cognitive theory of learning 中文意思是什麼

cognitive theory of learning 解釋
學習的認知理論
  • cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
  • theory : n. 1. 理論，學理，原理。2. 學說，論說 （opp. hypothesis）。3. 推測，揣度。4. 〈口語〉見解，意見。
  • of : OF ＝Old French 古法語。
  • learning : n 學，學習；學問，學識；專門知識。 good at learning 善於學習。 a man of learning 學者。 New learn...
  1. Tbi is a development of clt, and cognitive learning theory is its important theoretical basis

    任務式教學法是交際教學法的發展和進步，認知學習理論是其重要的理論組成部分。
  2. According to the results of this research and other related research, the author proposes : ( 1 ) implicit learning and reflective abstraction, especially unconscious reflective abstraction, seem to be two different descriptions of the same psychological mechanism. therefore, it is a sound approach to develop the research of reflective abstraction by the approach of implicit learning ; ( 2 ) it is impossible and sound to richen piaget ' s theory by using the methods of modern cognitive psychology

    根據本研究和已有的相關研究的結果，筆者認為， （ 1 ）內隱學習與反省抽象（尤其是無意識反省抽象）似乎可以看作是對同一心理機制的兩種描述，而從內隱學習的角度來深化反省抽象研究是一條可行的途徑； （ 2 ）以現代認知心理學中的研究方法來豐富皮亞傑理論研究是可能和可行的。
  3. During the development of modern education technology, all kinds of instructional theories. learning theories, such as. behaviorism, cognitivism. constructivism, and cognitive flexibility theory

    在現代教育技術發展的過程中，出現了各種學習、教學理論，比如行為主義理論、認知主義理論、建構主義學習理論、人本主義理論以及認知彈性理論。
  4. During the development of modern education technology, all kinds of instructional theories, learning theories, such as, behaviorism learning theories, cognitivism learning theories, constructivism learning theories, and cognitive flexibility theory

    在現代教育技術發展的過程，出現了各種教學理論、學習理論，比如行為主義理論、認知主義理論、建構主義理論、人本主義理論以及認知彈性理論。
  5. In the direction of the research - based learning theory, it analyzed its basic characters : subjectivity, opening, practice, inquiry, cognitivity, generativity. the dissertation also originally constructed the basic flow chart of class teaching of cognitive research - based learning, and researched the concrete teaching strategies including for teaching preparation and for teaching process

    本研究運用了認知心理學、人本主義心理學、建構主義心理學、多元智能理論等有關教育心理學的重要成果，以研究性學習理念為指導，分析了認知型研究性學習應具有的基本特徵:主體性、開放性、實踐性、生成性、探究性、認知性等;創造性地構建了認知型研究性學習課堂教學的基本流程;並分別提出了具體的課堂教學策略，包括課堂準備策略和課堂教學過程策略。
  6. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  7. The research about efficient learning " impact factor and inter procedure is a hot field which educational psychologists are interested in. the theory of achievement goal orientation, which integrates motivation research and cognition research that were once separate from each other, is now becoming the outstanding representative of social cognitive theory in the field of motivation, and has deepened our understand of learning * inter procedure in micro - concept as well

    研究有效學習的影響因素和內在機制，一直是國內外教育心理學家感興趣的課題。成就目標定向理論在社會認知的框架中，整合了曾經分離的動機和認知研究，它在更微觀的層面上加深了我們對學習內在機制的理解。
  8. We must integrate the constructive learning theory with the objective learning theory, and syncretize four types of learning strategies, including cognitive learning strategy, zone proximal development, scaffolding theory and advanced organization learning theory, and assimilate the excellences of objectivism ' s behavior instructional design theory and cognitive flexibility instructional design theory

    研究發現，適應性學習系統的理論基礎包括：建構主義學習理論和行為主義學習理論，元認知策略、最近發展區概念、支架式學習和先組織者學習等四種學習策略，傳統目標行為理論和認知彈性理論所指導的教學設計策略。
  9. In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research, then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive, associative and autonomous stages of learning

    首先用心理語言學的理論和認知理論解釋語言理解和語言輸出的實質並說明進行學習策略研究的必要性。然後用認知理論分析學習策略，指出學習策略屬於人們的認知技巧，可以通過認知、聯絡和自動無意識三個階段獲得並由陳述性知識變為人們頭腦中的程序性知識。
  10. Cognitive factors in bandura ' s social theory of learning

    班杜拉的社會學習理論中的認知因素
  11. Cooperative learning, which is a creative theory and effective strategy, is widely adopted in the world, which is truly effective for changing the sociopychological atmosphere, improving students ' marks and promoting the cognitive thinking of students

    摘要合作學習是目前世界上許多國家都普遍採用的一種富有創意和實效的理論與策略體系，它在改善課堂內的社會心理氣氛、大面積提高學生的學業成績、促進學生形成良好非認知品質等方面實效顯著。
  12. In part of theory, the paper analyses the present situation of its, presents its theoretical base, constructs a teaching mode of dual - initiative, gives its structure, discuss its writing environment, provides a reference of integrating object - oriented database and ai ; in part of design, the paper combines method of fields knowledge representation, presents teaching strategy reasoning machine based on weight - generation production rule ; according to cognitive learning theory, designs a cognitive model of student which adopts approach method and historical inheritance of study, designs a model which can navigate in learning process and in hyper - text based on student ' s model and knowledge presentation, discusses the design of explanation mechanism and man - machine interface

