comprehension of knowledge 中文意思是什麼

comprehension of knowledge 解釋
知識的理解
  • comprehension : n. 1. 理解，理解力。2. 包含，包括，含蓄；概括公理；【邏輯學】內包；【修辭學】推知法；【宗教】包容政策。
  • of : OF ＝Old French 古法語。
  • knowledge : n. 1. 知識；學識，學問。2. 了解，理解；消息。3. 認識。4. 〈古語〉學科。5. 〈古語〉性關系。
  1. Aiming at overcoming such deficiency, this article gives pilot study and discussion on how to realize " distance intelligent instruction system based on web ". through collecting the learning action learning fashion ^ knowledge comprehension information, learning time, test result and many other factors dynamically and putting these factors analyzed by self feed back system, then, after deducing, we can get learning ability, learning character, learning effect and some other results quickly, these results are sources to form learning content dynamically in order to meet the requirements of individual education

    針對以上不足，本論文對如何實現「基於web的遠程智能學習系統」進行了初步研究、探討，通過動態收集學生的學習動作、學習方式、知識理解情況、學習時間、考試情況等諸多因素，經過自反饋系統的分析、推理，快速獲得學習者的學習能力、學習特徵、學習效果等反饋結果，為滿足個性化學習、動態形成最適合該學生的學習內容提供依據。
  2. Based on this situation, to improve the quality of this new form has become the key task in this time of surplus of information. this dissertation, which was consulted on psycholinguistic analysis, aimed at examining four common effective factors of speech production and comprehension during the process of verbal communication between communicators and audiences. these four factors, including mental state, general knowledge and special contextual knowledge, motive and attention ( desire ) and applicably verbal expression skills and means, were extracted from " chart of information structure view of language " by william j. baker, a famous american linguist, who had sum up restricted factors effected in people ' s verbal communication process

    本文從心理語言學的角度出發，運用美國語言學家williamj . baker在討論言語意義傳播過程中關鍵的制約因素時所制定的「語言信息傳播圖」 ，從「說」新聞傳受雙方語言運用中言語的產生和理解過程的共同作用因素，即「心理狀態、一般知識和特定環境的知識、動因和注意（意願）以及可用的語言技巧和手段」這四個方面來討論並論證了傳者「說」新聞「傳」務求通應重視和改進的問題，以期進一步了解人們通過語言傳播的心理過程，為傳者「傳」務求通提供一點新的啟示。
  3. In traditional views of second language comprehension, emphasis has been exclusively on the language to be compreended and not on the comprehender. but recent research in schema theory has shown the importance of background knowledge within a psycholinguistic model of reading. the purpose of this paper is to provide esl teachers with the implications through the study carried out by the author with regard to background knowledge in esl reading comprehension

    傳統的觀點認為，二語閱讀應把重點放在所要閱讀文章的語言方面，而不是讀者身上.但是按照圖式理論，對文章的理解是讀者的背景知識與所讀文章之間的相互作用的過程.本文旨在探究在閱讀過程中背景知識的三個不同的組成部分，即:熟悉度、透明度、上下文，對三組受試者的影響之區別所在
  4. In each competent training step, the writer put forward clear request with regard to the learning strategy : request on memorizing training - reading and inducing, memorizing the materials on the basis of comprehending ; request on comprehension training - abstracting and thinking, revising the previous knowledge and then learn the new ; request on operation training - concerning about political affairs, analyzing and evaluating ; request on expression training - thinking hard and practicing more, weigh the words of material

    其具體運用方式有兩種：正向訓練法和綜合訓練法。在每一種學科能力訓練中，提出學法指導的具體要求：識記能力訓練要求? ?閱讀歸納理解記憶；理解能力訓練要求? ?思考提煉溫故知新；運用能力訓練要求? ?關心時事分析評價；表述能力訓練要求? ?勤思多練字斟句酌。
  5. Human ' s experience and knowledge are the bases of his existence, while comprehension develops with the accumulation of experience and knowledge

