認知發展論 的英文怎麼說
中文拼音 [rènzhīfāzhǎnlún]
認知發展論
英文
cognitive theory of development-
Conceptual change theory is based on philosophy of science, piget ' s cognitive theory, ausubel ' s assimilative theory and constructivism. the starting point of the progress of conceptual change is the students " pre - scientific conception
概念轉變理論的提出是以科學哲學觀點、皮亞傑的認知發展理論、奧蘇貝爾的認知結構同化論以及建構主義理論為基礎。Wilfley, d. e. ( 1999 ). success in research article writing and editing : a social - constructionist perspective. unpublished doctoral dissertation, university of missouri, columbia
周躍良（ 2004 ） 。 《認知發展與外語習得能力的關系》 。未出版博士論文，北京師范大學，北京市。Piaget ' s theory of moral judgement of child, kolhberg ' s approach to moral education, elliot turiel ' s domain theory and carol gilligen ' s care theory are influential and distinctive moral education theories in the west and have had enormous impact on the moral education in western schools
摘要皮亞傑的兒童道德發展理論、科爾伯格的認知發展教育模式論、艾略特?突里爾等人的範式理論和卡洛?吉莉根的關愛理論是當代西方很有影響、很有特色的道德教育理論，這些德育理論對當代西方的學校德育實踐產生了巨大的影響。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。Carlberg ' moral recognition development and its enlightenment to the moral reform of chinese schools
科爾伯格道德認知發展論及對我國學校德育改革的啟示Case and his colleagues begin with research in children ' s executive control structure and working - memory, and expand to the theories of knowledge fields and standard modularity
凱斯的理論深刻地反映了階段論的思想，並且堅持認知發展具有領域的普遍性。( b ) results of interviews and the questionnaire, showed that construction on primary children social skill have two dimensions : positive and negative behavior skill, reflecting real cognitive character of primary school children though differing from previous theories constitution
（ 2 ）通過訪談與問卷分析發現，小學兒童社會技能的結構有二個基本維度：積極行為技能和消極行為技能，這與理論構想雖然不同，但真實地反映了小學兒童認知發展特點。Based on jean piaget " s theory of cognition development and a. c. bblrotckiih " s theo - ry of recent developental area, this paper intends to combine the author " s many years " teaching experience to explore students " characteristics and rules in different developmen - tal stage, to understand the creative process of recent developmental area by using the con - cent of assimilation, accommodation and equilibrium, and to construct the creative patlern of recent developmental area from congnition development
基於這一認識，本文以皮亞傑認知發展的理論和維果茨基的最近發展區的理論為出發點，結合本人多年的教學實踐，探討學生在各個發展階段的特點和規律，並運用同化、順應和平衡的概念來理解最近發展區的創造過程，從認知發展機制上討論構建最近發展區的三種模式及這三種模式在兒童認知發展中的重要作用。This graduate course on language and thought brings together ideas and findings from cognitive, developmental, and cultural psychology, as well as linguistics, anthropology, and ethnology
這門研究所課程討論語言與思想，將認知、發展、文化心理學和語言學、人類學及民族學的觀念與發現結合在一起。Drawing upon findings from brain research, evolutionary biology, piaget " s studies of developmental and cognitive psychology, mi challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by iq tests, emphasizing the role of culture and education condition in the development of children " s intelligences. his theory was improved based on the project zero
加德納借鑒吸收了腦科學、智能生物學的研究成果，並對腦損傷病人、白癡學者等特殊人群進行了深入研究，同時在批判傳統智商理論和挑戰皮亞傑認知發展理論的基礎上，批判性地吸收了他人智力學說的合理成分，突出強調了社會文化因素和教育條件對兒童智力發展的影響。Following the review on practice, the author analyses the function of the graphic language in children ' s cognition development theoretically. according to piaget, vegotsky, some art educators and reggio educators " idea, graphic language is the result of symbolizing and a useful facility for young children when they are in preschool ages. in the last part, there ' s an art education reform carried out in one of the kindergartens in shanghai, china
然後，從兒童發展理論與兒童美術教育理論出發，結合瑞吉歐教育者的基本理念，分析了圖形語言在學齡前兒童認知發展中，隨著兒童表象思維的發展而產生、是兒童在學齡前階段容易掌握的表達途徑、具有反映和促進兒童思維發展等重要意義。Compared with early researches, the researches about theory of mind are more possible to reveal inner mechanism of individual cognition genesis and development
與早期的認知發展研究相比，心理理論更有可能揭示個體認識發生和發展的內部機制。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。The first part : based on formed and basic concepts of exploratory experiment teaching, physics teaching goals of middle school and functions of exploratory experiments, we have defined the exploratory physical experiment of the middle school, compared exploratory physics experiment and traditional experiments, proceeded from the teaching theory and studying theory, expound the fact that the theory foundation of the exploratory physics : j. piaget " s cognition - development theory, bruner " s cognition - discovery theory and constructionism, combining the teaching goals of middle school experiments, gived the teaching goals of exploratory physics experiment : observation ability, thinking ability, operating ability goal and emotion attitude goal, and explained each goal concretely so that the exploratory physics experiment has an object in view
論文第一部分根據探索性實驗教學思想的形成和發展的基本觀點、中學物理實驗的教學目標以及探索性實驗的功能，對中學物理探索性實驗作了界定，並對探索性物理實驗與傳統實驗進行比較，並從教育理論和學習理論出發，論述探索性物理實驗的理論指導依據：皮亞傑的認知?發展學說、布魯納的認知?發現學說以及建構主義的學習理論，同時結合中學物理實驗的教學目標探討了探索性物理實驗的教學目標：觀察能力、思維能力、操作能力目標和情感態度目標，並且具體外化每個目標，以使探索性物理實驗有的放矢。The theory of cognition development of swiss psychologist jean piaget ( l896 - 1980 ) emphasized the restricted function of cognition development towards study, and she also emphasized that teaching should meet the needs of students " cognition development
瑞士心理學家皮亞傑（ jeanpiaget1896 - 1980 ）的認知發展理論，強調認知發展對學習的制約作用，強調教學應該適應學生的認知發展水平。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。Kohlberg ' s cognitive moral development mode and its enlightenment
柯爾伯格的道德認知發展理論及其啟示The author mainly discusses how to implement them in history education. we introduce theory of moral cognitive development into the practice of history education and try to promote the efficiency of moral education. moral objects have been enriched
筆者就如何在中學歷史教育中實施道德教育作了重點探討，主要是將柯爾伯格的道德認知發展理論及其方法引入我國中學歷史教育實踐中，嘗試以新的方法來增強道德教育的實效性。Cognitive development theory
認知發展論Cognitive - developmental theory
認知發展論分享友人