cognition - discovery theory and constructionism, combining the teaching goals of middle school experiments, gived the teaching goals of exploratory physics experiment : observation ability, thinking ability, operating ability goal and emotion attitude goal, and explained each goal concretely so that the exploratory physics experiment has an object in view

    論文第一部分根據探索性實驗教學思想的形成和發展的基本觀點、中學物理實驗的教學目標以及探索性實驗的功能，對中學物理探索性實驗作了界定，並對探索性物理實驗與傳統實驗進行比較，並從教育理論和學習理論出發，論述探索性物理實驗的理論指導依據：皮亞傑的認知?發展學說、布魯納的認知?發現學說以及建構主義的學習理論，同時結合中學物理實驗的教學目標探討了探索性物理實驗的教學目標：觀察能力、思維能力、操作能力目標和情感態度目標，並且具體外化每個目標，以使探索性物理實驗有的放矢。
  16. In this chapter, there is also a thorough analysis on the theories of some important scholars such as piaget, vygotsky and bruner, who have established and developed the psychological foundation for the learning theory

    然後，對作為學習理論發展的心理學基礎（主要對認知主義學習理論和建構主義學習理論的心理學基礎）的主要學者（皮亞傑、維果茨基和布魯納）的思想進行分析。
  17. This paper, starting with the history and current situation of the development of the " asking & answering teaching mode ", tries to expound the connotation of " asking & answering teaching mode " and compares it with other teaching mode so as to find out the differences and the connections

    本文首先從問答式教學發展的歷史和現狀入手，力求澄清問答式教學模式的內涵以及與其它教學模式的區別和聯系。其次，本文以心理學家皮亞傑（ j
  18. ( 8 ) there were no differences in their responses of comprehension - acceptance, justice, negative emotion and taking - responsibility to collective responsibility between male and female. this study not only researched children ' s justice of collective responsibility studied by piaget, but also explored heir ' s responses of comprehension - acceptance, feeling and role - taking - trend to collective responsibility by using three collective responsibility events and two projective situations

    本研究既對皮亞傑提出的集體責任觀作了研究，同時又從兩種集體責任情況、三種集體責任內容和兩種投射情境去對先前未曾涉及到的集體責任的理解認同、內心體驗、承擔傾向作了探究。
  19. The theory of cognition development of swiss psychologist jean piaget ( l896 - 1980 ) emphasized the restricted function of cognition development towards study, and she also emphasized that teaching should meet the needs of students " cognition development

    瑞士心理學家皮亞傑（ jeanpiaget1896 - 1980 ）的認知發展理論，強調認知發展對學習的制約作用，強調教學應該適應學生的認知發展水平。
  20. Which befits what piaget termed as " assimilation " and " accommodation " : one assimilates new data with what one already knows and then accommodates what ' s new by changing one ' s perception

    這就是皮亞傑的「同化吸收」與「適應調節」 ，即人是通過已掌握的知識來同化吸收新的信息，並通過改變自己的感知來適應新的知識。
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