認知評價理論 的英文怎麼說

中文拼音 [rènzhīpíngjiàlǐlún]
認知評價理論 英文
cognitive evaluation 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...
  • 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
  • 價 : 名詞1. （價格） price 2. （價值） value 3. [化學] （化合價） valence
  • 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
  • 評價 : appraise; evaluate; assess; estimate; valuation
  • 理論 : theory
  1. So target teaching in maths and its evaluation embody the potential developing function in the modem education. this article makes a deep research into the reason and theory of the target teaching and its evaluation, and sets up the classific system about aim teaching ( cognitive aim, intelligence and ability aim, emotional aim ) and its evaluation ( affection process, cognitive process and teaching process ), and evaluation structure ( formation evaluation, diagnosis evaluation and final evaluation ). this research paper also analyses the characteristics of target teaching in maths and its evaluation, and probe into the specific implements and operations about them

    本文對為什麼要開展數學目標教學及其評價的研究和開展數學目標教學及其評價研究的理論依據進行了探討；建立了數學目標教學的分類體系（認知目標、智能目標、情感目標）及數學目標教學的評價維度（情意過程、認知過程、施教過程） 、評價結構（形成性評價、診斷性評價、終結性評價） 、評價模式（目標探究課型、目標應用課型、目標系統課型、目標深化課型） ；分析了數學目標教學及其評價的特點；對數學目標教學及其評價的實施和操作進行了探索；文後附有應用數學目標教學及其評價進行教學的案例。
  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. This paper introduces the history background of information science with cognition in the first part, and in the second and third part author enumerates classical theory of information science with cognition in detail, such as brookes " cognition for information science, belkin ' s ask theory, dervin ' s sense - making theory, and the relevant research of p. ingwersen and b. hjorland, and evaluates the cognition for information science, for example, the research focus of cognition of information science be human, and cognition for information science attach important to the research of user ' s cognitive simulation

    本文在第1部分介紹了情報學認知觀產生的歷史背景；在第2 、 3部分詳細地列舉了情報科學認知觀的代表理論，諸如布魯克斯的情報科學認知觀、貝爾金的ask理論、德爾文的意義建構理論，以及對英格沃森、赫約蘭德的相關研究；並對情報學認知觀作出了評價：比如，認知觀點將研究的焦點對準過程中的人、情報學認知觀點十分重視用戶的認知模擬研究等。
  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. 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
  6. Thirdly, it is supported by java technology. java language is not only a right programming language to build agent, but also it has some characters such as architecture neutral and higher safety, running java applet, program can increase the functions of the client, lighten the burden on the server, as well as can operate the client contents according to the privilege assigned, and in order to increase the safety of system. finally, in the thesis, by using the knowledge related probability and statistics, author puts forward a kind of method which can make the grade mark quantifying, and with this method, the problem which is how to get an accurate evaluation for the subjective test questions that learners answer in exam, is solved primely

    本文針對以上缺點，提出基於agent的個性化遠程教學系統，本系統中引入分散式人工智慧（ dai ）領域中的agent技術，在系統中構造一個學習者agent ，它隨時跟蹤學習者的學習過程，記錄其興趣、愛好等個性特徵，並適時地調整對其採用的教學策略，有效地解決了目前的系統智能性較低的缺點；其次，本系統採用xml技術來組織教學內容，改變了html中內容和形式捆綁在一起的缺點，使得內容和形式相分離，從而可以為太原理工大學碩士學位論文不同認知水平的學習者提供不同的教學內容，增強了交互功能;另外，本系統採用java技術， java語言不僅適合作為agent的開發語言，而且java語言具有平臺無關和安全性高的特點，通過運行javaapplet來增強客戶端的功能，減輕服務器端負擔，並且這些appiet根據客戶賦予的權限對客戶端內容進行操作，增加了安全性;最後，本文運用概率論與數理統計學中方法，提出一種把等級成績數量化的方法，很好地解決了對學習者考試中主觀題的準確評價問題，為實現個性化教學提供了一個較準確的依據。
  7. This study first reviewed metacognitive theories and the current conditions of research. then it analysed the structure of the ability to operate physics experiments, and made clear that ability to perform physics experiments is composed of motor skills and intellectual skills, which are mutually influenced and constrained, and among which the physics experiment operation and solving of physics experiment problems can well evaluate the ability to do physics experiments

    在研究中，首先回顧了元認知理論及其研究現狀，然後利用認知、元認知觀點，分析了物理實驗能力結構，指明了物理實驗能力是由相互影響和相互制約關系的動作技能和智慧技能構成，其中物理實驗操作和解物理實驗題能夠很好地評價物理實驗能力。
  8. Therefore, it is necessary to introduce modem knowledge theories, with tacit knowledge in particular, to the comprehension, regulation, implementation and assessment of education

    為了改變這種狀態，為了提高創新教育的實效性，有必要引入當代知識理論，尤其是緘默知識理論，來認識和規范教育的內涵、實施與評價。
  9. 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。
  10. Metaleaming theory is developed on the basis of metacognition research. it focuses on teaching the students the ways to perform self - consciousness, self - assessment and self - adjustment in their learning. the learning effect depends much on the students " metaleaming ability

