cognitive development 中文意思是什麼
cognitive development
解釋
認知發育- cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
- development : n. 1. 發展，發達；進化。2. 展開；擴充；開發。3. 發達物，新事物，發展階段。4. 【生物學】發育（史）；【軍，數】展開；【攝影】顯影，顯像；【音樂】展開（部）；研製，研製成果。
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The inhibitory research in the domain of cognitive development
認知發展領域的抑制研究 -
From the point of view of psycholinguistics and bilingual education theory, new policy does not conform to principles of language education and unbeneficial to language and cognitive development for the lep children. from social - linguistic perspectives, it will bring passive effect to long - term achievements of the children from the minority family. therefore new policy is an ethically unsound education policy
從心理語言學及雙語教育理論的角度分析，該提案很大程度上違背語言習得原則，不利於兒童語言及認知水平的發展；另外，該提案只考慮語言文化的統一與融入，把母語教育與英語教育對立起來，從社會語言學分析，會給長期教育目標帶來負面影響。 -
Life cognitive development : its separability and individual difference
認知能力的畢生發展及其分離性和個體差異性研究 -
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。 -
“ the cognitive development of their children is reduced, and their own cognitive development is impaired compared with those mothers with a later first birth, ” times online quoted the researchers, as saying
《泰晤士報》網站在報道中援引研究人員的話說： 「這造成孩子的認知發育減緩，與那些晚生育的女性相比，少女媽媽自身的智力發展也受到損害。 」 -
The role of processing speed and working memory in life span cognitive development
語言單位和認知語境在信息處理中的作用 -
New step of the research on children ' s cognitive development
加工速度和工作記憶在認知畢生發展過程中的作用 -
L - s - vygotsky who represented the school of social culture points put that the process of individual ' s evolution is affected not only by the experiences of social cultural practice and the incentives of activities, but also by the tissues of individual ' s continuous integration. r case, an eminent representative of neo - piagetian theories, brings forward the unique " process and structures " theory, which inherits from the most key ideas of piaget ' s children ' s cognitive development that the development has a qualitative process assuming some quality phases
2 . 3社會文化學派對兒童認知發展的「過程一結構」理論的啟示以維果茨基（竹gotsky ）為代表的社會文化學派指出個體內化的過程不僅僅是受社會文化實踐經驗和活動意圖的影響，而更深層次是組織不斷改組的過程，注重了從社會影響和人際互動方面等解釋兒童智慧發展機制，強調了兒童認知心理學研究的社會生態效度。 -
A study of autistic children ' s behavioral assessment and social cognitive development
自閉癥兒童行為評定與社會認知發展的研究 -
Through interviewing elementary - school teachers, the researchers propose five basic dimensions to evaluate children ' s school readiness in china, including bodily and movement development, emotional and social development, the abilities and skills with studies, spoken language development, and cognitive development and general knowledge foundation
摘要本文通過對小學一年級教師的訪談研究，對我國兒童入學準備提出5個基本維度，即身體和運動發展、情結與社會性發展、學習相關、言語發展、認知發展和一般知識基礎。 -
Cognitive development of chinese children from 3 to 5 years of age in magnitude comparisons of one - figure number
5歲幼兒一位數大小比較的信息加工模式 -
Three types of major theoretical tropism in constructivism are expounded, and their reasonable aspect used to discuss the issues of subject teaching - giving prominence to the subjectivity of the cognitive individual - is pointed out ; and the social dimensionality in the process of cognitive development is emphasized
闡述了建構主義三種類型的主要理論取向，指出其應用於討論學科教學問題的合理部分? ?突出認知主體的能動性；強調了認知發展過程中的社會維度。 -
The author mainly discusses how to implement them in history education. we introduce theory of moral cognitive development into the practice of history education and try to promote the efficiency of moral education. moral objects have been enriched
筆者就如何在中學歷史教育中實施道德教育作了重點探討，主要是將柯爾伯格的道德認知發展理論及其方法引入我國中學歷史教育實踐中，嘗試以新的方法來增強道德教育的實效性。 -
On dialectics in the theory of children ' s cognitive development by jeam piaget
論皮亞傑兒童認知發展理論中的辯證法思想 -
Study of children ' s cognitive development of schemata
兒童圖式特徵的認知發展研究 -
Review on dynamic testing of children ' s cognitive development
兒童認知發展動態測驗 -
Post - information - processing approaches for cognitive development
認知發展的后信息加工觀 -
Children ' s cognitive development of emotional display rules
兒童對情緒表達規則的認知發展 -
Rereading implicit learning : from the angle of cognitive development
從認知發展角度的剖析 -
Theoretic considerations regarding inhibition and cognitive development
分心抑制的年齡差異
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