認識心理學 的英文怎麼說

中文拼音 [rènzhìxīnlǐxué]
認識心理學 英文
cognitive psychology
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
  • 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...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 認識 : 1 （認得; 相識） be familiar with; be aware of; know; understand; comprehend; recognize 2 [哲學] ...
  1. Tasuoka ( 1983, 1986, 1990 ) developed the rule space model to investigate the cognitive processes that underlie problem solving. lt conjoins cognitive psychology model with psychometrics model. and is used to identify cognitive misconceptions and to report students ' cognitive structure

    為了診斷被試的認知過程， tasuoka （ 1983 ， 1986 ， 1990 ）提出了規則空間模型。它結合了認知心理學和心理計量學模型，可用於識別被試解題的認知錯誤和判別被試的屬性掌握模式。
  2. According to the results of this research and other related research, the author proposes : ( 1 ) implicit learning and reflective abstraction, especially unconscious reflective abstraction, seem to be two different descriptions of the same psychological mechanism. therefore, it is a sound approach to develop the research of reflective abstraction by the approach of implicit learning ; ( 2 ) it is impossible and sound to richen piaget ' s theory by using the methods of modern cognitive psychology

    根據本研究和已有的相關研究的結果，筆者認為， （ 1 ）內隱學習與反省抽象（尤其是無意識反省抽象）似乎可以看作是對同一心理機制的兩種描述，而從內隱學習的角度來深化反省抽象研究是一條可行的途徑； （ 2 ）以現代認知心理學中的研究方法來豐富皮亞傑理論研究是可能和可行的。
  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. 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。
  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 reason why chemistry experiments and experiment instruction are so important, according to cognition psychology, is that the process of experiments tallies with the law of students " to recognize the world, to cognize the matter. from the cross relations between experiments and other content, experiments help students to form conceptions, to know and understand chemistry theories. and it is also an important way to master chemistry learning methods

    化學實驗及實驗教學之所以顯得很重要，從認知心理學的角度看，就是因為實驗的過程符合學生認識世界、認識物質的認知規律；從實驗與其他內容的橫向聯繫上看，實驗是學生形成概念、認識並理解化學原理的依據，是掌握化學學習方法的重要方式；是培養學生動手能力、創新能力、創新意識的基本途徑；是培養學生良好的思想品質和科學態度的重要手段。
  7. 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。
  8. Teaching theory, of cognitive structure in nursing psychology

    基於認知心理學的模式識別模型框架
  9. Based on the cognitive psychology, the excessive attention paid to developing the students ' stating knowledge has transferred to developing students ' processing knowledge in order to develop students ' reading skills and the abilities of cognitive strategies

    以認知心理學為基礎，力求使教學從過于注重學生陳述性知識的培養轉到同時注重學生程序性知識的培養，即培養學生的閱讀技能和認知策略的能力。
  10. Based on the practical status of the knowledge foundation of the curriculum in china, with regard to the relations of knowledge, ability and accomplishment, this thesis attempts to comprehend the importance of the knowledge in the curriculum of language and literature. taking the objectives and ideas of the curriculum as a principle, this thesis chooses some knowledge, which can improve students " ability and accomplishment, from linguistics, article theory and literature theory to reconstruct the knowledge system of the curriculum according to the three aspects : declarative knowledge, procedural knowledge and strategical knowledge

    本文試圖從我國語文課程中知識基礎的現實狀況，從知識與能力、素養的關系認識語文知識在語文課程中的重要性，並以課程理念為指導思想，從語言學、文章學、文藝學中選出一些有利於學生能力形成和素養提高的知識，最後提出以現代認知心理學為理論依據，按陳述性知識、程序性知識、策略性知識三個方面重新建構語文課程的知識體系。
  11. Modern psychology on recognition has shown that the low - level knowledge, intelligence and skills the students have mastered are the basic prerequisites of learning high - level knowledge, intelligence and skills

    現代認知心理學已經揭示出學生已經掌握的低級知識、智力、技能是學習高級知識、智力、技能的先決條件。
  12. Based on the psychological mechanism of understanding of cognitional psychology, the second part analyzes the process of understanding biological knowledge, and theoretically supports the making out of biological - teaching strategy on " understanding " objective

    第二部分根據認知心理學關于理解的心理機制，剖析了生物學知識的理解過程，為「理解」目標的生物學教學策略的制訂提供理論依據。
  13. Neurophysiological research seems to parallel cognitive psychologists ' earlier realization that the mind has two distinct phases - the production phase and the judgment phase - that complement each other during problem solving and decision making

