cognitive competence 中文意思是什麼

cognitive competence 解釋
認知能力
  • cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
  • competence : n. 1. 資格，能力 （for; to do）; 反應能力，勝任（性）；相當的資產[財力]；（對于某種語言的）運用能力。2. 【法律】權能，權限。3. 【生物學】（細菌的）遺傳變化力，耐藥力。
  1. The translators can improve the cognitive competence of metaphors from three aspects : cultural acquisition, the acquisition of conceptual metaphors and contextual analysis

    譯者可以從文化習得、概念隱喻的習得和語境分析三個方面來提高其隱喻的認知能力。
  2. With the perspective of implicit assessment strategy, the present study, attempted to examine the trait - activation potential of in - basket, individual cognitive process strategies, and assessor ' s implicit framework of evaluation, construct and incremental validity. the results were shown as follows. first, by the idea of trait - activation potential and competence, we proposed four dimensions of in - basket test as a main framework, including thinking competence, managerial function competence, interpersonal competence, and drive for results

    首先，在特徵激活思路與勝任力思路的指引下，根據以往公文筐測驗構思的總結，提出了公文筐測驗可以評價四個方面的構思：思維勝任力、職能勝任力、人際勝任力、結果驅動，並運用開發的特徵激活潛能問卷，對公文筐測驗的上述四個方面構思進行驗證。
  3. An overview of teacher ' s cognitive competence development in foreign countries

    國外教師認知能力發展研究述評
  4. We may also give some suggestion to bilingual education in china : 1 ) the formulation and implementation of the education policy should depend on our country ' s conditions. 2 ) when students have age - appropriate competence in both mother and english languages, and positive cognitive capability, the goal of the bilingual education will be benefited. therefore, academic bilingual curriculum may be started in wide range on university or college level

    針對我國目前日益趨熱的雙語教育，我們的建議有三： 1 ）我國的雙語教育政策的制定與執行要尊重我國國情； 2 ）只在高等院校大范圍開設學科雙語課程，因為在高校這個層次，學生的母語、英語水平與認知水平方可達到這樣的高度? ?雙語教育有利於教育目的實現； 3 ）制定雙語教育計劃時既要考慮教育的靈活性，又要實現雙語教育的規范性。
  5. Chapter 3 concerns the experiments and researches made on individual secondary professional school students " english reading competence, focusing on the correlation between the two sorts of knowledge and effective reading. chapter 4 discusses the specific experiments and their results. the findings and conclusions drawn thereof generally concur with the researches on reading made by cognitive psychologists

    隨后的第四章具體介紹了有關閱讀個體差異的實驗與調查研究，並從實驗與調查的角度出發，討論了陳述性知識的差異和程序性知識的差異對于有效閱讀的影響，指出閱讀個體在閱讀過程中所遇到的困難往往因人而異。
  6. Cognitive process of pragmatic competence acquisition and corresponding teaching methods

    語用能力習得的認知過程與教學應用
  7. Only when the translator is endowed with an opportune cognitive competence can be handle a set of problems arising in the process of translation, such as the cohesion and coherence of the version and the rendering of culture - bound words, etc

    譯者只有具備了一定的語境認知能力，才能處理好翻譯文本建構過程中一系列的問題，如譯語的銜接與連貫，負載有文化意義的詞的翻譯等。
  8. In the competence - performance modeling, the result showed four position competence factors - emotional, social, cognitive, and technical ones

    結果發現四類職位勝任力因素，即情緒因素、社交因素、認知因素和業務因素。
  9. The abilities to elaborate, paraphrase, clarify, summarize, mediate and reach decisions, which are important aspects of successfully using different language modes, are all learned and reinforced through cooperative instruction. in a word, implementing cooperative instruction in middle school class can not only promote students " communicative competence but also lead to their advanced cognitive development

    在中學英語教學中開展合作教學能夠發展學生的綜合語言運用能力，增加學生參與課堂的機會，真正實現學生的主體地位，使得語言學習過程成為學生形成積極情感態度、自主學習能力以及提高跨文化意識的過程。
  10. Cross - cultural cognitive competence and international communication

    跨文化認知能力與國際化交往
  11. The cognitive competence of metaphors and its inter - cultural translation

    隱喻的認知能力與跨文化翻譯
  12. And therefore, the translators ' cognitive competence of metaphors has played a key role in the quality and efficiency of translation

    因此，譯者的隱喻認知能力對翻譯的質量和效率具有決定性作用。
  13. Based on the literary review at home and abroad and new national standard for english curriculum, the author thinks that the application of this teaching approach can change the traditional ways of english teaching, which pays too much attention to the explanation of grammar and vocabulary ; and develop students " competence of language use. the method, based on students " learning interest, life experience and their cognitive levels, creates more opportunities of practice, involvement, cooperation and communication for students, develops their positive affection, facilitates their active thinking and practice, and improves their cross - cultural awareness and their autonomous learning

    通過對國內外文獻資料的研究和對英語新課程標準的學習，筆者認為合作學習這一教學策略的實施能較大程度地改變傳統英語課程過分重視語法和詞匯知識的講解與傳授的現象，同時培養學生實際運用語言的能力，強調課程從學生的學習興趣、生活經驗和認知水平出發，創造更多機會讓學生體驗、實踐、參與、合作與交流，發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程。
  14. Osa is characterized by repetitive episodes of upper airway obstruction during sleep resulting in lack of oxygen, sleep fragmentation, and frequent arousals. the major consequences of osa include excessive daytime sleepiness, cognitive function deficits, impaired psychosocial well - being, reduced driving competence, and high blood pressure. it is common among middle - aged chinese in hong kong with a minimum prevalence of 4 %

    阻塞性睡眠窒息癥的患者睡眠期間，上呼吸道持續不斷阻塞，導致缺氧、睡眠零碎及經常蘇醒，所造成的後果包括日間渴睡、認知功能出現問題、精神健康受損、駕駛能力下降及高血壓等，此病在中年華裔男士中很常見，發病率亦不少於4 % 。
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