認知結構 的英文怎麼說

中文拼音 [rènzhījiēgòu]
認知結構 英文
cognitive structure
  • 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...
  • 結 : 結動詞（長出果實或種子） bear （fruit）; form （seed）
  • 構 : Ⅰ動詞1 （構造; 組合） construct; form; compose 2 （結成） fabricate; make up 3 （建造; 架屋） bui...
  • 認知 : [心理學] cognition; -gnosis
  • 結構 : 1 （各組成部分的搭配形式） structure; composition; construction; formation; constitution; fabric;...
  1. 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。
  2. It also suggests that students be the principle part in the processing of information and. the active constnjctionist of perceiving structure rather than the passive receivers of exterior stimulus, and teachers be the assistants and guldens as well as promoter other than the transfers or indoctrinators of some knowledge

    學生是信息加工的主體，是認知結構的主動建構者，而不是外部刺激的被動接受者和被灌輸對象；教師是意義建構的幫助者、引導者與促進者，而不是知識的傳輸者與灌輸者。
  3. With psychometrics successfully applied to education, people now are not satisfied with only a score. they want to know where is the score from. it is called " " cognitive diagnosis "

    隨著各種教育測量學的成功應用，人們現在已不僅僅滿足於給考生一個準確的成績，他們更希望考試能報告被試的認知結構，這稱為「認知診斷」 。
  4. Nevertheless, we can get the satisfactory answer from the analysis of implicit sememe

    從認知角度看，隱含義素有其根本的屬性：認知結構的動態性和主觀情感評價性。
  5. 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。
  6. On perception construction and semantic features of synaesthesia

    論通感的認知結構及語義特徵
  7. Knowledge factor is concerned with the structure of intrinsic congnition, the material and the experience of sensitivity

    知識因素主要是從學生的原有認知結構和感性材料、感性經驗的角度來談的。
  8. What " s more the teacher should give proper positive and negative examples. on the base of the congnition structure of the students, new contradiction appears to stimulate the students to learn with much more interest and strong learning motive

    還要舉出適當的正例和反例，在學生的認知結構基礎上，形成新的矛盾，激發學生的學習興趣和較強的學習動機。
  9. No matter from the form or assimilation of the conception, all the students should own some knowledge and experience that are concerned with stimulation mode. under the situation set up by the teacher, the students can arouse some knowledge and experience of the intrinsic congnition structure, therefore they can understand new concepts

    無論是概念形成還是概念同化，學生都必須具有「刺激模式」方面的有關知識和經驗，在教師創設的情境下，喚起原有認知結構中的有關知識和經驗，理解所學的新概念。
  10. In order to make up the deficiency, the science workshop datalogger made in the u. s pasco company has been used in this dissertation. the advantage of the datalogger has been extruded by the research of experiments for verification, inquiring experiments and application experiments which worked in the catalogue of the new physics courses for teaching. as a result, a fine acuity perceptional and observational ability of student will be developed, a cognitive framework will be improved, the space for investigative learning will be enlarged, multiple intelligences will be optimized and brain memory structures will be consolidated if the datalogger has been used in teaching physics experiments

    數據採集器作為一種現代化設備運用於物理實驗教學，國外的研究資料已證明具有巨大的優勢，而國內才開始起步還沒有形成一個系統，為了彌補不足，本文採用美國pasco公司生產的scienceworkshop數據採集器系統設計實驗，從教學角度出發並配合物理新課程的總目標，分別從驗證性實驗、探究性實驗、應用性實驗三方面設計實驗，突出了數據採集器的優勢：即培養學生精細敏銳的感知和觀察能力，改善學生的認知結構，拓寬學生探究性學習的空間，優化學生的多元智力和強化學生的大腦記憶結構。
  11. Developing the applying awareness of the junior students, we should do these following things well : 1. help the students found the reasonable mathematics cognition structure according to the situation of the actual questions the reasonable math structure is the essential prerequisite

    初中生數學應用意識培養的教學策略包括: 1 .在良好的實際問題情境中建構學生合理的數學認知結構合理的數學認知結構是培養學生數學應用意識的前提條件。
  12. The conclusion shows good students and lagging students have a great distinction in mathematical cognitive structure

    從分析中可以看出，優生與中差生在數學認知結構上存在著顯著的差異。
  13. Quality education aims at developing intellectual abilities, the crux of which lies in the portray of good cognition structures of the subjects

