affective learning 中文意思是什麼
affective learning
解釋
情感性學習-
The role of affective factors in english learning
情感因素在英語學習中的作用 -
Rebecca oxford ' s strategy inventory for language learning was employed to study six types of learning strategies : memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy and their effects on the reading, listening, writing, cloze, grammar and oral test performance of nmet
研究結果表明，在各項策略中，補救策略、元認知策略、認知策略使用頻率相對較高，而記憶策略、情感策略和社會策略使用頻率較低。學習策略與高考成績有顯著的正相關。 -
The study is developed from o ' malley & chamot ' s framework of learning strategies, in which metacognitive strategies, cognitive strategies and social / affective strategies are included
本研究圍繞o ' malley和chamot的學習策略框架展開，將學習策略分為元認知策略、認知策略和社會情感策略三個層次。 -
The researcher adopts the scheme of learning strategies given by o ' malley and chamot ( 1990 ) to illustrate the significance of using learning strategies in english learning, mainly in listening and speaking activities which are dominant in english classes at the preliminary stage of primary school. various metacognitive, cognitive, social and affective learning strategies are presented in this chapter
採用o 』 malley和chamot ）的學習策略體系，詳細介紹了各種策略（包括認知策略、元認知策略、社會與情感策略）的內容並結合小學生的心理特點和認知特點論述了在英語學習中運用學習策略的重要性口第五章是實驗報告。 -
They spend most time to do multi - choice exercises and overlook to develop their hearing, speaking, reading and writing skills. the high affective filter inhibited their motivation to some extent. it was also found that proper extracurricular learning might have a positive effect on teaching and learning
可是，他們沒有認識到英語學習的特點，課外時間大多花在做選擇題上，而忽視聽、說、讀、寫的實踐，部分學生過度焦慮，心理素質差，有些學生甚至產生了厭學情緒。 -
Teachers ' affective domains in english teaching and learning
教師的心理情感因素與英語教學 -
The major findings were : ( 1 ) except the chi square test that was easily influenced by the sample size, the results indicated that the english learning process model fitted the observed data well in preliminary, overall, and internal structure model fit criteria. ( 2 ) the direct effects in the english learning process model were significant regarding their affective reaction with action control, affective reaction with metacognition, action control with metacognition, and metacognition with learning performance ; the indirect effects were also significant regarding their affective reaction with metacognition, affective reaction with learning performance, and action control with learning performance
二、國中生英語學習歷程模式中，情意反應對行動控制具直接效果；情意反應對后設認知具直接效果；行動控制對后設認知具直接效果；后設認知對學習表現具直接效果；此外，情意反應對后設認知與學習表現具間接效果；而行動控制對學習表現亦具間接效果。 -
Results showed that the memory category was the most frequently employed language learning strategy in this study, followed by affective strategies, metacognitive strategies and cognitive strategies, with compensation and social strategies the least used. the relationship between language learning strategies and gender was investigated using anova. results showed no significant differences by gender in the overall strategy use, but more metacognitive and social strategies by girl students at the level of specific strategies
多重比較（ posthocmultiplecomparisons ）的結果顯示，我國中學生的總體策略使用情況是：最常用的學習策略是記憶策略，其次是情感策略、元認知策略和認知策略，最不常用的是補償策略和社交策略；對性別和學生運用英語學習策略的關系採用方差分析（ anova ）進行了探討，結果表明，我國中學生在整體學習策略運用上沒有顯著的性別差異，但在個別學習策略的選擇上，女生比男生更經常運用元認知策略和社交策略。 -
Pedagogy and educational psychology are the guiding theory of this research. in terms of the preceding situation this thesis, on the basis of inspecting the corresponding learning difficulty research, uses the questionnaire, analyzes the cause of mathematics learning difficulty according to the students ' questionnaires of some high schools in yongzhou, generalizes the mlds ' s affective characteristics and argues the relevant objective of affective cultivation and its corresponding tactics
