cognitive experience 中文意思是什麼

cognitive experience 解釋
認知經驗
  • cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
  • 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. Secondly, draw on the experience of other scholars who have classified the mathematics teaching task based on the cognitive level, from point of view of the level of elaborative faculty, we categorize mathematical task into low - level task and high - level task and the high - level task are divided into two gradations : the lower and the higher. after that, we further analyses the characteristics of each level task

    其次，在借鑒其他學者按認知水平對數學教學任務進行分類的基礎上，我們從思考力水平這個角度把數學教學任務分為低認知水平任務和高認知水平任務，其中高認知水平任務又分為較低和較高兩個層次，並進而分析了各層次數學教學任務的特徵。
  2. Based on forenamed background, the paper summarizes successful experience of its at home and abroad, designs a dual - initiative intelligent teaching system of the computer basis ( dcb - its ) which fall to cognitive science, educational psychology, artificial intelligence, computer - aided education, and so on

    基於上述背景，本文就《計算機基礎》這門課，從認知科學、教育心理學、人工智慧和計算機輔助教育等方面著手，總結了國內外智能教學系統（ intelligenceteachingsystem ， its ）的成功經驗，設計了一個雙主型的《計算機基礎》智能教學系統（ dcb - its ） 。
  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. National standards of english course ( experimental edition ) explicitly indicates : the focus of reform of english course is to change the situation of putting more emphasis on grammar and lexical explanations, and of the tendency of overlooking learners " language performance on actual occasions. the reform advocates experience, practice, participation, collaborative and communicative learning style and task - oriented approach based on learners " interests, life experience and cognitive level, aiming at developing learners " comprehensive abilities

    國家《英語課程標準（實驗稿） 》明確指出： 「此次英語課程改革的重點就是要改變英語課程過分重視語法和詞匯知識的講解與傳授、忽視對學生實際語言運用能力的培養的傾向，強調課程從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，發展學生的綜合語言運用能力。 」
  5. For quite a long time, more emphasis has always been put on accumulation of knowledge and ability training in our daily chinese teaching, but less on emotion and sentiments ; essence and quitessence as they are. the author, based on a careful review and investigation on the present affairs, has realized the gravity of the lack of experience in emotion and sentiments, and the tremendous influence this lack has exerted during the course of chinese teaching : poor emotion quality and the limit to the improvement of cognitive ability

    長期以來，中學語文教學偏重了語文知識的積累和能力的訓練，而作為語文精魂的情感卻沒有引起廣大語文教育工作者的足夠重視。筆者通過對語文教學的簡要回顧和現狀調查分析，深刻地認識到在中學語文教學中存在學生缺乏真實的情感體驗以及由此帶來的情感品質差、認知水平的提高受到限制等問題。近年來，隨著人們對語文學科性質認識的進一步深入和學生全面的素質發展對語文的要求，在語文教學中對學生進行情感培養的呼聲越來越高。
  6. The caregivers with other care competition, lack of secondary caregivers, low time constraint, heavy financial burden, care recipient with no cognitive impairment prior to admission, and having experience in using community care, were also factors associated with the choice of family supporting programs

    其他願意採用家庭支持方案以替代機構照護的因素，包括家屬過去照顧時有照顧競爭、無次要照顧者、照顧時間安排負荷低、照顧財務負荷高、院民入院前無認知功能障礙者、曾使用社區照護者等。
  7. This study documents the nursing experience of caring for a patient with depression and panic disorder, using cognitive therapy

    摘要本篇報告乃運用認知治療，于照護一位憂郁癥合併恐慌癥患者之護理經驗分享。
  8. By accordance analysis, the paper illuminate that it exists cognitive difference between the agents and life insurance company. by discrepancy investigation, it shows the agents, whose have different working experience, have notable different understanding about employee ’ s responsibility and cooperation & skills, while there are no material differences on their population characteristic. by coefficiency analysis, the paper shows there have the clear coefficiency between the organization ’ s transaction & development obligation with employee ’ s responsibility, so do in organization ’ s transaction obligation with factor of agent ’ s resignation

