認知互動學 的英文怎麼說

中文拼音 [rènzhīhùdòngxué]
認知互動學 英文
cognitive interaction technology
  • 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...
  • 互 : 代詞（相互;彼此） each other; mutual
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 認知 : [心理學] cognition; -gnosis
  1. Virtual reality technology can provide " participants " with a feeling of being personally on the scene. as a main actor in the virtual environment, userscan control any objects in the virtual environment arbitrarily and can get reaction in time. in the hyperspace of the information, he can get acknowledge with their own percipience and cognition, and, seek the solutin, and form the new conception. the association of the virtual reality technology and java technology intensify the interaction between the users and viryual reality technology. with the interface provided by java, the user can control any objecs and change the attributes ( such as position, angle, color and etc. ). this paper formulizes application of the virtual reality technology in the system of the building seilling which uses the real three dimensions models to replace of static picture ' s and word ' s description. in the process of the practice, the paper analyses the difference between javascript, java claa and java applet, and formulize the their applications in this system

    用戶在多維信息空間中，依靠自己的感知和認知能力全方位地獲取知識，發揮主觀能動性，尋求解答，形成新的概念。虛擬現實技術與java技術的結合增加了虛擬現實技術與用戶的交互功能，用戶可以通過java提供的界面，操縱場景中的任何物體，並改變相應的屬性（如：位置，角度，顏色等等） 。本篇論文闡述了虛擬現實技術應用在售樓系統中，用真實的三維模型來代替原有的靜態圖片及文字描述，在實踐過程中，分析了javascript ， java類，及javaapplet實現功能中的利弊，分別闡述了它們在本系統中的應用，從理論上講，本課題所研究的虛擬現實技術不只適用於售樓系統的電子商務中，同樣可用於軍事和演習、醫學、教育、娛樂和工程設計等領域。
  2. Elementary school is an important place where children develop their own behavior and experience social life. it is the beginning of a man ' s social life where man begin to learn the elementary ability in order to join the social life and this period of time has impacted his whole life. with the development in the area of society, economic, sience, technology and the tendency that the education system goes to the direction of " quality education ", the elementary school education has attached importence to children development in aspect of interests, play, intellectiiality, personality etc. based on the interaction relationship between children behavioral development and campus physical space, campus physical space should be able to fulfill the needs for children activities and further more to create the inspiration for their potential development in behavior. for this reason, we should try to plan campus physical mechanism with consideration in children behavioral development and pursuing quality education, make a good pl an of the school environment for chlildren ' s playgame

    小學是兒童身心成長及社會生活體驗的重要場所，是一個人走入社會的開始，一個人從小學開始學到了參與人類社會活動的基本能力並影響到其以後的發展。隨著我國社會經濟、科學技術的迅速發展和教育體制向「素質教育」的轉軌，小學教育更加註重兒童興趣、游戲、認知、人格的全面發展。根據兒童行為發展和校園空間的互動關系，校園空間必須滿足兒童活動的需要，並對他們的行為產生潛在的引導力量。
  3. Rogers ' s learning theory is generally known as humanism, but from the other point of view, it also can be viewed as constructivism which can be seen from its emphasis on knowledge implementation and uncertainty, the interactive learning method based on the integration of students experiences and the learner - centered assessments

    摘要羅傑斯的學習理論通常被認為是人本主義的，其實從另一角度解讀，它又是建構主義的，具體表現在對知識應用性和不確定性的強調、整合學生經驗的互動的學習途徑與方式和以學習者為中心的評價觀。
  4. According to enterprise knowledge - based opinion, it discusses cognition and motivation obstacles during knowledge transfer process, and introduces a social psychology theory - crowing effect that means the mutual effect between extrinsic motivation and intrinsic motivation, expounds the advantage function that intrinsic motivation promotes tacit knowledge transfer, as opposed to extrinsic motivation

    按照企業知識基礎觀的線路，論述了隱性知識轉移過程中存在的認知與動機障礙，並引入了一個社會心理學理論擁擠效應，即內在和外在激勵間的相互作用，來闡明內在激勵促進隱性知識轉移的優勢作用。
  5. Breite perspektive f r die chinesisch - deutschen beziehungen

    跨文化日耳曼學視角下文化異同認知互動性
  6. The thesis constructs the theory about the development of mathematical communication in the following six theoretical bases : information processing, social constructionalism, teaching and students, learning transference, meaningful study and the metacognition

