認知表現理論 的英文怎麼說

中文拼音 [rènzhībiǎoxiànlǐlún]
認知表現理論 英文
cognitive representation theory
  • 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...
  • 表 : Ⅰ名詞1 （外面;外表） outside; surface; external 2 （中表親戚） the relationship between the child...
  • 現 : Ⅰ名詞1 （現在; 此刻） present; now; current; existing 2 （現款） cash; ready money Ⅱ副詞（臨時; ...
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 認知 : [心理學] cognition; -gnosis
  • 表現 : 1 （所顯露的行為或作風等） expression; representation; manifestation; show; behaviour; conduct 2 ...
  • 理論 : theory
  1. According to previous work suggesting that event interest, risk constraint, and financial constraint will affect potential attendees ’ desire to attend and their sense that it is feasible to attend, this paper makes use of the confirmatory study to establish the theory construct, and confirms it in the empirical study. the significance in theory and its implication for. 2008 beijing olympic games are proposed finally. main conclusions of this paper are : event interest and constraints fully mediated the effects of motives and background on respondents ’ sense that it was feasible for them to attend. financial constraint did affect desire to attend. the desire to socialize and eustress had direct and positive effects on interest in the event and the desire to attend the event. results suggest the value of segmented sport event marketing that appeals to both travel and fan motives. in the last, this paper, according to the results of this research and the holding experiences of the successive olympic games, from the angle of special tourism events marketing, puts forward some olympics tourism strategies, for example destination branding marketing strategy, and emphasizes some advertent problems in olympic tourism marketing works, aims to pose some rational propositions for the operation of olympics tourism marketing

    以往的研究表明事件吸引力、風險限制因素、財務限制因素都會影響潛在參與者渴望參與的程度以及對于參與可實行性的感知，基於此，本文採用驗證性研究方法，首先建立理論架構，然後在實證研究中加以驗證，並提出了研究的理論意義及對2008年北京奧運會的現實意義和啟示。本文得出的主要研究結論包括:事件吸引力和人們對于限制因素的感知程度作為中間變量完全削弱了旅遊動機和潛在參與者背景對于參與奧運會旅遊可實行性的影響;財務方面的限制因素會影響人們參與奧運會的渴望程度;渴望社交和追求勵志性對事件吸引力和人們渴望參與奧運會的程度有一個直接和積極的作用和影響。研究結果還表明作為奧運會舉辦方，應該認識到體育事件市場細分的重要性。
  2. This paper takes the venture capital company as subject in risk management, and the risk factors in venture capital investment cycle as object, spreads out from three sides which include outside guarantee of risk management in venture capital that is to keep away macro condition risk, inside base that is congnition of risk managementsubject, and central content that involve micro management mechanism of different risk object. through a plenty of emperical investigation including evaluation of macro condition risk, identification of subject of risk management, information obstacle in decision process, agency risk performance of entrepreneur, risk attitude of venture capitalist and entrepreneur, control actuality at post - investment stage, supply and demand of value - added service, and exit practice etc., the paper firstly analyzes the risk management mechanism of venture capital wholely in system

    本文以創業投資公司為風險管理主體，以創業投資周期中的風險因素為管理客體，從外在保證? ?宏觀環境風險防範、內部基礎? ?風險管理主體的認知、核心內容? ?不同風險客體的微觀管理機制三個層面展開，首次通過大量的實證研究，包括宏觀環境風險的評價、風險管理主體的認知、決策過程中的信息障礙、創業企業家代理風險的行為表現、創業投資家和創業企業家的風險態度、投資后階段的監控現狀、增值服務的供需、退出實踐等內容，在理論分析和實證調查的基礎上系統而全面地研究創業投資的風險管理機制。
  3. The present study is done under the guidance of the reading theories of contemporary cognitive psychology. starting with an analysis of the reading process, it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading. it is found that declarative knowledge is static, represented by schemata, while procedural knowledge is dynamic, represented by the " if - then " model

    本研究擬以當代認知心理學的閱讀理論為指導，以英語閱讀過程分析為切入口，以中職生（包括職業中專和綜合高中的學生）為主要研究對象，對中國學生個體在閱讀過程中表現出的在以圖式為其綜合表徵形式的靜態性的陳述性知識和以「 if - then 」產生式為其表徵形式的動態性的程序性知識方面的差異進行實際調查，了解造成閱讀困難的根源所在。
  4. 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。
  5. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  6. The supplement has existed for more than one hundred years in china, and it is inimitable. the thesis makes a retrospect on the traditions of the supplement, which attaches more importance to literature and flesh and blood. the thesis draws its general picture in the characteristics. it is characterized the changes of the supplement since 1978 with the progress of reformation of journalism. all kinds of supplements with particular angles in the realism strengthen cognition function, aesthetic function, service function through publishing thoughtful, informative and interested articles, so it can help readers improve theoretic culture, thought culture, knowledge and life culture in the extent and depth. the supplement and news edition bring out the best in each other, so it can promulgate ample knowledge, reflect life ' s transformation, change people ' s ideas, transform social traditions and set up new - style substance and spirit life. further more, the thesis points out some current problems in the development of the supplement and prposes some countermeasure

