認知評價 的英文怎麼說

中文拼音 [rènzhīpíngjià]
認知評價 英文
cognitive appraisal
  • 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
  • 認知 : [心理學] cognition; -gnosis
  • 評價 : appraise; evaluate; assess; estimate; valuation
  1. 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。
  2. Manufactured the excellent products and founded the fashion life that is our dealing faith. after several years effort, we have developed. after registration, we are awarded emphases enterprise by experiment zone in jul 2001 ; medun - smal scale enterprise guangdong in dec ; science technology progress in jul 2002 ; jieyang famous trademark in jan 2003 ; passed is09001 2000 international quality system authentication ; in may, nation quality trustworthy products and the national consumer satisfaction of the quality service unit ; in jan a quality price trustworthy unit ; in mar, the enterprise being faithful to its contract keeping promise ; in apr, elected as the director unit by guangdong home appliance manufacturers ; in oct awarded china excellent medun - smal scale science enterprise ; in apr. elected as the director unit by jieyang excellent medun - smal scale enterprise sodality

    注冊成立後於2001年7月被試驗區評為「重點企業」 ，同年12月被廣東省科學技術廳授予「廣東省民營科技企業」於2002年7月獲試驗區「科學技術進步獎」 2003年1月被揭陽市工商行政管理局授予「揭陽市知名商標」 ，同年4月通過is09001 ： 2000國際質量體系認證，同年5月被中國產品推廣評價中心授予「全國質量信得過產品」 ，同時被中國產品質量申訴外授予「全國質量服務消費者滿意企業」 ，同年6月被揭陽市物價局揭陽市技術監督局授予「價格質量信得過單位」於2004年3月被揭陽市政府授予「守合同重信用企業」 ，同年4月被廣東省家電商推選為理事單位，同年10月被評為「中國優秀民營科技企業」 ，並在北京人民大會堂參加表彰大會於2005年4月被揭陽市民營企業依法維權聯宜會推選為理事單位。
  3. Abstract : in the process of landscape cognition and evaluation, the eye - movement mode will be different because of the testee ' s life experience, knowledge level, and even values and thinking mode

    摘要:在景觀認知8226 ;評價過程中，如果把眼球運動作為反映大腦所進行的視覺情報處理過程的外部參數，那麼眼的運動方式就可能因評價者的生活經驗、知識水平甚至價值觀和思維方式的不同而產生差異。
  4. This research investigates the effects of the refund depth and scope of price - matching on consumer perceptions of believability, value and patronage intentions

    摘要本研究調查低價保證深度與廣度認知，對于消費者對低價保證策略之信賴度、評價與惠顧意願的影響。
  5. The classification of reading strategies is based on o ' malley & chamot ' s ( 2001 ) strategy framework, with reference to other related researches and consideration of the reading practice of senior students. the thesis mentions 8 metacognitive strategies : arranging and planning, advance organization, directed attention, selective attention, self - management, self - monitoring, self - evaluation, and self - reinforcement ; 10 cognitive strategies : contextualization, resourcing, deduction, inferencing, elaboration, transfer, translating, note - taking, applying images and sound, summarizing

    對閱讀策略的分類，作者參照《英語課程標準》的要求，考慮了中學生閱讀的實際情況，也參考了其他學者的研究，並對o 』 malley chamoto ）的分類作了調整，提出8種元認知策略：計劃安排、預先組織、集中注意、選擇注意、自我管理、自我監控、自我評價、自我鼓勵； 10種認知策略：利用上下文情境、利用目標語資源、演繹、推測、拓展、遷移、翻譯、記筆記、利用圖象聲音、總結。
  6. Summary evaluation on training chemiatry metacognition and forecast of research andapplying of metacognition

    對培養化學元認知的評價總結，對元認知研究和應用的展望。
  7. 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。
  8. To improve the objective and rationality of appraisal, the possible rating error of various rating sources are analyzed from various aspects, that is the channels of information acquiring, the type of information used, the cognitive schema of information interpretation, then the appropriate conditions of each rating source applicable are worked out