    摘要經驗與知識是人類存在的基本依? ，理解在經驗與知識的積累中得以敞開。
  6. The real task of knowing is, through perception, to arrive at thought, to arrive step by step at the comprehension of the internal contradictions of objective things, of their laws and of the internal relations between one process and another, that is, to arrive at logical knowledge

    認識的真正任務在於經過感覺而到達於思維，到達于逐步了解客觀事物的內部矛盾，了解它的規律性，了解這一過程和那一過程間的內部聯系，即到達于論理的認識。
  7. This method aims at, accompanying with knowledge mastering and in the form of terraced - shape, training students ability of memory, ability of comprehension, ability of operation, ability of expression, ability of self - study and innovative ability, and therefore, improves the students moral character. there are two kinds of operating way : positive direction and integrated training methods

    高中政治學科能力階梯訓練就是在高中思想政治課教學中，伴隨著知識的掌握，呈階梯狀訓練學生的識記能力、理解能力、運用能力、表述能力、自學能力和創新能力，並有效提高學生思想品德素質的一種教學方法。
  8. Because literature works itself has the traits of multi - meaning, opening, and different readers has different comprehension to works because of the difference of life experience, knowledge reserve, beautiful knowledge, and so how to understand the implication of works better is specially important this thesis will seek a method of understanding more accurately the significance of works from diverse angles based on the theory of readers and the course standards of chinese of middle school according to the analysis of the current teaching situation of literature works of middle school

    由於文學作品自身具有多義性、開放性的特點，對于同一文本的解讀，不同的讀者因其生活體驗、知識儲備、審美情趣的不同而對作品做出不同的理解，因而如何較好地理解作品的內涵在中學文學作品教學中就顯得尤其重要。本文從分析當前中學文學作品教學現狀入手，以現代文學理論和中學語文課程標準為主要理論依據，擬從多元解讀的角度來探求一種能夠從多方面闡釋和理解作品內涵的語文教學方法。
  9. The six tactics of effective reading mentioned in this essay are as follows : to activate the original knowledge, to determine the important information ( or to distinguish the important and unimportant information ), to raise problems and solve the problems ( the tactics of query and the clearing up ), to summarize the information, to analyse the information and to supervise the comprehension

    根據閱讀與教學的需要以及現有研究成果，本論文輯錄並實踐了有效閱讀的六大策略：激活原有知識策略、確定重要信息策略、提出問題和回答問題的策略、概括信息策略、推理信息策略、監控理解策略。並且在實踐中摸索出實施「有效閱讀的策略」的一般程序：確定閱讀目的? ?選擇閱讀方法? ?監控閱讀過程? ?測評閱讀效果。
  10. 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。
  11. This kind of reflection can increase the comprehension to knowledge and conform new strategies and abilities

    這種反思可以使得學生升華對知識的理解，形成新的策略和能力。
  12. Huang, c. c. ( 2001 ) an investigation of esp students ' vocabulary knowledge and reading comprehension. selected papers from the tenth international symposium on english teaching ( pp. 435 - 445 ). taipei : crane publishing co

    黃金誠、陳秀文、林秀芝、蘇淑貞（ 2002 ） ，國立屏東科技大學實施英語文能力分班教學現況撿討，第十七屆全國技術及職業教育研討會論文集，頁69 - 79 。
  13. Therefore, it is necessary to introduce modem knowledge theories, with tacit knowledge in particular, to the comprehension, regulation, implementation and assessment of education

    為了改變這種狀態，為了提高創新教育的實效性，有必要引入當代知識理論，尤其是緘默知識理論，來認識和規范教育的內涵、實施與評價。
  14. Under the direct of the new theory, this article want to think much of the mental operation and speech operation and the apperceive, comprehension, experience till the activity rule of creativity and the character of the students in their reading activity. this article want to expand the students " verbal skill training domain, and conceive reading mental skill training mode to let the students master the systemic knowledge about reading