本文即針對這種情況，以教育學習理論、教育心理學為指導，在考察了國內外已有的研究基礎上，採用問卷調查的方法，對永州市幾所高中進行了抽樣調查和分析，從中概括出了高中數困生的情感特徵，並由此提出了相應的情感培養目標及其教育對策。 -
The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level. compensation strategy, metacognitive strategy and cognitive strategy received relatively higher level of usage, while memory, affective and social strategy were reported to be used less frequently. to find out whether there is any difference in strategy use among high, middle and low proficiency students, anova was employed to analyze the variance of learning strategies among groups of different proficiency
在比較高中低分組策略運用和高考成績之間的關系時，我們發現高考成績高分、中分和低分組的學生在使用認知、補救、元認知、社會策略時有顯著差異，英語成績高的學生在使用這些策略的頻率上顯著高於低成績組的學生，而在記憶策略和情感策略的運用頻率雖無顯著差異，但也是高分組高於低分組。 -
Social - affective learning strategies : e. g., cooperation, question for clarification
社會-情意學習策略：例如，同儕合作、澄清疑問。 -
Anxiety is quite of the affective factors that most pervasively obstructs the fl learning. anxiety attracts more and more academic concerns of foreign or second language teaching worlds
焦慮作為學習者情感因素的一個重要成份，是語言學習中最大的情感障礙之一，近年來成為外語二語教學研究的學術熱點。 -
From the theoretical perspective of acquisition / learning hypothesis, input hypothesis and affective filter hypothesis in sla ( second language acquisition ), the importance of teaching games is further proved
其次，以第二語言習得中的習得與學習假設、輸入假設、情感過濾假設為理論依據，進一步說明游戲的重要性。 -
The investigation aims to find out the levels of english learning anxiety of the subjects and foster students " healthy, active affective factors in the process of english teaching and learning, and to develop the students both in cognitive and affective sides in rural middle schools. the present paper is made up of six parts
與以往的經驗相比，本項研究旨在通過對農村中學生的英語學習焦慮的研究，促進在語言學習和語言教學中培養學習者的積極的，健康的情感因素，為優化農村中學英語教學效果，促進學生的全面發展，探討新的思路。 -
Chapter 2, theoretical basis includes instructional design and its guidelines, the characteristics and requirements of english instruction in primary school, the definition of collaborative learning and its major concepts, and the value analysis of collaborative english teaching in primary school - - creating the appropriate cognitive and affective environment for young learners
（四）小學英語合作教學的價值意義。合作學習對小學英語教學的價值主要體現在合作學習為小學生創造了適合英語學習的認知和情感環境。三、小學英語合作教學設計的原則和程序。 -
To reach these goals, english teachers should be the facilitators of students " spoken and writing proficiency, the stimulators of students " affective factors, and guides of students " active learning
在此過程中，教師是學生表達能力的促進者、學生非智力因素的激發者和學生主動學習的引導者。 -
Part three investigates and analyzes the differences between the mlds and the mathematics learning well students, generalises the affective characteristics of mlds in high school, defmites the relevant objective of affective cultivation and clarifies its value
第三部分:調查和分析了數困生與數優生在數學學習情感上的差異，概括出了高中數困生情感的特徵，確定了相應的情感培養目標，井閘明了培養的價值。 -
Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用 -
Abstract : based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
文摘:通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用 -
In the november of 1999, the english course standard teaching and research group under ministry of education published " the presume of the english course standard for the basic education stage in china ", in which learning strategies ( including the affective strategies, the managing and evaluating strategies, the cognitive learning strategies and the communicative learning strategies ) are brought out in the overall goal of english teaching and learning
1999年11月，教育部英語課程標準研製工作組發布了《關於我國基礎教育階段英語課程標準的設想》 ，其中就把學習策略（情感策略、管理與評價策略、認知策略和交際策略）納入了英語教學總體目標中，這充分說明了我國基礎教育階段的英語教學已開始重視學習策略在中學生英語學習乃至整體能力的培養方面所起的重要作用。
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