認主學 的英文怎麼說
中文拼音 [rènzhǔxué]
認主學
英文
ilmu' i-kawhid-
We think the chemical pre - scientific conceptions of students come from common experience, ordinary language, social environment and inconsonant analogy. on the basis of conceptual change theory and conceptual change teaching model, we construct the conceptual change teaching model in chemistry composed five phases
我們認為學生化學前科學概念主要源自：日常經驗、日常語言、社會環境、學校教學和不當的類比，具有隱蔽性、頑固性、與科學發展史的一致性等特點。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。Postmodernist perspective of student thinks, student is the creative being, education should esteem student ' s creation, develop student " creative potential, protect student ' s creative ardor, develop student ' s creative ability, the highest idea of quality education is to develop student ' s creative ardor and student ' s practical ability, student is original being, education should esteem student ' s multi - aspect differences, remove all kinds of discrimination, listen to different voices, especially, the voice of disadvantageous groups, concerns students on minor status or the edge ; student should become sustainable developmental human, education is an enterprise to develop human ' s potential
后現代主義學生觀認為：學生是創造性的存在物，教育應尊重學生的創造，開發學生的創造潛能，保護學生的創造熱情，發展學生的創造能力，素質教育的最高理想是培養學生的創造熱情和實踐能力；學生是獨特性的存在物，教育應尊重學生的多方面差異，要清除教育中的各種歧視，主張傾聽不同聲音，特別是弱勢群體的聲音，要關注處在次要或邊緣地位的學生（如落困生、少數民族學生、殘疾青少年等等） ；學生應該成為可持續發展的人。教育是開發人的潛能的事業。Fourth chapter points that constructivism cannot truly recognize driving mechanism of disciplinarity for blinding by organizational system of discipline, on the contrary, the spontaneous order theory, which advocated by hayek, open out the inherence drives in all social phenomena, also holding by disciplinarity. further, it analyses historically driving mechanism of disciplinarity in modern science
第四章認為傳統建立在理性主義基礎上的建構主義認識論，實際上受到了學科建制化表象的蒙蔽，並沒有能夠真正認清學科規訓制度的動力機制，相反，哈耶克倡導的自生自發秩序理論真實地揭示了任何一種社會現象發生發展的內在動力，對于學科規訓制度同樣適用。Degrees up to doctorate level awarded locally are recognised by institutions of higher learning around the world. academic standards are guaranteed by the appointment of external examiners from prominent overseas universities and colleges. the hong kong council for academic accreditation validates courses and programmes offered by hong kong s non - university, degree - awarding institutions
本港院校委任外國著名大學及學院的學者為校外主考人員，使學術水平獲得保證；而頒授認可學位的非大學院校開辦的課程和科目，則由香港學術評審局負責評審。The author argues that the cognitive - process in vocabulary learning to be meaningful instead of mechanical favored in traditional views and suggests that both teachers and students should modify vocabulary expanding strategies. the author also proposes task - based teaching an immersion approach in vocabulary developing through network, appropriate modification of resources in network according to the students " level ; highlights expanding vocabulary through abundant reading
在這些教學模式的實踐中，作者以認知主義和建構主義學習理論為依據，充分利用多媒體及網路技術來設計教師的「教」及學生的「學」 ，八碩士學位論文n72kyvv11 』 kh訃us提高了詞匯教學的效率並促成了學生自主學習能力的發展。On the contrary, the constructivism takes students as the subject in learning and the active constructors of the meaning of knowledge. that is. cai only plays a helpful and promoting role in students meaning construction and it does n ' t inculcate knowledge into students
而建構主義學習理論認為學生是認知的主體，是知識意義的主動建構者； cai只對學生的意義建構起幫助和促進作用，並不要求直接向學生傳授和灌輸知識。After the survey, the writer puts forward some strategies in helping to provoke the motivation within the students and methods in helping the other english teachers maintain the motivation of the students
本文的寫作主要針對學生學習英語興趣不高是否由於缺乏動機的問題進行分析和研究，因此對調查中關于學生學習英語的障礙以及學生認為學習英語過程中的重點難點等沒有作過多的討論。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。The fossilization of the learner ' s inter - language is believed to be a major source of incorrect forms resistant to further instruction
