自我監控 的英文怎麼說

中文拼音 [zìwǒjiānkòng]
自我監控 英文
self-monitoring
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 我 : Ⅰ代詞1. （稱自己） i; my; me 2. （指稱我們） we; our; us 3. （""我、你"" 對舉, 表示泛指） 4. （自己） self Ⅱ名詞（姓氏） a surname
  • 監 : 監名詞1. （古代官府名） an imperial office 2. （姓氏） a surname
  • 控 : 動詞1 （告發;控告） accuse; charge 2 （控制） control; dominate 3 （使容器口兒朝下 讓裏面的液體慢...
  • 自我 : 1 （自己） oneself; self 2 [心理學] ego; 自我保護 self protection; 自我評價 self assessment; self...
  • 監控 : supervisory control; monitor; control監控程序 monitor routine; 監控器 monitor unit; 監控室 [工業]...
  1. Effects of prefrontal cortex damage on the general intelligence, cognitive strategy and self - monitory capability of the lndividual

    認知策略與自我監控能力影響的研究
  2. The classification of reading strategies is based on o ' malley & chamot ' s ( 2001 ) strategy framework, with reference to other related researches and consideration of the reading practice of senior students. the thesis mentions 8 metacognitive strategies : arranging and planning, advance organization, directed attention, selective attention, self - management, self - monitoring, self - evaluation, and self - reinforcement ; 10 cognitive strategies : contextualization, resourcing, deduction, inferencing, elaboration, transfer, translating, note - taking, applying images and sound, summarizing

    對閱讀策略的分類，作者參照《英語課程標準》的要求，考慮了中學生閱讀的實際情況，也參考了其他學者的研究，並對o 』 malley chamoto ）的分類作了調整，提出8種元認知策略：計劃安排、預先組織、集中注意、選擇注意、自我管理、自我監控、自我評價、自我鼓勵； 10種認知策略：利用上下文情境、利用目標語資源、演繹、推測、拓展、遷移、翻譯、記筆記、利用圖象聲音、總結。
  3. By statistic method, the report finically decides the competence items, which are factor analyzed into 12 factors and further combined into 4 categories. education ability category include knowledge structure instruction ability, cultivate ability, psychology tutoring ability and class management skill ; aptitude category include education concept, professional ethics, emotion ; psychological traits category include self supervise ability, interpersonal association. motive categories include achievement motive and job quality consciousness

    對獲得的數據進行探索性因素分析，得出結果為：中學班主任勝任力結構為四大類12個勝任力特徵共56個勝任力項目：教育能力維度包括知識結構，教學能力，育人能力，心理輔導能力4項勝任力特徵；態度維度包括：教育觀念，職業道德，情感3項勝任力特徵；心理特徵維度包括自我監控能力和人際交往2項勝任力特徵；動機維度包括成就動機和工作質量意識2項勝任力特徵。
  4. Self - regulation dominates the whole thinking activity, also, it can reflect the level of development on solvers " thinking and intelligence

    自我監控在整個智力活動中處于支配地位，集中反映一個人思維和智力的發展水平。
  5. They are both important component of the whole thinking structure. the thinking quality represents the top layer of it and the self - regulation represents the deep layer of it

    它們都是完整思維結構的重要組成部分，思維品質代表的是表層結構，自我監控代表的是深層結構。
  6. By studying the present state of mathematics problem solving of students and in terms of emphasizing the students " initiative, self - consciousness and subjectivity in mathematics problem solving, the essay points out that the mathematics problem solving is a kind of complex thinking activity and the key factors in solving mathematics problem is the self - regulated ability of students

    本文通過研究學生數學解題的現狀，從重視學生數學解題的主動性、自覺性和主體性的角度出發，指出：數學解題是一種復雜的思維活動，影響學生數學解題能力和解題質量的關鍵因素在於學生的自我監控能力。
  7. The influence of environment on children ' s ability to self - control

    環境對兒童自我監控能力的影響
  8. Cultivate the self - evaluation ability of the high school students

    中學生數學學科自我監控能力的發展
  9. Self - monitoring ability in english class : problems and strategies

    師范生英語教學自我監控能力培養探析
  10. A research on the development of the self - monitoring ability in adolescents

    青少年自我監控能力的發展研究
  11. Self - regulation in mathematics problem solving shows differently in different stage of the whole problem solving which includes four aspects : plan making before problem solving, practice control in problem solving, results checking before the end of activity and making remedying steps after results checking. 2

    數學解題的自我監控在整個解題活動的不同階段具有不同的表現，包括四個方面：解題活動前的計劃制訂，解題活動中的實際控制，解題活動結束前的結果檢查，解題活動結果檢查后的補救措施。
  12. In order to improve the university teaching quality of track and field, this essay applies " self - monitoring ability of learning " that raised by dang qi and zhou yong to the teaching of track and field course, then develops students ' self - monitoring ability in the teaching experiments

    摘要為了提高高校田徑教學質量，將董奇、周勇提出的「學生學習的自我監控理論」引入到教學中，在教學實驗中培養學生的自我監控能力。
  13. The results show : ( 1 ) there are three important factors influencing chemical experiment problem - solving, such as problem representation and solving strategy of chemical experiment, cognitive structure of chemistry and self - regulation, which induce the difference of the efficiency to solve experimental problems among different problem - solver

    實證研究結果表明： （ 1 ）化學實驗問題表徵和解決策略、化學認知結構、自我監控是影響化學實驗問題解決的重要因素。在化學實驗問題解決中，問題表徵和策略選擇、知識結構化程度以及自我監控水平的不同是導致不同問題解決者的問題解決效率產生差異的主要原因。
  14. They are seen obviously on the adult learners who have better metalearning abilities. in this article, after synthesizing all the former researches on it, adult metalearning ability is thought to include the following meanings : it is not one simple ability but integration of multifarious ones ; self - control is the most primary factor ; self - design, application of the strategies, self - reflection, and adjustment on the attitude are also necessary

    根據國內外研究者對元學習能力構成的研究，本文認為成人元學習能力的構成包含這樣幾層含義：元學習能力不是某一種單一的能力而是多種能力的綜合運用；自我監控能力是其中突出的能力困素；元學習能力最起碼還包括自我計劃能力、策略方法的運用能力、自我反饋能力和。
  15. Metacognitve strategies refer to strategies of advance preparation, directed attention, selective attention, self - management, self - monitoring and self - evaluation

    元認知策略包括預先準備策略、集中注意策略、選擇注意策略、自我管理策略、自我監控策略及自我評價策略。
  16. The following conclusions are thus drawn : first, learners have developed the metacognitive strategies positively, especially in terms of selective attention, self - management, self - monitoring and self - evaluation ; second, at the different proficiency levels, the metacognitive strategies learners employ vary in contents and degree

    得出的結論為：第一，學習者的元認知策略在這3年中朝著積極的方向發展，其中選擇注意力、自我管理、自我監控和自我評估等策略發展最為有效；第二，在不同的學習階段，學習者使用的元認知策略在程度和內容上都有差異。
  17. A review of the research literature on self - control

    關于自我監控性的研究綜述
  18. The cultivation of students ' ability of self - regulation

    學生學習自我監控的能力培養
  19. Self - monitoring in the writing process

    寫作過程的自我監控實證研究
  20. Impacts of processing speed and self - monitoring on cognitive performance

    自我監控對認知操作的影響
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