affective experience 中文意思是什麼

affective experience 解釋
情感經驗
  • affective : adj. 感動的，感情的。 an affective state 激動狀態。
  • experience : n 1 經驗，體驗。2 見識，經歷，閱歷。3 〈pl 〉 【宗教】靈性的感受。vt 1 經驗，體驗。2 感受，經歷。...
  1. ( 3 ) comparing the two incentive situations, the acting - incline was worse in the " having incentive " situation than in the " having no incentive " one, the affective - experience of children at age of 10 - year - old had no difference between the two situations, and the affective - experience of children at age of 12 - year - old and 14 - year - old were much positive in the " having no incentive " situation than in the other, and the children at the age of 16 - year - old was more positive in the " having incentive " situation than in the other

    （ 2 ）在「一般投射」與「角色承擔」兩種投射情況之間， 10 - 16歲兒童的行為傾向和內心體驗在後一情況下比在前一情況下更為積極。 （ 3 ）在「有誘因」與「無誘因」兩種情境之間， 10 - 16歲兒童的行為傾向在無誘因情境下比有誘因情境下更積極；在內心體驗上， 10歲組在兩種情境之間沒有差異， 12歲和14歲兒童在無誘因情境下有更積極的內心體驗， 16歲兒童有誘因情境下有更積極的內心體驗。
  2. The results were as follows : ( 1 ) the 10, 12, 14 - year - old children had the value indicators of cognitive - judgment, acting - incline, affective - experience and behavior - repeating - trend. the 16 - year - old children had the value indicators of cognitive - judgment, acting - incline and behavior - repeating - trend, their scores on the aspects of cognitive - judgment, acting - incline and affective - experience were less than others, and their score on behaving - repeating - trend was higher than others. ( 2 ) comparing the two different project situations, the scores of all subjects at different ages were higher in the " role - taking project " one than in the " general project " one

    結果發現： （ 1 ）在誠信價值觀的各項指征上， 10 - 14歲兒童已基本具有了認知判斷、行為傾向、內心體驗和行為重復的價值觀指征； 10 - 16歲兒童卻都不具有情感分享的價值觀指征； 16歲兒童基本具有了認知判斷、行為傾向和行為重復的價值觀指征，他們在認知判斷、行為傾向和內心體驗上卻均比10 - 14兒童較低，但行為重復傾向比10 - 14歲兒童較高。
  3. Combining scientific research methods with personal experiences, absorbing the research achievement of experts from home and abroad, using the experience and theory of western countries for reference, this paper analyzes the problem in the affective intercourse between teacher and student in the classroom chemistry teaching and give some suggestions to improve the efficiency of chemical teaching efforts are made to render it initial or progressive in the following aspects : ( 1 ) this paper tries to analyze the characters and principals of the affective intercourse between teacher and student in chemical teaching, the demands on teachers, and gives the new way to research on it. ( 2 ) by experimental research, this paper proposes the tactics and concrete methods of the affective intercourse between teacher and student in the classroom chemistry teaching. ( 3 ) i initiatively apply experimental research in chemical teaching, use many kinds of educational statistics and reveal the importance of the emotional communication in chemical teaching to the development of students

    本文在結合自身工作實踐的基礎上，吸收了國內外專家學者的研究成果，分析了目前化學課堂教學中情感交流方面存在的問題，並研究提出了相應的對策，力求在以下幾個方面有所創新和發展： （ 1 ）系統地探討了化學課堂教學中師生情感交流的特點、原則和對教師的要求，為化學學科情感交流的深入研究提出了新的思路。 （ 2 ）通過對課堂實施情感交流的實驗研究，提出了化學課堂情感交流的策略和具體方法，為如何開展課堂情感交流實踐研究提出了新的途徑。 （ 3 ）開創性地把情感交流的實驗研究引入課堂，並利用教育統計的方法進行定量分析，得出了課堂實施情感交流對學生學習效率和自身發展的積極影響。
  4. The affective intercourse between teacher and student in the classroom chemistry teaching means that teacher and student should cherish affection for each other. that is, the teacher should intentionally encourage and affect the students in s positive affectionate manner, to invoke sympathetic responses from the students, so that the students may feel that they are having a positive, stable and deep inner experience of affection for chemical science, that they are having a thrilling experience in the " " most independent, most happy and even perfect state ", that they are investing a deep affection in the chemistry learning, and that they are at their best and more clever, more sensible, more wise, more potent and more fine than ever. only in this way can a teacher achieve the best result of education - to make affection on ability of the students

    化學課堂教學中師生情感交流是指教師和學生彼此把自己的感情供給對方，即教師在教學過程中有意識地以積極的情感去教育、激勵和感染學生，讓學生從中得到肯定的反映，從而達到以培養學生建立一種指向化學科學，穩定的、深刻的、積極的內心體驗；使學生對化學的學習由體驗產生震撼心靈的感應，讓學生處于「最自主、最喜歡、最幸福、最完善」的時刻；使學生以極度關懷的情感傾注于化學學習之中；使學生能處在自己能力發揮的頂峰，使其覺得此時此刻比其它時刻更聰明、更敏感、更有才智、更強有力、甚至於更優美；使情感成為學生的力量、成為學生的一種能力，從而使教學達到極致。
  5. This thesis resorts to affective experience theory and designs three steps as follows

    本文藉助情感體驗理論，設計了如下三個步驟。
  6. It is usually in the form of affective experience of feeling, acknowledge and opionion. etc, rather than the limitation in one specific conception or understanding of rules. ( 3 ) the communication of maths resolution, paying attention to the thinking way and drection in the course of communiative resolation

    並非著眼于對某一具體的數學概念，法則的理解，往往表現為交流數學學習過程中的感受、認識、觀念等情感體驗； （ 3 ）問題解決的交流，刻意于交流解題過程中的思維方式和方向； （ 4 ）數學思想方法的交流。
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