認知主體 的英文怎麼說
中文拼音 [rènzhīzhǔtǐ]
認知主體
英文
cognitive agent-
Therefore the emergence and development of the culture of science and technology can be traced back to the initial conditions of geography and climate, viewed as the factor of internal fluctuation from the sensitiveness of the random choices of the cognitive subject to the initial conditions. since a culture has a pivotal component as its core, once the culture of science and technology comes into being under nonlinear interactions of the social subsystems, the core component functions in the same manner as order parameter in the self - organization system, immensely attracting, regulating and controlling others under the slaving principle. and thus the analysis provides a nonlinear approach to the needham ' s problem
對于任何思想文化傳統而言，其形成和延續都有其現實的物質生活的根源，因而，對于科技文化的產生和發展，我們能夠返回到其發生的原點? ?即地理氣候等初始條件，從認知主體的隨機性選擇對初始狀態的敏感性方面，視其為科技文化產生的內漲落因素，考察其對科技文化形成的影響；而一種文化之所以稱其為文化，必有其全局控制力的核心因素，科技文化是在社會各子系統非線性的相互作用下形成，其核心因素所發揮的作用就如同序參量在自組織系統中的作用那樣，在支配原理的作用下起著規范、引導和支配等效用。Last part of the paper, it presents a outlook of system development and prospect. the teaching mode of dual - initiative, which can brings teachers into leading roll and embodies students in cognition role, more fits teaching development ; historical inheritance model of student can provides system an accurate assessment for student and implements optimal teaching effect
華東師范大學計算機系碩士學位論文一個雙主型的計算機基礎智能教學系統的設計與實現本文提出的雙主型教學模型，既能發揮教師的主導作用又能充分體現學生認知主體作用，更符合我國目前的教學發展情況;有學習歷史繼承的學生模型，使系統對學生的評估比較準確，實現了最優的教學效果。Its main characteristic was to study the phenomena of nature in order to acquire knowledge by out - searching way, which was reverse to the tradition of china ancient philosophy by internal examination way so it did little basic influence in later new - confucianism
程朱的「格物致知」論是儒家哲學體系中最為發達的認識論成果，其最主要特徵就是客觀外求的認知主義思維路線，但這一思維路線與中國古典哲學主觀內省的大傳統相左，故而對後代理學並無實質性影響。It developed to meet the industrial society ' s need of people with knowledge and rooted in the dual epistemology. it was the result of western rationalism ' s permeation through education and was supported by the psychology of behaviourism and cognitivism. the soliloquy instruction ' s cardinal lackness is that it destroys the " intersubjectivity " in the living world
獨白教學是指教師自言自語而缺乏與學生的真正溝通以及交流的一種教學形態，它根源於主客二分的認識論，是17世紀以來西方理性主義思潮滲透到教育領域的結果，並獲得行為主義心理學以及認知主義心理學的支持，其最根本缺陷在於消泯了生活世界中的「主體間性」 。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。It operates on the theory of action research guided by anchored instruction of constructivism
以認識主體過去經驗為基礎的聯系是知識建構的主要手段。Education : video conference system can help college, academy and education organizations to realize large scale on - line courses and trainings to satisfy the learning request from different locations and student levels. with a simple network camera and internet connection, courses can be held at any time and any place
當前高校教學改革的主要目標之一是構建一種既能發揮教師主導作用，又能充分體現學生認知主體作用的新型教學模式，鼎視通視訊系統就成了中國高校的首選載體。Agents ' knowledge and belief have the features such as reflexibility and knowledge - belief convertibility
摘要理性認知主體的知識與信念具有可反省性、知識向信念轉化等特徵。During the process of teaching, teachers must play the leading role as well as fully reflect the students ' cognitive main role
在進行教學中，既要發揮教師的主導作用，更要充分體現學生的認知主體作用。In addition, the designing ideas of the model not only bring a leading role of teacher into play but also fully reflect cognitive main body of student
模型的設計思想既發揮了教師的主導作用，又充分體現了學生的認知主體作用。Translation should be based on the source language and text, and stress the cognitive roles of translator with the source / target languages, social, cultural and other minor marginal factors considered
提出翻譯研究必須堅持翻譯的本體，以源語言及文本為基礎、為核心，突出譯者的認知主體作用，兼顧作者讀者、源語譯語、社會文化及共它邊緣性影響因素等觀點。One of the main goals of the reform in education of university is to change the traditional teaching mode, that is, construct a kind of new - type teaching mode that can give play to the teacher ' s leading role fully as well as reflect student ' s cognitive function
摘要當前高校教學改革的主要目標之一是要改變傳統的以教師為中心的教學模式，建構一種既能發揮教師的主導作用又能充分體現學生認知主體作用的新型教學模式。Three types of major theoretical tropism in constructivism are expounded, and their reasonable aspect used to discuss the issues of subject teaching - giving prominence to the subjectivity of the cognitive individual - is pointed out ; and the social dimensionality in the process of cognitive development is emphasized