    從信息加工、社會建構主義、師生互動。學習遷移、有意義學習及元認知六個理論基礎對數學交流活動的開展進行了理論上的構建。
  7. Then, analyze the problem and the cause of formation in the constructioa in the second, the author put forward that it should be " the interactive relation " between in the urban public open space and the behavior - shaping. and start with behavioral science, analyze the requirement of ihe human behavior and the perceive for the environment

    進而提出公共開放空間與行為塑造之間應該是「互動」的關系，接著從行為科學入手，分析人的行為需求與對環境的認知，並以此作為研究公共開放空間與行為塑造的「互動」關系的理論基礎，分析與總結「互動」關系。
  8. L - s - vygotsky who represented the school of social culture points put that the process of individual ' s evolution is affected not only by the experiences of social cultural practice and the incentives of activities, but also by the tissues of individual ' s continuous integration. r case, an eminent representative of neo - piagetian theories, brings forward the unique " process and structures " theory, which inherits from the most key ideas of piaget ' s children ' s cognitive development that the development has a qualitative process assuming some quality phases

    2 . 3社會文化學派對兒童認知發展的「過程一結構」理論的啟示以維果茨基（竹gotsky ）為代表的社會文化學派指出個體內化的過程不僅僅是受社會文化實踐經驗和活動意圖的影響，而更深層次是組織不斷改組的過程，注重了從社會影響和人際互動方面等解釋兒童智慧發展機制，強調了兒童認知心理學研究的社會生態效度。
  9. Individual factor is divided into cognition factor, personality factor, competence factor and appearance factor. mutual factor is divided into mutual space / distance factor, mutual intercourse frequency factor, mutual similarity factor, mutual complementary factor and mutual adoration factor. and exterior factor is considered to include social circumstance factor and school circumstance factor

    再對三大因素分別進行進一步聚類分析，個體因素又被分成認知因素、個性品質因素、能力因素和儀表因素；雙方互動因素被分成雙方空間距離因素、雙方交往頻率因素、雙方相似因素、雙方互補因素和相悅因素；外部因素被分成社會環境因素和學校環境因素。
  10. As the philosophical foundation of today ' s cognitive science, the " philosophy in the flesh " aces man ' s experience, the interaction of man and the world as the bridge linking the subjective world with the objective one

    體驗哲學作為當代認知科學的哲學基礎，將人與世界的互動活動體驗作為聯系主、客觀的橋梁。
  11. There are three key points need to be considered in language structure : firstly, words built up, from its static ' s point of view, it includes the words accumulated and understanding, grammar rational knowledge, and practical rational knowledge etc. ; secondly, language ability and practice process, thinking about the movement including the psychology and process of listening, speaking, reading and writing, and perceptual experience use of language ; thirdly, chinese attainments, which is from one - way to unanimity, from the interaction of movement to static and then comes to the character of synthetical mother language, which is consist of emotion, evaluation, aesthetic interest and human spirits. the language structure in chinese teaching has been analyzed in this essay. the writer thinks that the real aim for chinese education and teaching is to make learners master the language structure

    語言結構包含三個維度：語料儲備（從靜的角度理解，包含語言詞匯的積累和認知、語法的理性把握和認知、語用理性把握和認知等）語言能力及實踐過程（從動的角度理解，包含聽、說、讀、寫的心理狀態和過程、言語運用的感性經驗等）語文素養（單向的、不斷趨同的、由動與靜的因素相互作用而折射出的綜合性母語品質，包含情感態度、價值觀念、審美情趣及人文精神等）本文還對語言結構在語文教學中的特徵進行分析，進而我們提出：建構學習者個體的語言結構才是語文教育教學的終極追求。
  12. Metacognition is playing an important role on all respects that students learning, this paper explain the close relation among the metacognitive knowledge, e xperience, control and mtm separately, thinking that there are benign and interdynamic relations between the metacognitive and mtm learning

    元認知在學生學習的各個方面發揮著重要作用，本文分別闡述了元認知知識、元認知體驗及元認知監控與數學思想方法之間的密切聯系，認為元認知與數學思想方法學習之間存在著良性互動的關系。
  13. Based on the discussion above, the dissertation clarifies that constructivism regard learning as a constructive process in which learners " cognitive activities interacts with the existing cognitive construction, and regard teaching as a process in which teachers assist and promote learning