    元學習理論是在元認知研究的基礎上發展起來的，它的核心是教會學生如何根據學習情況進行自我覺察、自我評價、自我調節，元學習能力高低是影響學習效果好壞的重要因素。
  11. The interface design of web - based courses is one of the most importantdeterminants, which can affect the validityoflearning. nowadays, theresearchofweb - basedcoursesis not abouthowtomakethe humanized interfacedesign, but about instructional design and technologies. the author points out theviewpoints about humanized design of web - based courses basing on thetheories of human - computer interaction, cognitive psychology, and designpsychology. the thesis analyses the concept and the connotation of web - basedcourses

    本文以人機交互理論、認知心理學，設計心理學為理論基礎，提出了設計網路課程人性化界面的設計觀點，剖析了網路課程人性化界面的概念與內涵，並以人性化為最基本出發點，提出了網路課程用戶類型分析方法，給出了網路課程人性化界面設計的目標、要求、原則、方法及評價，對網路課程的界面設計如何實現人性化提出了具有一定指導意義的建議。
  12. In the second, this author is to introduce fuzzy information granulation which is based on coarse measurement, by utilizing whose superiority in the formation of human cognition, establish a fuzzy evaluation system in enterprises so as to form a supply chain and select their partners

    接著引入基於粗糙度量的模糊信息顆粒化理論，利用該理論對人的認知過程建模的優越性，建立了企業模糊評價系統，進行供應鏈構建和供應鏈合作夥伴選擇。
  13. Making use of others " research results on the aestheticized teaching, based on the relevant human quality structure theory in contemporary quality education, the humanism learning theory by rogers, aesthetics and education aesthetics theory, the author comprehends the chemical teaching process as the unity of cognition behaviour process, evaluation behaviour process and aesthetic behaviour process and co nstructs the aestheticized chemical classroom teaching model, which includes five basic teaching links such as entrance into the state, demonstration & observation, small group activity, teacher - student dialogue and appraisal & feedback

    借鑒他人對審美化教學研究的成果，以當代素質教育有關人的素質結構理論、羅傑斯的人本主義學習理論、美學及教育美學理論為基礎，將化學教學過程理解為認知活動過程、評價活動過程、審美活動過程三者的統一，構建了化學課堂審美化教學模式。這一模式包含創美入境、演示觀察、小組活動、師生對話、評價反饋五個基本教學環節。
  14. Intermediate class ( middle class ), also known as the middle class, the middle class, and it does not belong to the marxist sense of ownership relations pure class areas, but sociological sense lifestyles, values, occupational characteristics, such as self - perception and social convergence with the evaluation of a coherent group identity

    中間階層（ middleclass ） ，又稱中產階級、中間階級或中產階層，它並不屬于馬克思主義經典理論所指稱的純粹階級范疇，也不是某一個階層的代稱，而是社會學意義上經濟地位、價值取向、職業特徵、自我感知等趨同及社會評價與認同一致的一個群體。
  15. In this thesis, the author tries to analyze the composing factors of high school students " listening ability, present a general idea of the teaching of listening in aspects : meaning, goal, principles, method, also the principle & format evaluation on that, and etc. the following are the foundation of this thesis : listening training requirements from " guideline for chinese teaching " & " chinese course standard " ; students " understanding, rules of their body and mind development ; achievements from modern education theories / principles / methods : science & human culture, thoughts & technique, training & testing, analysis & evaluation ; study results of listing teaching at home and aboard

    本文根據《語文教學大綱》 、 《語文課程標準》對聽話訓練的要求和學生認知、身心發展的規律，廣泛地吸收了科學和人文、思維和方法、訓練與測試、分析與評價等現代教育理論、教學原則和方法的成果，研究國內外對語文聽話教學的研究成果，分析中學生聽話能力的構成因素，探討高中語文的聽話教學的意義、目標、原則、方法以及評價的原則、形式等。
  16. 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。
  17. In third part, we established two algorithm : data reduct and mdrbr ( mining default rules based on rough set ), the objective is to acquire diagnostic knowledge from cases automatically from the diagnosed cases database, in the end established knowledge database that could be used for consequence. and in this part, we also discussed question how to inosculate between acquire knowledge by data mining and experience of clinician, and estimated for knowledge

    從第三部分開始，在經典粗糙集理論的基礎上建立適合於醫學信息數據挖掘的演算法:數據簡約和默認規則挖掘演算法mdrbr （ miningdefaultrulesbasedonroughset ） ，將診斷知識從確診病例數據庫中自動的獲取出來，最終形成可用於推理的知識，還討論了對于所挖掘到的知識如何與臨床醫生的經驗融合的問題，以及知識的初步評價。
  18. The results suggest that goal perspective theory and cognitive evaluation theory are complementary to understand " intrinsic motivation "

    本研究結果顯示，二種理論具有互補性，結合目標取向理論及認知評價理論，應該可以對內在動機提出更好的解釋。
  19. By analyzing the inner factors and the outer environmental elements which affect the learning ability of the students, and also, according to the learning theory of constructivism and metacognitivism, this paper tries to conduct a research centering on the methods of how to cultivate the students " ability in learning mathematics. the process of this research contains fire aspects, they are : the motivation of mathematics learning, the state of mathematics learning, mathematics research meeting, the evaluation and the strategies in mathematics learning

    作為數學教師，在數學教學中如何培養學生的學習能力很值得研究。我們首先對影響學生學習能力的內部因素和外部環境因素進行具體分析，在此基礎上依據建構主義學習理論和元認知學習理論，探討出在數學教學中如何從學習動力、學習狀態、數學交流、學習評價、學習策略五個方面對學生進行學習能力培養探討。
  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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