社會認知理論 的英文怎麼說

中文拼音 [shèkuàirènzhīlǐlún]
社會認知理論 英文
social cognition theory
  • 社 : 名詞1 （共同工作或生活的一種集體組織） organized body; agency; society 2 （人民公社） people s co...
  • 會 : 會構詞成分
  • 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...
  • 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...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 社會 : society
  • 認知 : [心理學] cognition; -gnosis
  • 理論 : theory
  1. From the point of view of psycholinguistics and bilingual education theory, new policy does not conform to principles of language education and unbeneficial to language and cognitive development for the lep children. from social - linguistic perspectives, it will bring passive effect to long - term achievements of the children from the minority family. therefore new policy is an ethically unsound education policy

    從心理語言學及雙語教育理論的角度分析，該提案很大程度上違背語言習得原則，不利於兒童語言及認知水平的發展；另外，該提案只考慮語言文化的統一與融入，把母語教育與英語教育對立起來，從社會語言學分析，會給長期教育目標帶來負面影響。
  2. Many explanations which are given in cognitive developmental theory, counseling psychology, pedagogics, social cultural science, developmental psychology and social psychology have a certain reasonableness, but some limitations exist in research angle, theory and methods

    認知發展階段理論、咨詢心理學、教育學、社會文化學、發展心理學和社會心理學對此作出了各自的解釋，都有其合理性，但也都存在研究視角、理論和方法的局限。
  3. At first, both experience theory in modem philosophy and traditional percipient ' s knowledge in china provide philosophic basis for constructing learning method focusing on experience. secondly, it derives from soul in such three schools of course theory as subject - core, children - core and society - core and meets the demand of the new system of course. thirdly, the structuralists regard students as the builders of knowledge

    創新性學習有著堅實的理論基礎，首先，不論中國傳統的知覺體認識，還是當代西方哲學中的「體驗論」 ，都為構建以獲得「體驗」為主的學習方式提供了哲學基礎；其次，創新性學習汲取了學科中心論、兒童中心論和社會中心論三大課程流派的理論精華，適應了新課程體系的需求；第三，構建主義教學論以學生為知識的建構者，學習應該是由學生自主發生的、將知識形成和創新為最高目標的創新性學習。
  4. Art therapy practice is based on knowledge of human developmental and psychological theories which are implemented in the full spectrum of models of assessment and treatment including educational, psychodynamic, cognitive, transpersonal, and other therapeutic means of reconciling emotional conflicts, fostering self - awareness, developing social skills, managing behavior, solving problems, reducing anxiety, aiding reality orientation, and increasing self - esteem

    藝術治療的應用基於人們對個體發展和心理理論的認識，通過教育、精神動力、認知等治療手段來緩解心理沖突，培養自我意識，提高社會技能，增進對行為的自我控制，減輕焦慮，幫助檢驗真實性，提高自尊心。
  5. Hari seldon ' s plan is often treated as an inevitable mechanism of society, a vast mindless mob mentality of quintillions of humans across the galaxy, and many in the series struggle against it only to fail

    謝頓計劃常被認為是一種必然的社會結構論，由銀河系中數以億萬計的廣大無知群眾的心理支持著，在基地系列中許多角色試圖去對抗它，但都徒勞無功。
  6. To realize this great selfish ambition, cultural and educational elite drastically criticized xikun scholars who held important political and educational positions but advocated poetic pursuit to escape from political dangers, and posed many models of educational discursive practice to control, better, and cultivate the full - of - desire societal life being neglected and thrown out of the academic sight by xikun school : firstly, in the early period, fan zhongyan and his followers, sun fu, and shi jie, et al., believed that confucian principles could be used to reform political, and educational institutions and improve society ; secondly, after fan, wanganshi, being treated as cultural rebel by other traditional moralists and politic competitors, did a failure of national wide educational and political reforms to cultivate financial talents, based on his coarse economics knowledge about how to enrich the central government ; thirdly, ou yangxiu and su shi focused attention on reform the highly rigidified literature and art education system at that time according to their cultural ideal that everybody has the right to express what his daily life, emotions and dreams, which could be seen as an irony by the fact that only themselves " life and feeling could enter into their literature and art education kingdom, while those who described lowly people " s experience, such as liu yong " s sentimental assays written specially for female performers and even the prostitutes, had to suffer from exclusion

    但是，在十一世紀的文教空間中，真正值得考古學注意的知識是由理學家發明的，這不光因為，正是理學（而不是范學、王學、蘇學等這些在當時權力更大的知識）日後成了支配中國文教社會生活的權力，更是由於在十一世紀的文教界，只有理學家從一種最抽象的視角，認為十一世紀喧囂混亂的世俗生活及其基本的教化問題，無論多麼復雜，都可以歸結為人身上的理性與慾望之間的斗爭。就「哲學」能力而言，在渴望成聖、平天下的文教精英當中，理學家無疑是最出色的，他們能夠想到從「人」的結構出發，來認識世間紛繁復雜的現象，因而只需靜坐一處沉思人本身的秘密，而不必象王安石等人那樣認為到各地去調查，才可以摸清世間的狀況與問題。尤其不可思儀的是，他們的知識竟來源於看上去對教化世俗並不感興趣、只想追求長生不老的道士。
  7. Them, the thesis has chosen three china ' s cases as object of study, corporatism and social resource theory as theoretical perspective, and the function of npo integrating social welfare resources as the point of study to research the mechanism of npo integrating social welfare resources, the factors which bring down its effects, the motive power of the development of npo in social welfare field. then, the conclusion comes into being : the instituting and running of a npo which has specific object is a effective mechanism to integrate social welfare resources ; in practice, npo can integrate social welfare resources by instituting former and informer social network ; the factors which bring down its effects include policy and themselves ; and there is several kind of power which can motive the development of npo in social welfare field