    為增加評價的客觀性和科學性，本研究從信息獲取渠道、使用信息的類型、信息解釋的認知模式等多角度分析多源評價中各評價主體的可能評價偏差，從而得出各種多源評價形式使用的具體條件。
  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. Cognitiive features of middle school students with test anxiety

    中學生考試焦慮相關認知評價特徵
  11. As one of the comparative research of cross - culture difference in visual cognition, this report has carried on the track test to observe landscape cognition and evaluation using the eye - mark recorder ( emr ), trying to probe into the cross - culture influence on human by collecting and analyzing the visual information in the variety trend of fixation point distribution, quantity and remaining time, so as to identify the meaning of regional landscape features and the layout of composing elements

    作為視覺認知中異域文化差異的比較研究之一，運用眼球運動跟蹤儀對評價者的景觀認知評價過程進行了跟蹤測試，並試圖通過對認知過程中的注視點分佈、注視點數以及注視點的停留時間和注視內容的變化趨勢這幾個角度的分析比較來探討社會文化背景的差異如何體現在人類視覺情報信息的收集整理的外部反應中，從而明確在地域特色景觀的保留和營造上構成要素的布局方式的意義。
  12. Evaluation of aggressive behavior among preschool children

    6歲幼兒對攻擊性行為的認知評價分析
  13. Impact of cognitive appraisal, mental control between the mental feeling and mental health of middle - aged people

    認知評價與心理控制感在中年人對社會政策變化感受與心理健康之間的作用
  14. 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。
  15. 《 international circulation 》 ： and my second question is for most patient with hypertension, they should take the anti - hypertensive drugs all their lives, now the pharmaco - eonomics has been an important part of hypertension research, what should we consider to assess real cost - effectiveness of anti - hypertensive drug, and how should we guide our clinical guidelines

    我的第二個問題是對于大多數高血壓患者而言，他們都需要終身服用抗高血壓藥物，而且目前藥物經濟學已經成為高血壓研究與治療中非常重要的組成部分，我們是否應該認真評價一下抗高血壓藥物的經濟合理性，另外如何知道我們的臨床指南呢？
  16. The relationship between metaworry of middle school students and generalized anxiety disorder

    中學生考試焦慮及其考試認知評價
  17. Customer - perceived service value of higher education refers to a comprehensive evaluation of the general higher education utility by the customers based on the service quality and all their sacrifice, including economic value, image value, cognitive value and functional value

    摘要高等教育顧客感知服務價值是指高等教育顧客基於高等教育服務質量和其全部付出，面對于高等教育總體效用的一個綜合性評價，它包括四個維度：經濟性價值、形象性價值、認知性價值、功能性價值。
  18. In the life events / health model, daily hassles affect somatic distress of freshman by positive coping, negative coping and negative mood. daily hassles affect cognitive assessing of girls by positive coping. main life events affect psychological distress of boys by negative coping

    日常瑣事通過消極應對、積極應對，再通過消極心境，才影響新生的生理反應：日常瑣事要通過積極應對才影響女生的認知評價，主要生活事件要通過消極應對才影響男生的心理困擾。
  19. In the second part, by 2 ( model contribution number ) x 2 ( contribution goal ) simulation situation experiment, the author investigates the factors affecting the contribution behaviors of 70 undergraduate students aged between 17 and 22, as well as learns their cognizing evaluation of their contributions by questionnaire

    第二部分，研究者使用2 （榜樣捐獻數目） 2 （捐獻目的）因素設計的情境實驗研究影響大學生捐獻的因素，受調查者為17歲至22歲的大學生，共70名，並使用問卷調查研究他們在捐獻模擬情境故事中的認知評價。
  20. 4. all direct effects involving negative coping were associated with elevated scores on measures of negative mood and psychological distress of freshman. on the other hand, positive coping lowered scores on measures of negative mood and elevated scores on measures of positive mood and cognitive elevating of freshman

    4 ）消極應對越多，新生的消極心境和心理困擾越多；積極應對越多，新生的消極心境越少，而積極心境越多，認知評價的水平也越高，從而說明積極應對能促進身心健康，而消極應對只能使煩惱增多。
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