    素質教育期盼學生的智能發展，而智能發展的實質是主體良好認知結構的塑造。
  14. According to the modern education theory, we should adopt the following tactics in teaching the concept of chemistry : 1. use the vivid visual image to let the students gain the knowledge of the concept ; 2. create the atmosphere and let the students take part in the formation of the concept of chemistry ; 3. revise the old knowledge while learning the new one to realize the assimilation of concept ; 4. proceed step by step, lead the students deepen and develop the concept ; 5. give prominence to the understanding of the key words of the concept, get deeper understanding ; 6. pay attention to the relation between the concepts ; 7. optimize the study strategy and enhance the cognition standard, i. e. in the teaching of the concept of chemistry, we must pay great attention to the usage of various kinds of teaching method, including visual experiment, visual language and cai courseware, in order to help the students to understand the concept ; use the question to stimulate students " thoughts, give free rein to students " corpus, and let the students take part in the teaching process actively ; guide the students to remember new concepts and the help of their old knowledge ; pay attention to the levels of the concept, deepen and develop the concept continuously, use various ways to strengthen the meaning of the key words, help the students to master the concepts connotation, and give a clear extension, guide the students to found the concept system

    也就是說，在化學概念的教學中，要注意充分運用各種直觀教學手段，包括實驗直觀、語言直觀和cai課件直觀，幫助學生理解概念；注意運用問題啟動學生思維，發揮學生的主體性，使學生積極參與教學過程；要指導學生利用原有認知結構中適當的概念圖式來學習新概念；注意概念教學的層次性，不斷深化和發展概念；注意通過各種方式強化概念中關鍵字、詞的意義，幫助學生準確把握概念的內涵，清晰界定概念的外延；注意引導學生在應用中建立概念系統，形成合理的概念結構。同時在概念教學中還要注重學習方法的傳授和學習策略的形成，進行適當的元認知訓練，優化學生的學習策略，提高其元認知水平。根據化學概念的教學策略，化學概念的基本教學程序為:創設問題情境，引入概念;組織問題解決，建立概念;引導知識整理，概念系統化;指導練習應用，概念具體化。
  15. Know first that student has been some to accept to know structure, check to be short of mend leakage, make student have the ability of accepting new knowledge

    先去了解學生已有的認知結構，查缺補漏，使學生具備接受新知識的能力。
  16. Cognitive structure of metaphor and its cross - cultural study

    隱喻的認知結構與跨文化研究
  17. The approach of cognitive psychology in ir studies : progress and problems

    認知結構教學理論在護理心理學教學中的應用
  18. Based on this, grounding on the ability theory of intelligence, skill and cognition structure, we construct the new basic theory of physical ability, including the ability of observation and experiment ; the ability of physical imagination ; the ability of physical thought ; the ability of physical operation and the ability of applying physical knowledge and means, moreover, pointing to the theory connotation

    基於此，我們在「智力技能認知結構」能力理論的基礎上，建構了新的物理能力基本理論觀察、實驗能力；物理想象能力；物理思維能力；物理運算能力；運用物理知識和物理方法的能力並界說了其理論內涵。
  19. Theoretically, i discuss the function of research study hi high school biology teaching on the basis of education theories, cognitive frame of references, piyaji ' s building up study theory, and constructive theories

    在理論上，以教育學理論、認知結構的學習理論、皮亞傑的建構主義學習理論、有意義學習理論等為理論依據，探討了探究性學習在中學生物教學中的作用。
  20. It is necessary to optimize and perfect mathematics structures in mid - school mathematics teaching. viewing from general process, mathematics study is a process in which new learning contents and original mathematics structures act on each other and a new structure is then formed. viewing from meaningful study theory, any knowledge that students have learned is not fragmentary or isolated but constitute knowledge structures and build mutual relations between knowledges ; viewing from information - processing theory, we can improve our memorizing ability of working, if we can organize necessary information into " group lump " reasonably and effectively in the form of " structure " and concentrate more information into a new " group lump ". perfecting cognitiopn structures is an effective way in which our thinking can be suited to huge and long - term memorizing ; viewing from the theory of establshment, mathematics study means that subjects are forming a net - frame between new knowledge and all other factors so as to obtain new knowledge

    中學數學課堂教學中優化和完善學生的數學認知結構的必要性，從數學學習的一般過程看，數學學習就是新的學習內容與學生原有的數學認知結構相互作用，形成新的數學認知結構的過程；從有意義學習理論看，學生所學的任何知識，都不是零碎的、彼此孤立的，而應按知識之間的關系，通過不同層次來構成知識的結構，建立知識之間的相互聯系；從信息加工理論看，如果人們採用「結構」的形式合理有效地組織必要的信息，成為「組塊」 ，可以讓更多的信息濃縮進不多的組塊，從而擴大工作記憶能力，而完善認知結構是使人的思維適應龐大的長期記憶的一種有效方法；從建構主義理論看，數學學習是指主體在把新知識與多方面的各種因素建立聯系的過程中，建構新知識與各方面因素間的網路構架，從而獲得新知識的意義。
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