    本文選取了在發展程度上呈梯次性的中國三個個案為研究對象，以合作主義和社會資源理論為理論視角，以非營利組織對社會福利資源的整合功能為切入點，探討了非營利組織整合社會福利資源的機制、其效果的制約性因素、以及在社會福利領域推動非營利組織發展的動力，認為定位明確的非營利組織的成立與運營為社會福利資源的整合提供了一條可供選擇的有效的途徑，發現在實踐中非營利組織可利用正式的和非正式的兩種網路建構來開發整合社會福利資源，而現階段其整合效果受到政策環境和自身能力等因素的制約，推動非營利組織發展與能力健全的力量源泉主要來自需求推動、政策推動、專業知識推動和國際交往推動。
  8. Factor 3 job attitude ( ja ) : the main point is that civil servant can be active and positive to respond problem in the work, and bring up some suggestion to help making decision for superior

    此外，自我效能感作為社會認知理論的核心概念，是認知中介的重要組成部份，應該會對壓力感產生影響。
  9. The research about efficient learning " impact factor and inter procedure is a hot field which educational psychologists are interested in. the theory of achievement goal orientation, which integrates motivation research and cognition research that were once separate from each other, is now becoming the outstanding representative of social cognitive theory in the field of motivation, and has deepened our understand of learning * inter procedure in micro - concept as well

    研究有效學習的影響因素和內在機制，一直是國內外教育心理學家感興趣的課題。成就目標定向理論在社會認知的框架中，整合了曾經分離的動機和認知研究，它在更微觀的層面上加深了我們對學習內在機制的理解。
  10. On the basis of the former theoretic studies, the first part defines the relative elements ( such as scientific and technological innovation ; social mentality ; adjust social mentality ) in the development of scientific and technological innovation. the second part lays stress on social mentality have a good effect on scientific and technological innovation. the third part illustrates social mentality hinder scientific and technological innovation. in the last part, the essay points out the ways of adjust social mentality which can promote the development of scientific and technological innovation

    社會心理促進科技創新主要體現在引導作用、選擇作用、支持作用和積極地限製作用；社會心理阻礙科技創新則是從社會心理表層和社會心理深層兩方面論述對科技創新的阻礙。社會心理表層又分為社會認知、社會情感和社會動機展開討論對科技創新的阻礙；而社會心理深層從制度習俗、宗教和價值觀分別闡述對科技創新的阻礙。
  11. Cognitive factors in bandura ' s social theory of learning

    班杜拉的社會學習理論中的認知因素
  12. The paper make the law of students moral development context cognition theory social observe learning theory become its theory basis and the study on actual classroom context as its actual basis

    課堂德育情境構建以學生道德品質形成的客觀規律，情境認知理論，社會學習理論為理論依據，以對現實課堂情境的廣泛調查為現實基礎。
  13. The character of construction in the theory of social recognition

    論社會認知理論中的建構特徵
  14. Inspiration from bandura ' s social cognitive theory on teaching

    班杜拉社會認知理論對教學的啟示
  15. The social cognitive theory of gender development and differentiation

    性別形成和差異的社會認知理論述評
  16. A review on the theoretic models of social cognition

    社會認知的理論模型綜述
  17. Comments on the social cognitive career theory

    社會認知職業理論與傳統職業理論比較研究
  18. The content of this article includes : first of all, analyzing the characteristic of the middle manager on the basis of motivatng in enterprises insufficiently, according dandura ’ triadic reciprocal determinism, setting up the middle manager ’ s global motivation frame, and paying attention to self - encouragement which is ignored in motivation study in the past. through past self - encouragement retrospect and summary that study and combine psychological theory detailed self - structure and motivation self - analysis, we set up three cross self - encouragement system model, probe into self - motivation and the relationship between outside motivation and self - motivation. finally, we combine the middle - manager ’ s actual conditions and characteristic to build and construct the whole motivation system based on psychoanalysis, and dissect characteristic and motivation design principle of the motivation system

    本論文的大體內容包括:首先，在分析中層管理者的特徵和其在企業中激勵不足的基礎上，根據社會認知心理學大師班杜拉的三元交叉模型建立中層管理者激勵的整體框架，並進一步關注于以往激勵研究中所忽視的對被激勵主體特徵的探究，提出了應該重視主體的自我激勵的觀點，並通過對以往的自我激勵的相關研究的回顧和總結以及結合心理學理論中詳細的自我結構和自我激勵過程的分析，建立了三元交叉模型下的自我激勵體系，並探究了自我激勵與外部激勵的關系以及外部激勵的內化問題。
  19. This study contributes to the psychological contract and scct researches, and the findings enhance the understanding of employees ' concerns about their learning decisions which assists employer to consider their knowledge management strategy and practices

    本研究對於心理契約與社會認知生涯理論的研究有相當貢獻，研究發現增進了對員工進行知識學習決策之決定因子的認識，有助於組織思考其施行的知識管理策略與相關活動。
  20. Based on the previous studies, the paper, according to social cognitive career theory, focuses on ocse, vocational interest and work values that have affect on the occupational choice of the graduates. the paper also explores all the factors influencing graduates " occupational - choosing psycho and finds out rational and pragmatic solutions for directing occupational choices of the graduate

    本研究在前人研究基礎上，以社會認知職業理論為依據，研究大學畢業生職業興趣、職業價值對擇業效能感的影響，以期探索影響大學畢業生就業的主要心理因素，為指導大學生就業提出合理化建議。
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