    以此為基礎，闡明建構主義視學習為學習者的認知活動與已有認知結構相互作用的建構過程；教學過程是教師協助和促進學習的過程。
  14. In studying animal behavior and neurophysiology, this topic concentrates on hearing mechanisms, including the neural mechanism s of auditory precedence effect, the neural mechanism s of informational masking and energetic masking, the interaction between auditory cognitive processes and sensory gating processes, and the neurobiological mechanisms of auditory emotional learning

    本研究以動物行為和動物神經生理為對象，重點探討如下四個問題：聽覺優先效應的神經生物學機制；信息掩蔽和能量掩蔽的神經生物學機制；聽覺認知過程與感覺門控過程之間的交互作用；聽覺情緒學習的神經生物學機制。
  15. We are honoured to have dr. rebecca lee as our adviser of this highly interesting exhibition. through a series of panels, photos and interactive games, children can learn about qomolangma, the geography and natural science of the north and south poles

    展覽內容生動有趣，透過一系列的展板、圖片和互動游戲讓小朋友認識珠穆朗瑪峰、南極和北極的地理環境和自然科學知識。
  16. In its simplest form, the field of media arts and sciences can be thought of as exploring the technical, cognitive and aesthetic bases of satisfying human interaction as mediated by technology

    媒體藝術與科學最簡單的模式可以被描述成從技術面、認知面和審美觀來探究如何透過科技滿足人類的互動需求。
  17. These features involve : ( 1 ) scaffolding and support for meta - cognitive processes ; ( 2 ) peer interaction paradigm ; ( 3 ) multiple zones of proximal development ; ( 4 ) decentralized and open knowledge building ; and ( 5 ) knowledge - learning community

    這些特色包括：提供后設認知過程的鷹架與支持、同儕互動的典? 、多重的鄰近發展區、分散與開放的知識建立、知識學習的社區。
  18. It studies human, and research, describe and explain individual ' s specific form of mind, emotion and behavior, and integrate the interactive process between human and environment which contains biology, development, cognition, emotion, motive and society, then make a further explanation for the individual ' s realistic life

    它研究現實的人，探求、描述和解釋個人的思想、情緒及行為的獨特模式，並綜合諸多足以影響個人的各種與環境交互作用的過程，包括與生物學的、發展的、認知的、情緒的、動機的和社會的種種交互作用，進而對現實生活中的個人作整體性的解釋。
  19. Through further analysis and discussion on the investigation, findings are that, on one hand, leisure time research can help college students realize socialization which can lead them to build harmonious interactive social relationship, to acquire practical skills, to form self - esteem and self - identities ; on the other, college students " leisure time activities lack scientific guidance, which is characterized by following others blindly, poor skills, weak moral consciousness, etc.

    在對調查結果的進一步分析和討論中得知： 1閑暇研究和閑暇教育對于大學生社會化的實現有現實意義；它有助於真實了解大學生及其發展需要；有助於引導大學生構建良好的人際關系互動網路；有助於增進大學生掌握實踐技能；有助於實現大學生的自我認同；有助於完善大學生的角色學習與實踐。
  20. In supervising students " professional curriculum knowledge learning, tutors should focus on improving the distance students " learning strategy, metacognition level and the cooperation ability, so that realizing their self - development and forming the self - organizational atmosphere in learning community. and the tutors reach the role requirements of curriculum organization, emotional support, information consultant, study monitoring and maintaining community harmony. this research may provide reference to e - tutors " activities in network education institute of south china normal university as well as other network education institutes, facilitating the concretion of e - tutors " role and responsibility transformation, promoting the development of professional training of e - tutors

    在對遠程學生的初始指導活動中，網路教師應將重點放在虛擬學習社區的建設方面，營造友好的學習、交互情境；對學生專業課程知識指導的同時，注意提高遠程學生的學習策略、元認知水平和協作能力，最後達到學生的自我發展和學習社區良好的自組織氛圍，網路教師實現「課程組織、情感支持、信息咨詢、學習監控和社區協調」的角色要求，本研究可以為華南師范大學網路教育學院和其他網院的網路教師指導活動提供參考，促進網路教師角色、職責轉變的具體實現和網路教師的培訓及專業化發展。
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