    神經生理學的調查研究似乎和認知心理學家早期的認識相似，認為心靈有兩個不同階段? ?生產階段和評判階段? ?在解決問題和做決定的過程中，心靈將完成每一個階段。
  14. Based on the elementary ideas of category in the genetic epistemology, we used the approaches of implicit learning and componential analysis in modern cognitive psychology to explore the process of 7, 8 - year - old children who lies in the transition from piaget ' s pre - operational thinking to concrete operational thinking, acquiring disjunctive categories in the experimental research

    在本研究中，我們立足發生認識論有關「范疇」的基本思想，採用現代認知心理學中有關內隱學習和成分分析的方法對處于由前運算思維向具體運算思維過渡時期的兒童（ 7 ? 8歲）獲得「析取」范疇的過程進行了研究。
  15. Piaget has made significant contributes in the psychology of children ' s cognition as follows : first, he produces a complete theory of children ' s cognition structures which is full of dialectical thoughts ; second, he depicts the cognitive developing line of children from their birth to early youth ; third, he is the first psychologist one who introduce mathematical logic to draw children " development of thinking ; finally, he sets up the theoretical construction of genetic epistemology

    2兒童認知發展理論的進展與思考2 1皮亞傑兒童認知結構理論的回顧皮亞傑對兒童認知心理學的主要貢獻主要體現在以下幾個方面：第一，提出了一套完整的、富有辨證思想的兒童認知結構理論；第二，描繪了兒童從出生到青年初期（ 15歲）認知發展的路線；第三，首次採用數理邏輯作為刻化兒童邏輯思維發展的工具；第四，構造了發生認識論的理論框架。
  16. An automatic road extraction strategy is introduced based on cognitive psychology and perceptual organization theory, emphasizing the leading action of high - layer knowledge. 3. the road feature of low - resolution imagery is analyzed in detail and the road description model is built on vosselman and knecht ' s definition about the road knowledge

    2 、簡要介紹了認知心理學的基本概念和感知覺理論，並基於感知覺理論提出了道路自動提取的框架思路，強調高層知識對低層操作的指導作用，及高層知識和後期處理的反饋信息對早期處理的重要作用。
  17. Under the direction of modern cognitive psychology, the author designs some basic knowledge tests of chemical experiments, self - regulation tests of chemistry learning and chemical experimental problems, and discusses the mental mechanism of chemical experiment problem - solving with the methods of questionnaire measurement, verbal protocol and activity operation by group test and case study respectively

    本文以現代認知心理學為指導，在理論研究的基礎上，作者設計了化學實驗基礎知識測試材料和化學學習自我監控測試材料以及化學實驗問題任務，採用團體測試和個案研究相結合，綜合運用問卷測量、口語報告以及活動操作等方法對高中學生解決化學實驗問題的心理機制進行了初步的實證研究。
  18. This is in keeping with the widely held view by cognitive psychologists that learning is an active process and that meaningful learning occurs when students are given the opportunity to construct their own knowledge, and to acquire a personal grasp of the relatedness of data ( chiappetta et al, 1994 )

    認知心理學家普遍認為學習是一個積極主動的過程，當給與學生建構他們知識結構以及獲得對知識之間的關系個人的理解的機會，有意義的學習就會發生。
  19. In school education, it is one of important contents of qualities education that realizes the unite of knowledge and ability on the basis of dealing with the relations to knowledge and ability correctly and helping students build nimble and open knowledge representation system. the article discusses instructional strategies that help students build the system of open knowledge representation, by right of wide resources brought by information technology, according to present education theory and the research achievements about basic features of knowledge representation

    未來的勞動者應該是復合型的人才，復合型的人才應具有創造性及廣泛的適應性，因此，在學校教育中，正確處理知識與能力的關系，幫助學生建立靈活、開放的知識表徵系統，並在此基礎上實現知識與能力的統一是素質教育的重要內容之一。本論文根據當代教育理念和認知心理學家關于知識表徵基本特點的研究成果，探討憑借信息技術的廣泛資源形態，使學生建立起開放型知識表徵系統的教學策略。
  20. Product identity is a key method that constructs an enterprises brand from the cognitive psychology and kansei engineering

    摘要產品識別是從認知心理學與感性工學角度，構築企業品牌的重要手段之一。
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