闡述了建構主義三種類型的主要理論取向，指出其應用於討論學科教學問題的合理部分? ?突出認知主體的能動性；強調了認知發展過程中的社會維度。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。I think the idea of the radica1 constructivism stemmed in the l 8th century from the famous ltalian scholar vico ' s scienza nuova, who had an idea, namely, " truth is creation ", and was nurtured by kant ' s kopernikus inversion which meant subject built object and piaget ' s theory of genetic epistemology made it grow up, which was " subject and object built each other ". the idea of the radical constructivism was finally produced by v. glasersfeld ' s two essential principies. one is that knowledge is not passively obtained but actively constructed by the individual, and the other is that the function of knowledge is to accommodate and serve the organization of the empirical world, but not to discover the objective reaiity of ontology
本研究認為，激進建構主義思想開啟於18世紀義大利著名學者維柯「真理即創造」的「新科學」 ，發展于康德「主體建構客體」的「哥白尼倒轉」 ，確立於皮亞傑「主客體雙向建構」的「發生認識論」 ，生成或定位於馮?格拉塞斯費爾德的兩個基本原則- - 「 （ a ）知識不是由認知主體被動地獲得的，而是積極主動地建構的； （ b ）知識的功能是適應並服務于經驗世界的組織，而不是對本體論的客觀現實的發現」 。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。Finally, according to the mode of two - roles in teaching, which should give play to teachers " leading role and also fully reflect students " cognitive subject. and on the basis of following the course teaching design principle of the network, carry on the website design and develop of the course of " hydraulics & pneumatics ". firstly utilize frontpage2000 of the developing instrument of web page to designed and develops website ' s overall style, the interface, style of navigating and studying the supplementary function that courses need ; then utilize jsp and javabeans discreteness technology to carry on real procedure making, in order to reach the function of various kinds of websites and teaching purpose, such as the operation to backstage supporter ' s data base, realize website ' s registration and log on, realize the search and study offered for studying and is tracking the studying ; then imbed the network packs in the corresponding web page, and regulate the linking of these web pages, make it reach anticipated request, and debug running in campus network
最後，按照雙主教學模式（即發揮教師的主導作用和學生的認知主體作用） ，並且在遵循網路課程教學設計原則的基礎上，進行「液壓與氣壓傳動」課程的網站設計與開發：利用網頁開發工具frontpage2000進行網站總體風格、界面、導航風格以及學習課程所需輔助功能的設計與開發；利用jsp及其， tavabeans組件技術進行實際的程序開發，以達到對后臺數據庫的操作、實現網站注冊及登錄、實現為學習提供的搜索和學習跟蹤等等各種網站功能及教學目的；把網路打包好的課件嵌入相應的網頁中，並對這些網頁的鏈接進行調節，使其達到預期的要求，並在校園網上進行調試運行通過。And in addition, the paper explores the aspects of internal fluctuation, which is viewed as the random choices of the cognitive subject, how it is depend on the initial conditions and is enlarged by the method of positive feedback with step by step on the views of the nature, material outlook and thought modes. what ' s more, under the controls of the nonlinear interactions, the paper respectively explores the development principle in the culture of technology and science between the west and the east on the aspect of attractors and the order parameters, which result from the cooperation and competition. finally, the paper correctly formulates the different value preference in accord with the attractors and the order parameters, and focuses respectively on the traditions of the eastern pragmatic preference and the western contemplative preference and technological preference
在此基礎上，從東西方科技文化的發生和起源入手，從耗散結構的觀點出發，考察了認知主體的隨機性選擇這種文化的內漲落因素，是怎樣依託于各自不同的初始條件?地理氣候條件，在自然觀、物質觀和思想模式方面一步步得到正反饋式的放大;進而，在文化系統內部種種非線性的相互作用下，從競爭和協同所必然產生的序參量和吸引子兩個方面，分別考察了東西方科技文化不同的發展規律，聚焦東方的實用化取向和西方的思辨化、技術化取向的影響機制，從它們在不同時期所發揮的不同作用正面回答了「李約瑟難題」 。Through bodily interaction and environmental perception, children develop their sense of selves and generate the identity of their environment
摘要由身體出發的環境認知與體驗，是孩子處理自身主體性及環境認同的基礎，也是人與空間關系環境教育的切入點。Based on discussing the study theories of perception doctrine and constructing theoretical foundation in detail, this text is closely connected to teaching practices, from the teaching targets and content of course, course characteristics, teaching objects, the teaching software, the selection of medium information, the teaching of structural design and the system of teaching software the design thoughts of numerical controls technique about the teaching software, introducing the development of teaching software in numerical controls technique and make use of the accurate charts to display some cases about the teaching software in numerical controls technique
本文在詳細論述認知主義學習理論與建構主義學習理論的基礎上，緊密結合教學實踐，從教學目標與教學內容、課程特點、教學對象、教學軟體、媒體信息的選擇、教學軟體知識結構的設計，教學軟體的系統構成等方面闡述了《數控技術》教學軟體的設計思路，介紹了《數控技術》教學軟體的開發技術並運用精確的圖表方式列舉了《數控技術》教學軟體的設計案例，在理論與實踐相結合論述的基礎上，又探討了《數控技術》教學軟體設計的發展方向。分享友人