    本文回顧了副刊重視文學和關注現實傳統的形成，著重探討了改革開放以來，副刊在新聞改革的推動下，各個階段出現的新變化：種類繁多的副刊從現實生活和獨特視角出發，通過發表具有思想性、知識性、實用性、趣味性的文章，在新的廣度和深度上強化認識功能、審美功能與應用功能，幫助讀者提高理論修養、思想修養、知識素養和生活素養，與新聞版相得益彰，從而以較強的時代意識，傳播內容豐富的知識，反映社會生活的變化，轉變人們的觀念，移風易俗，創建新型的物質和精神文化生活。
  7. With the constant development of the reformation of higher education system, the curriculum reformation has been becoming the discussion focus in the higher education field in china. the key to this issue is to understand clearly the status quo of the university curriculum in our country. from both the dimensions of theory and practice, this artile analyses the embodiment of university curriculum knowledgization by discussing the curriculum target, the curriculum compilation, the curriculum implementing and the curriculum estimate in our country. basing om this analysis, we conclude that deepening the realization to the essentials of university curriculum theoretically and giving prominence to the educational functions of university curriculum practically should be the inevitable choice of deepening the university curriculum reformation in our country

    隨著我國高等教育體制改革的不斷深入，大學課程的改革日益成為我國高等教育領域中的聚焦點，朝什麼方向、如何改革我國大學課程，關鍵在於深刻把握我國大學課程的現狀.本文在理論和實踐兩個維度上，從課程目標、課程內容、課程實施和課程評價等四個方面分析了我國大學課程知識化特徵的表現，指出在理論上深化對大學課程本質的認識，在實踐中凸現大學課程本來應具有的教育意義，應該是深化我國課程改革的必然選擇
  8. Using information process psychological theory to elaborate mathematics problems ; the significant of the settlement of mathematics problems ; expounding the process of resolving mathematics problems consists of psychological activities problems representation selecting algorithm using algorithm and metacognition ; elaborating various psychological activities operation mechanism and function ; then expounding the phenomenon of " applying mechanically examination questions " during the mathematics problems teaching process ; the reason of doing questions wrong, improve the student ' s thinking ability of answering the questions

    摘要用信息加工心理學理論闡釋數學問題、數學問題解決的意義；分析數學問題解決過程由心理活動問題表徵、選擇運算元、應用運算元和元認知組成，闡述各心理活動的運行機制與功能；由此提出了對數學問題教學中的「套題型」現象、學生解題錯誤原因、提高學生的解題能力的思考。
  9. Cai, 1998 ; bikai nie, & bingying wang, 2000 ) provided evidence that, while our students outperformed on problem - solving tasks, the result was not the same on problem - posing tasks. because most students learned mathematics and developed increased mathematical capacities only when they participate in instruction focused on rich and worthwhile mathematical activity. however, in the circles of mathematics education, there was a universal sense, that is : our mathematical education loses contact with reality ; students solve problems not related to real life ; the mathematical activity students conducted mostly focused on memorization and mechanical use of procedures rather than the use of mathematical knowledge and tools to explore patterns, frame and solve problem, etc.

    課堂是學生學習數學、發展數學認知的主陣地，我國學生的數學認知在上述方面表現出來的差異可以從數學課程與教學中尋找原因： 「中國數學教育脫離實際」 （張奠宙， 1994 ） ； 「在強調素質教育的今天，絕大多數課堂教學仍然是傳授知識加技能訓練的傳統教學模式」 ， 「學生的數學學習仍然是一種『復制型』的『消極』學習」 ， 「學生幾乎沒有獨立思考、探索發現的機會」 （季素月， 1996 ） ；我國數學課程在「探究」和「背景」上「較薄弱」 ，在「運算」和「推理」等方面「要求過高」 （鮑建生，博士學位論文， 2002 ） 。
  10. Therefore, we cry for the procedural justice study in legal philosophy. the dissertation also holds that, the so - called “ procedural justice ” refers to the leading procedure rules, principles and concepts in modern law - ruled society construction, development and perfection. any modern law procedure establishment or arrangement embeds a certain value promise and premises and functions under the guidance of a certain procedure rule,