    論文通過量表的契合度分析，說明代理人與管理者之間在各個分量表中均存在著認知差異;通過差異性分析，說明不同司齡的代理人與員工責任的協作與技能這一衡量構面之間存在顯著差異，其他人口特徵與各個衡量構面之間並不存在顯著差異;通過相關性分析，說明組織交易責任、組織發展責任與員工責任之間存在顯著的相關性，組織交易責任與員工離職因素之間也存在著顯著的相關性。
  9. Knowledge is the essential attribute of information, and also it is human ' s cognitive summing - up to practice experience and objective world. so in the forth part this paper discusses the essence of knowledge from the visual angle of cognition, and the status and function of objective knowledge in cognition of human, and the problem of knowledge systematization

    由於知識是情報的本質屬性，而知識是人類對實踐經驗和對客觀世界認識總結，所以本文在第4部分又從認知的角度討論了知識的本質，以及客觀知識在人類認知中的地位和作用和知識的組織化問題。
  10. As the philosophical foundation of today ' s cognitive science, the " philosophy in the flesh " aces man ' s experience, the interaction of man and the world as the bridge linking the subjective world with the objective one

    體驗哲學作為當代認知科學的哲學基礎，將人與世界的互動活動體驗作為聯系主、客觀的橋梁。
  11. 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。
  12. Mete - cognition in english reading involves in three clements : mete - cognitive knowledge, meta - cognitive experience and mete - cognitive monitoring

    英語閱讀理解中的元認知包括三個構成要素：元認知知識、元認知體驗和元認知監控。
  13. It expounds that the chinese self - determined study is a course for students to select and regulate the content that leads to the acquirement of the meaning and the creative study, this course is in the scientific direction of the teacher and on the basis of the students " cognitive experience

    本文闡明，語文自主學習是指學生在教師的科學指導下，在原有語文認知經驗的基礎上，對語文學習進行選擇、調控以獲得意義，並進行創造性學習的過程。
  14. Metacognition was defined as " the cognition of ongoing cognitive activities ", which included three components : metacognitive knowledge, metacognitive experience, and metacognitive regulation

    元認知就是對認知的認知，它包括三方面的內容：元認知知識、元認知體驗、元認知監控。
  15. Its quintessence is summarized into three basic rules : mental experience, cognitive unconsciousness and the concealment of thinking. " philosophy in the flesh " is a dividing line between the first and second cognitive science

    它的精髓被概括為3項基本原則：心智的體驗性、認知的無意識性和思維的隱喻性。
  16. Cognitive theory, experience and adaptive interpretation in eng

    英語教學中體驗文化觀的認知闡釋
  17. The use and effectiveness of discussion method for self - examination in practice in nursing teaching were introduced. it is showed that the effectiveness in this method in fostering the nursing student " s critical thinking ability mainly embodies 4 respects : exchanging the clinical experience among the students, and heightening the enrichment and diversify of the practice ; enhancing the self - confidence and adaptation to circumstance of students ; developing the ability and habit of constientious self - examination and control to self - cognitive and thinking activity process ; understanding the patient " s emotion and needs, self - examination to self feeling and attitudes, and establishing gradually the correct and scientific concept of value

    介紹了實踐反思討論法在護理教學中的具體應用和效果，闡述了該法對于培養學生評判性思維能力的作用主要體現在四個方面： （ 1 ）使學生分享彼此的臨床經驗，增加實踐的豐富性和多樣性； （ 2 ）提高護士自信和環境適應能力； （ 3 ）養成對自己的認知和思維活動過程自覺反思、調控的能力和習慣； （ 4 ）了解病人的情感和需要，反省自己的情感和態度，逐步確立正確的學科價值觀。
  18. 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。
  19. Meta - cognition is the study of various aspects of human cognitive operation, and the monitoring, controlling and adjusting of human cognitive operation. it includes meta - cognition knowledge, meta - cognition experience and meta - cognition monitoring. the essence is a man ' s self consciousness and self monitoring of his cognitive activities

    元認知是以人的認知操作的各方面為對象，並對人的認知操作進行監視、控制和調節，包括元認知知識、元認知體驗和元認知監控三個方面，其實質是人對自己的認知活動的自我意識和自我調節。
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