認知運思 的英文怎麼說

中文拼音 [rènzhīyùnsī]
認知運思 英文
cognitive operations
  • 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...
  • 運 : Ⅰ動詞1 （物體位置不斷變化） move; revolve 2 （搬運; 運輸） carry; transport 3 （運用） use; wield...
  • 思 : Ⅰ動詞1 （思考;想） think; consider; deliberate 2 （思念; 懷念） think of; long for Ⅱ名詞1 （思路...
  • 認知 : [心理學] cognition; -gnosis
  1. In addition to applying relaxation techniques to alleviate discomfort resulting from repeated hyperventilation, the author also noted that negative emotion was the common cause of the subject ' s depression and anxiety

    個案自入院后，筆者除了運用放鬆技巧減輕個案反覆換氣過度所造成之不適外，另外也發現憂郁與焦慮的共同因素為負向的情緒，而此類患者常出現負向認知思考影響其情緒及行為反應。
  2. 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。
  3. Mainly by using the historically comparative experience method, and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development, this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy, etc. and finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "

    在對我國小學語文識字教學歷史經驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結所在，探索如何將漢字構字規律與學生的認知規律有機結合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經驗比較法，借鑒漢語言文字學、布魯納的結構主義和現代認知心理學的有關理論，在論述我國小學語文識字教學的學科結構和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結合新課程標準的基本精神，提出「教是為了不教」是識字教學的最終目標，也是我國小學語文教學改革的努力方向。
  4. 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。
  5. This architecture contains common capability modules which can support the reactive and deliberative behavior modes. the reactive module deals with the rapidly reactive and routine behaviors, while the advanced cognitive behaviors are processed in deliberative module

    反應模塊處理戰場實體的快速反應行為和例行行為，而高級的認知行為則在慎思模塊進行處理，從而兼顧了cgf模型對運行效率和高級智能行為的需求。
  6. There are five aspects showing strategic psychology through chapter 13 : supreme excellence consists in breaking the enemy ' s resistance without fighting ; know the enemy and know yourself, and you can fight a hundred battles with no danger of defeat ; all war is based on deception ; craftiness and trickery ; artistic features of development and application of strategic psychology of fighting

    縱觀《孫子》兵法十三篇，其謀略心理思想集中表現在五個方面上，即「不戰而屈人之兵」的謀略心理戰觀念； 「知己知彼，百戰不殆」的謀略認知心理規律； 「廟算而戰」的謀略思維運籌思想； 「權詐」與「詭道」的謀略戰術心理方法；形成與應用抗爭心理謀略的藝術性特點。
  7. 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。
  8. The present study provides some pedagogical implications for foreign language teacher education : an inset course for foreign language teachers as short as 15 days can help most of the trainees to achieve the course aims to a large extent if the course makes good use of the reflective model of training foreign language teachers. other implications are related to course material writing, trainer training, training course management

    本研究對外語教師培訓有一些啟示：如果反思模式在外語教師培訓中得到有效運用，也就是說，如果受訓教師在接受培訓的過程中反復體驗從實踐到理論再到實踐的過程，即使是為在職外語教師而設的為期15天的短訓班也有可能在很大程度上從認知和行為兩方面幫助受訓教師達成培訓目標。
  9. 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。
  10. This essay is based on the theory of constructivism, trying to find the joint of the rules for both writing and cognition, it points out the importance of the special situation in teaching and learning, of self - learning and of the mutuality of teaching and learning. it suggests the teaching methods of setting special situation, thinking indepently and read, corrected and edited by each other

    本文以建構主義理論為依據，探討作文教學規律與學生寫作認知規律的結合點，論述了作文教學中教與學的情境性、學習的自主性、學習寫作過程的交互性的重要性，提出了「設置情境? ?獨立運思? ?互讀、互改、互編」的作文教學方法。
  11. 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 ） 。
  12. 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。
  13. " these five rings - - blue, yellow, black, green and red - - represent the five parts of the world now encompassed by olympism and ready to compete against each other

    奧林匹克五環標志是由皮埃爾-德-顧拜旦於1913年構思設計的，它是世界范圍內最為人們廣泛認知的奧林匹克運動會標志。
  14. The olympics five links symbols were form in one ' s mind the design bypierre - german - gu baidan in 1913, it was in the world scope themost people widespread cognition olympics games symbol

    奧林匹克五環標志是由皮埃爾-德-顧拜旦於1913年構思設計的，它是世界范圍內最為人們廣泛認知的奧林匹克運動會標志。
  15. The main goal of this study is, putting e - education into the system of chinese education to study the negative effects that influenced the important aspects of the system of chinese education such as chinese cognition, communication between teachers and students and wide chinese environment, utilizing theories such as education psychology, e - education, transmission theory and modern chinese education, applying education research methods such as literature & information, cases analysis, comparative research and investigation study