據認為，學習者語際語的僵化現象是導致錯誤的語言形式的不可救藥的主要原因。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。Survey results indicate that : 1 ) most high school students in this sample identify with the view of human nature of humanistic and cognitive school, whereas relative few identify with that of behavioral school
結果如下： 1高中生比較認同人本主義學派（當事人中心療法）和認知學派（理性情緒療法）的人性觀，較少認同行為主義學派（行為療法）的人性觀。Metacognitive theory and cultivation of sall ability
元認知理論與自主學習能力的培養This theory emphasizes the impacts of subjective initiative and consciousness in the course of learning when a learner studies himself. it deems learning is a course, in which by the basis of feedback, the cognitive subject carries out his self - monitor, self - regulation and self - management on and on, concerning to cognitive course and result
該理論強調學習者自身在學習過程中的主動性、自覺性和主體作用，認為學習是在反饋的基礎上認知主體對認知過程和結果不斷進行自我監控、自我調節、自我管理的過程。The main components of school change capacity include school culture, teachers ' conceptual framework of change, teachers ' professional capacity, school structure, school vision, school leadership, teachers ' sense - making of school change, organizational learning, and supportive context of change
本文認為學校變革能力是學校組織推動實施學校變革的整體能力，由學校的組織層面因素及變革歷程因素綜合而成，主要的因素包括有學校文化、人員的變革概念架構、教師知能、學校結構、學校願景、領導方式、變革策略、變革工作意義感、組織學習及支持性情境。This problem negated the rationality of science. logical empirist agreed the reason of science and producted systematical theory of verifiability, but the principal of verifiability suffered from criticism because it negated the verifiability of science propsition
這就是著名的「休謨問題」 、 「歸納問題」 。邏輯實證主義者承認科學的合理性，並提出了系統的證實理論。Metacognitive strategy plays a dominant role in the system of learning strategies and is the key to cultivating students ' ability of autonomous learning
摘要元認知策略在學習策略體系中占據主導地位，因此是培養學生自主學習能力的關鍵。By analyzing the inner factors and the outer environmental elements which affect the learning ability of the students, and also, according to the learning theory of constructivism and metacognitivism, this paper tries to conduct a research centering on the methods of how to cultivate the students " ability in learning mathematics. the process of this research contains fire aspects, they are : the motivation of mathematics learning, the state of mathematics learning, mathematics research meeting, the evaluation and the strategies in mathematics learning
作為數學教師，在數學教學中如何培養學生的學習能力很值得研究。我們首先對影響學生學習能力的內部因素和外部環境因素進行具體分析，在此基礎上依據建構主義學習理論和元認知學習理論，探討出在數學教學中如何從學習動力、學習狀態、數學交流、學習評價、學習策略五個方面對學生進行學習能力培養探討。The research shows that, the perceptions of self - regulation of teachers are not perfect. most of teachers do n ' t know what is the self - regulation ; they accept the theory of self - regulated learning with pleasuare ; they do n ' t evalate correctly ; they do n ' t make it clear that it ' s the teachers " duty to cultivate students " self - regulated learning through the classroom teaching activity. they wrongly believe that students themselves and their families cause students " low ability of self - regulated learning
本研究結果表明，大部分中學教師對接受自主學習的理念持積極態度，有運用自主學習理念引導學生學習的願望;但中學教師對自主學習的認識上有欠缺，對相關知識了解較少;部分教師認為自主學習會導致學生間成績分化（評價） ;一部分教師培養學生自主學習能力的責任意識不強，存在被動應付的現象;還有的教師認為，學生自主學習能力提高的根本因素在於學生本人的努力和家庭的教育引導，與課堂教學關系不大。First, we will discuss how to design and make the course - ware on base of physics learning theory 、 physics teaching theory 、 cognize psychology and education technology. the behaviorism theory can give guidance to teaching ; the cognization theory demonstrates the truth of learning, which provides some exercisable principles for multimedia course ware design ; the construction theory pays more attention to the main station of students, which considers that learning lies in the communication and cooperation of students under some condition. this theory has important application in the flourishing internet education
其中，行為主義學習理論對教師的教學具有重要的指導作用；認知主義學習理論則從更深的層次上揭示了學生學習的機制，為多媒體課件的設計提供了系統的可操作性原則；建構主義更加重視學習者的主體地位，認為學習是學習者在一定的學習情境下通過人際間的協作活動而實現的主動建構知識意義的過程，這一理論對當前蓬勃發展的網路教育具有重要的指導作用。分享友人