    在理論部分，本文分析了its的現狀，提出了its的理論基礎，建構了一個雙主的教學模式，並給出了its的結構，討論了智能教學系統的寫作環境的選擇，為本文的面向對象數據庫和人工智慧的結合提供了依據；在設計部分，本文結合領域知識表示方法，給出了一個面向對象的認知的超文本的知識表示方法，提出了基於加權產生式規則的教學策略推理機；依據認知學習理論，設計了一個採用逐步逼近法的有學習歷史繼承的認知學生模型，並根據學生模型和知識表示設計一個學習過程自動導航和超文本導航的教學模型；討論了智能系統解釋機制和人機介面的設計。
  13. This theory emphasizes the impacts of subjective initiative and consciousness in the course of learning when a learner studies himself. it deems learning is a course, in which by the basis of feedback, the cognitive subject carries out his self - monitor, self - regulation and self - management on and on, concerning to cognitive course and result

    該理論強調學習者自身在學習過程中的主動性、自覺性和主體作用，認為學習是在反饋的基礎上認知主體對認知過程和結果不斷進行自我監控、自我調節、自我管理的過程。
  14. Based on the theory of modern cognitive psychology and pedagogic psychology, this paper used investigation and practice methods to study the theory and application of learning strategy in the chemistry of senior middle school

    本文以現代認知心理學和教育心理學為理論依據，運用調查、實踐等方法，對學習策略在高一化學中的應用進行了理論與實踐研究。
  15. Based on the analysis of the learning theory and instructionual design, we understand the procedure and regulation of learning, recognizing how to improve the learning environments and instructional procedure, so our its could implement on a better pedagogy theory ; presented in xml, the subject knowledge could be more suitable to be manipulated by computer tutor, to develop an individual learning environments. auto - generating paper is a constrained multi - object optimization problem, this paper presents a way based on genetic algorithm ( ga ) to solve the problem, and discuss how to choose an individual coding to improve the efficiency of ga according the problem ; when establishing the student model, we consider the mental factor as well as the cognitive factor

    基於對學習理論和教學設計的分析、總結，了解了人類學習活動的過程和內在規律，以及如何優化學習環境和教學過程，從而使智能教學系統建立在先進的教育理論基礎上；基於xml技術的學科知識表示，使它更便於計算機導師進行加工，形成個性化的學習環境；自動組卷是一個帶約束的多目標優化問題，本文提出通過遺傳演算法來解決，並分析了如何根據實際問題選擇個性化的編碼方案，提高遺傳演算法的效率；在建立學生模型時，除了考廣西大學碩士論文基於web的智能教學系統的研究慮認知因素還考慮了心理因素。
  16. Based on meaningful learning theory of the cognitive psychology, this paper attempts to probe into the role of etymology in teaching and learning english vocabulary : on the one hand, by analysing the morphological structure of words, students can recognize the connections of the words with the same morphemes, and in this way students can : 1. draw inferences about other words from one instance ; 2. have a better grasp of the form and its meaning ; 3. reduce the spelling mistakes and distinguish the similar words efficiently ; on the other hand, by analyzing its cognitive motivation, students can get a deeper understanding of the meaning

    摘要本文以認知心理學的意義學習理論為依據，探討了詞源教學在英語詞匯教學中的重要作用： 1 .舉一反三，擴大詞匯量； 2 .加深對單詞意義的理解和記憶； 3 .有效減少常見的拼寫錯誤，辯清易混淆的詞；對詞匯從認知過程方面進行分析，則可以揭示詞義的演變過程，有助於學生詞義的掌握。
  17. The development of cognitive science impulses the study of mathematics learning. constructivism theory affects our native study in mathematics learning greatly. " constructivism provides the analysis to mathematics learning epistemology, to the positive study of learning psychology, it is needed or it is essential "

    認知科學的發展推動了數學學習的研究，建構主義教育理論極大地影響了我國關于數學學習的研究， 「建構主義提供的是關于數學學習認識論的分析，相對于學習心理的實證研究而言，它是不可或缺的，甚至是更為根本的」 。
  18. Due to above problems, this dissertation discussed theory of cognitive map and its application in image analysis and understanding, whose mainly research is on learning of cognitive map, auto - knowledge acquiring of cognitive map and exploring cognitive map applications in image analysis and understanding, expecting to solve some drawbacks in the previous methods of image analysis and understanding

    本文針對認知圖理論及圖像分析與理解中存在的問題，著重對認知圖的學習、知識的自動獲取與模型的擴展這些理論問題進行研究，積極探索如何應用認知圖來解決目前圖像分析與理解方法中存在的某些缺陷。
  19. This paper presents origin and connotation of a new and effective cognitive - studied theory, constructivism learning theory, at the same time introduces the new education pattern in our institute

    摘要介紹了一種新的比較有效的認知學習理論建構主義學習理論的由來和基本內容，討論了我校在新型教學模式上的探索。
  20. According to piaget ' s theory of cognitive development and constructivist learning theory, there are different levels for students " cognitive development

    根據皮亞傑的認知發展理論和建構主義學習理論，學生的認知發展具有階段性，其認知的過程是一個建構的過程。
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