    研究的總體思路是：將現代教育技術置於現代語文教育系統之中，以教育心理學、現代教育技術學、傳播學和現代語文教育學等理論，綜合運用文獻資料法、案例分析、比較研究、調查法等教育研究方法，研究對語文認知、師生交往和大語文環境等幾個語文教育系統的重要方面產生的負面影響。
  16. By combining my teaching experience with the method of literature survey and the method of theory - practice - theory cyclic, the paper analyses the existing problems of physics concept teaching. it thinks that the main factors affecting the physics conception ' s forming are the scarcity of sensibility, the effect of preconception, the cognizance obstacle of abstract and epitome thinking, the thinking bug of middle school students, the effect of passive mentality of middle school students study and the complications of main body of study ' s control oneself - the level of metacognition

    本文綜合運用了文獻調研法、理論?實踐?理論循環法、並結合自已的教學實踐經驗對中學物理概念教學中存在的問題進行了較全面的分析研究，認為影響物理概念形成的因素主要有： 1 、感性認識不足； 2 、前概念的影響； 3 、抽象概括思維中認知障礙； 4 、中學生思維階段性的缺陷； 5 、中學生學習過程中消極心理的影響； 6 、學習主體自我調控學習過程的因素? ?元認知水平。
  17. Finally, at the base of these research, aiming at characteristics of views about chemical substance, we think that the teaching strategy that is used to cultivate students " views about chemical substance, should follow five principles, which are respectively expansibility, integrating straightly explain and effect, paying attention to chemical experimentation, influence from scientific logic thinking and scientific methods, enhancing relations inside and outside of chemistry. four kinds of effective teaching strategy could promote the development of students " views about chemical substance in class

    最後，在前面工作基礎上，針對化學物質觀的特點，認為培養學生化學物質觀教學策略應遵循發展性、直接講解與間接滲透相結合、注重運用化學實驗教學、科學邏輯思維和科學方法的滲透以及加強化學學科內外綜合的聯系等五項原則，可以運用直接教學策略、先行組織者教學策略、自然科學方法論教學策略和培養對化學物質觀認知的教學策略等在課堂上促進學生化學物質觀的發展。
  18. In this article, based on the achievements of the experiment about present circumstances teaching, together with the characteristics of prose and marx ' s philosophy principle about the relationship between circumstances and human beings, i advise dealing with the modem prose reading by circumstances teaching., this article mainly enumerates six tactics - - using music to apply colours to circumstances ; using words to describe ; pictures to show circumstances and so on

    本篇論文根據當前情境教學的實驗和研究取得的可喜成果，結合散文本身具有情感豐富、美感性強等特點，依據馬克思的關于環境與活動統一促進人全面發展的哲學原理、建構主義情境認知理論、現代情緒理論、暗示誘導理論和場論心理學等原理提出運用情境教學進行現代散文閱讀教學的研究。
  19. It seems only right thinking person not the demarcation of the " yin and yang, " observation and cognitive thinking is the two sides, in other words, modern science and technology and the development of the material world, constantly using known explore the unknown and reveal more about the universe. the movement of things, changes in the law governing the development of the rigorous logic on the basis of the material is the primary, is " utter eyes " looking at the world ; ancient book of changes ( including confucianism, taoism and buddhism ) were " close their eyes when " looking at the world. from the phenomenon of earth grounding into inferred, mainly awareness ( ideas ) initiative reflects the superb, " consciousness " of the primary

    好象唯獨對人的思維形式沒有劃分「陰陽」 ，觀察與思考是認知的兩個方面，換句話說，現代科學技術的發展，是在物質世界里，不斷藉助已知探索未知，更多地揭示宇宙、事物運動、變化、發展的規律，是建立在嚴謹的邏輯思維的基礎上的，是物質第一性的，可謂「睜著眼睛」看世界的；古代易學（包括儒、道、釋）主要是「閉著眼睛」看世界的，是從天地人的現象體悟歸納推演的，主要是意識（意念）能動性的高超反映，是「意識」第一性的。
  20. In the programme, we shall adopt a cross - disciplinary approach and try to look at chinese literary studies from new and different perspectives. there will be a strong focus on cultivating independent thinking and helping the students to develop a more acute sense of the world and broader knowledge to open up new horizons for them. the students will be required to master the knowhow in literary critique and attain a high proficiency in expressing and writing in chinese, said prof. leung ping - kwan, head of chinese department

    嶺大中文繫系主任梁秉鈞教授表示：嶺大的中文文學碩士課程將以多角度新視野及跨學科的方法研究文學，著重訓練修讀人士獨立思考的能力，擴闊感受與認知的領域，使他們能掌握研賞文學的方法，提高表達與溝通的語文水平，成為靈活運用中文的優秀人才。
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