認知訓練 的英文怎麼說

中文拼音 [rènzhīxùnliàn]
認知訓練 英文
cognitive training
  • 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...
  • 訓 : Ⅰ動詞1 （教導; 訓誡） lecture; teach; train 2 （解釋） explainⅡ名詞1 （準則） standard; model; ex...
  • 練 : Ⅰ名詞1 （白絹） white silk 2 （姓氏） a surname Ⅱ動詞1 （加工處理生絲） treat soften and whiten s...
  • 認知 : [心理學] cognition; -gnosis
  • 訓練 : train; drill; manage; practice; breeding
  1. The purpose of this study was to evaluate the changes of nurses ' willingness, attitude, and knowledge after a 2 - day education program about brain death, organ transplantation, care of patients with organ transplantation and donation

    本研究的目的乃在評估器官移植及捐贈教育訓練對護理人員器官捐贈意願、認知及態度上的影響。
  2. Besides, metacognition training has brought the effete of transfer to the academic results

    另外，元認知訓練對學習成績有遷移作用。
  3. This thesis did the trial explore on two aspects : one is that the author have found 2 public factors of non - intelligence which have the important influence to the high school students : independence frontier spirit and business consciousness with cooperation ; the other is that, on the strategy of non - intelligence training, the author put forward " the principle of respect students " personality " and " anonymous principle ", which have been neglected by tradition education

    一是通過主成分分析的研究，筆者找到了對中學生有重大影響的非智力素質主導成分中的公共因素：自主創新精神和合作創業意識。二是在探索培養中學生非智力素質的策略方面，筆者提出了「個性化原則」和「匿名原則」等傳統教育較為忽視的原則；同時，分析了「認知法」和「思維訓練法」等培養方法對于非智力素質培養的可行性。
  4. Many teachers still concentrate their attentions and excitements on improving teaching links. they stress imparting knowledge to students too much at the training of learning methodology and metacognition. i want to approach improving students " learning ability from metacognitive angle

    很多關于生物教學的研究，研究者的注意力和興奮點仍集中在教的環節的改進上，過于偏重於教學內容的傳授，而對學生的學習方法和元認知訓練、培養，往往很少問津。
  5. 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。
  6. How meta - cognitive training influences the abilities to solve math applied - problems of pupils with different cognitive styles

    元認知訓練對不同認知方式小學生應用題解題能力的影響
  7. A metacognitive training was made on the students in the experiment group

    對實驗組學生進行了操作元認知訓練。
  8. Two questionnaires are designed to investigate the subjects " improvement on metacognition. a city general examination is used to examine the effect of training on language proficiency

    本文通過對以往研究的回顧與綜述，取益於陳述性知識與程序性知識，提出了「三步驟三階段元認知」訓練法。
  9. Onto the 21st century, inquiring learning has been given prominence in the new standard of curriculum for its novel methods and characteristics and how to improve its quality and effect is a question waiting for study. with the educational biology as a start and the developmental characteristics of metacognition of students as a breakthrough the essay has investigated the effect of inquiring learning in the metacognition

    步入二十一世紀，探究性學習以其新穎的方式和特點在新的課程標準中，被擺在了突出的位置，如何提高探究學習的質量和效果是尚待研究的課題，本文從教育心理學角度出發，以學生的元認知發展特點為突破口，從上饒市二中隨機抽取初一兩班學生分別作為實驗班和對照班，研究了元認知訓練對探究學習效果的影響。
  10. There are following ways to train this kind of capability : students get the capability in their maths cognition activities, specialized meta - cognition training or under the teachers " guidance in their maths learning process, among which teachers " guidance is the main element

    通過學生數學元認知水平的問卷調查研究發現，學生數學元認知能力是可以培養的。其培養途徑主要有：學生在自身的數學認知活動經驗中獲得；通過專門元認知訓練獲得；在數學教學活動中教師指導獲得，其中教師數學教學活動中的指導是主要的。
  11. Experiment for training junior high school students ' ability of emotion - regulation by cognitive - training

    通過認知訓練培養初中生情緒調節能力的實驗研究
  12. The effect of cognition training on different kinds of test anxiety

    認知訓練對不同類型考試焦慮的作用
  13. The author phose two classes of junior one students from shangrao no. 2 high school as experimental group and contrast group, and finally discovered that after the inquiring learning, the two groups appeared obvious or extremely remarkable difference in making a hypotheses working out a plan, executing the plan and communicating except patting questions and obtaining results. from this, the author can conclude that metacognition training is effective and plays positive effect in the inquiring learning. in the aspect of co - operation spirit, the difference is not marked, but exists diverse understandings, so can conclude that the effect of metacognition training is deep

    結果發現兩班學生在探究學習后，除提出問題和得出結論兩環節差別不大外，其它「作出假設、制定計劃、實施計劃、表達交流的差異均呈顯著或極顯著現象，說明元認知訓練是有效的，對探究學習效果起正面影響；在合作精神方面差異不顯著，但各自理解不一，說明元認知訓練的影響是深層次的。
  14. Likely, in the aspect of solving physics experiment problems, 45 testees were selected to form an experiment group, and another 45 testees to form a control group, and an experiment was designed for both groups under identical conditions. a metacognitive training was made on experiment problems solving for students in experiment group. though comparison, the following research findings were generated : 1

    同樣，在解物理實驗題方面，選取45名被試為實驗組，另外45名被試為控制組，進行了等組實驗設計，對實驗組學生進行了解實驗題的元認知訓練，通過比較，得出如下研究結論： 1
  15. Such research not only questions the value of medicating adhd children, it also is redefining the disorder and leading to more meaningful treatment that includes cognitive training

    這些研究不但質疑對adhd孩童施以藥物的功效，更重新定義此疾病，並導入更具意義的治療方式，包括了認知訓練。
  16. The effect of metacognitive training upon learning motivation

    元認知訓練的動機增強效應
  17. Solutions of professional mathematic problems and training of meta - cognition

    高職數學問題解決與元認知訓練
  18. A study on improving students ' autonomous learning competence through metacognition - based writing instruction

    英語寫作元認知訓練與學生自主學習能力的培養研究
  19. An experimental study on the influence of training in empathy and consequence cognition on the children - bullying

    移情與後果認知訓練對兒童欺負行為影響的實驗研究
  20. The conformity of research of primary school composition teaching and cognition training under new course standard

    新課程標準下小學作文教學與認知訓練的整合研究
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