    文章認為，這兩個基本認知模式盡管在具體問題上的表現不同，但其缺陷都在於把程序正義置於抽象的矛盾對立之中，並最終得出結論:以「價值化的程序正義研究」方式來正確認知程序正義問題是一種可能的理論研究，是對「人的價值性存在」的闡揚，在某種程度上，也為當代中國法的理念和實踐提供了最基本、最可靠的思想前提和理論依據之一。
  11. On the basis of the former theoretic studies, the first part defines the relative elements ( such as scientific and technological innovation ; social mentality ; adjust social mentality ) in the development of scientific and technological innovation. the second part lays stress on social mentality have a good effect on scientific and technological innovation. the third part illustrates social mentality hinder scientific and technological innovation. in the last part, the essay points out the ways of adjust social mentality which can promote the development of scientific and technological innovation

    社會心理促進科技創新主要體現在引導作用、選擇作用、支持作用和積極地限製作用；社會心理阻礙科技創新則是從社會心理表層和社會心理深層兩方面論述對科技創新的阻礙。社會心理表層又分為社會認知、社會情感和社會動機展開討論對科技創新的阻礙；而社會心理深層從制度習俗、宗教和價值觀分別闡述對科技創新的阻礙。
  12. 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。
  13. First, reviewed the history of study psychology basis of chemistry class instruction design, considered it exist 7 limitations, and " pay more attention to cognition and less to practice ' " pay more attention to accept and less to expression " is the primary aspects

    論文首先回顧了化學課堂教學設計學習心理學基礎的發展歷程，認為以行為主義心理學和認知心理學為基礎的傳統教學設計存在7個方面的特點和不足，並且集中表現在「重認識，輕實踐」和「重內化，輕表達」上。
  14. The present article was divided into 3 parts : 1. the theoretical narration about test anxiety : test anxiety is a psychological state expressed by different degrees of emotional reactions, it is constrained by individual cognitive evaluation capacity, personality tendency and other physical and psychological factors. the test anxiety characterized by worry and actions of defending and escaping, and is activated by a certain test situation

    本文的主要內容分三個部分：一、考試焦慮的理論綜述考試焦慮是在一定的應試情景激發下，受個體認知評價能力、人格傾向與其他身心因素所制約，以擔憂為特徵，以防禦或逃避為行為方式，通過不同程度的情緒反應所表現出來的一種心理狀態。
  15. 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。
  16. Besides, this is also a tentative study of the influences of the schema theory on the english reading comprehension so as to verify the relevant researches on reading made by cognitive psychologists and to propose some measures to improve relevant teaching activities. this paper consists of five chapters

    同時，結合有關圖式理論對于英語閱讀理解的影響的探討，來驗證認知閱讀心理學家們對個體閱讀能力表現在程序性知識和陳述性知識方面的差異有關研究，並提出相應的改進閱讀教學的措施。
  17. Symbol logic method is unable to guarantee the complement of knowledge description, which leads to complicated deducing process. we introduce fuzzy cognitive map into agent modeling and deducing, substitute symbolic description and inference with simple mathematical computing, achieving agent intelligent decision - making in complex environment

    針對現有符號邏輯描述方法難以保證知識表達的完整性，推理過程陷於復雜的邏輯演繹的問題，作者引入了模糊因果關系的網路模型，基於模糊認知圖理論構造agent推理模型，用簡單的數值計算代替復雜符號系統的表示和演繹推理過程，實現了復雜環境下的agent智能決策。
  18. Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement

    在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。
  19. In 1996, emotional intelligence was introduced to china and paid attention to extensively. there are mainly three typical research approaches : cognitive ability by mayer and salovey, which was empathized in the study, job performance by goleman and mental health or personality by bar - on

    情緒智力主要有三個代表性的研究取向:其一是mayer與salovey偏重認知能力取向的情緒智力理論;其二是goleman偏重在工作表現取向的情緒智力理論;其三是bar - on偏重心理健康或人格取向的情緒智力理論。
  20. The research is based on j. dewey ' s empiricism education theory and cognitive structure psychological theory. it describes the connotation and puts forward the main four characteristics of design physics experiment, that is initiative, exploration, creativity, synthesis. moreover new teaching mode appears in physics experiment teaching, because it is based on a new teaching belief. furthermore, it probes into three aspects of teaching mode, that is, the diversity of teaching organizational makeup, the opening characteristic of teaching place and instrument, the evaluation emphasized creativity as for design practice, the research probes into the principles belonging to design

    本研究以杜威的經驗主義教育理論基礎和認知結構理論的心理學基礎為理論支撐，對設計性物理實驗的內涵進行了描述，歸納了設計性物理實驗的四個主要特點，即主體性、探索性、創造性、綜合性，同時設計性物理實驗以一種全新的模式在物理實驗教學中的出現是基於一種全新的教學新理念，進而探討了新的教學模式具體表現教學組織形式的多樣性、教學場地及設備的開放性，實驗評價的創造性。
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