    本文試圖在最新理論的指導下，重視學生閱讀活動中的心智運作和言語操作，重視學生在閱讀過程中的感知、理解、體驗以至於創造的活動規律和個性特點，努力拓展語文言語技能訓練的領域，構建閱讀心智技能訓練模式，以期讓學生掌握有關閱讀的程序性知識。
  15. The results of research on how much knowledge middle school students acquire and on what listening strategies they often use show that listening strategies, especially the strategies of directed attention, selective attention, self - management, self - evaluation, elaboration, transfer, note - taking, contextualisation, keyword - using and self - talk, often play a major role in students " achievements of listening comprehension

    特別是元認知策略中的集中注意策略、選擇注意策略、自我管理策略和自我評價策略，認知策略中的聯想策略、遷移策略、簡記策略、藉助上下文策略和利用關鍵詞策略以及社會情感策略中的自我交談策略非常明顯地影響著中學生的英語聽力能力。
  16. To start with, the thesis mainly discusses the reading comprehension, from the definition of reading and reading comprehension to three different reading models, which shows that the most efficient reading model is interactive reading model, in which schemata knowledge is not only necessary but also important ; after the documentation, the thesis lays its foundation on schemata theory, which involves the different definitions of " schema ", the classification of schemata knowledge and its function in reading comprehension, from which the conclusion is drawn that during the reading, students can use different types of schemata knowledge according to the their language proficiency and different reading materials ; in the following part, the thesis briefly states the relationship between the reading comprehension teaching and the schemata theory, from which i gain inspiration and find out the applications of schemata theory in english reading comprehension teaching in senior high schools ; and at the same time, i offer a reading teaching model of a text, which shows how to use schemata theory in reading comprehension teaching ; in the last part of the thesis, an experiment is done between two classes using two different teaching methods, one is traditional, the other is new, that is, the teaching method that uses schemata theory, which is proved to be far better

    論文首先探討了閱讀理解，從閱讀及閱讀理解的定義到三種不同閱讀模式等方面的探討，得出有效的閱讀模式是「相互作用模式」 ，該模式的運行離不開圖式知識的運用；然後，本文介紹了圖式理論，從圖式的不同界定到圖式的分類以及不同圖式知識在閱讀理解中的不同作用，得出：在閱讀中，讀者根據自己的語言水平和文章的難易程度的不同，調用不同的圖式。在介紹完了圖式理論之後，本文還簡述了圖式理論與閱讀教學的關系，探討了圖式理論對高中英語閱讀教學的幾點啟示及其啟示下的具體運用方法，並提供了一篇課文的閱讀教學模式，具體展示了在圖式理論的指導下，如何上一堂閱讀課；在文章的最後部分，筆者在自己所帶的班級中利用將近一年的時間作了一個實驗：在兩個班分別使用不同的教學模式，一個是傳統的教學模式，另一個是圖式理論指導下的新的教學模式。實驗結果證明，新教法的教學效果要好的多。
  17. The guilt is conceived as greater or less according to the greater or lesser knowledge of the conditions in which the man judged is placed, the greater or less interval of time between the perpetration of the crime and the judgment of it, and the greater or less comprehension of the causes that led to the act

    責任的大小，要看我們對受審查的那個人所處的環境認識的多少，要看完成那行為和進行審查相距多少時間，還要看我們對行為的原因了解的程度而定。
  18. Interest is not inherent, but is cultivated in social reality, in activity. for the students, study interest is also not inherent, but is formed and developed in study with the further comprehension of knowledge and the master of the skills

    興趣並不是人與生俱來的，而是在人的社會現實中，在人的活動過程中形成的，對于學生來說，其學習興趣也並不是先天就有的，而是在其學習活動中，隨著對知識的理解，對技能的掌握而逐步培養和發展的。
  19. First, the main points of the test have been presented and the data from the candidates " answers have been counted up. in terms of the sequence of the test, every test item has been analyzed including listening comprehension, english knowledge usage, reading comprehension, and writing ability. and then some item variables such as item difficulty, item discrimination and reliability of test have been computed

    依據試卷試題順序，對聽力題、英語知識運用題、綜合閱讀題和寫作題幾個方面進行分析，計算試題的信度、難度、區分度等有關愚碩士學位論文義巫夕滬master 』 5tl花sxs數據，討論了主觀性測試和客觀性測試間的關系，解釋了考生的測試成績，最後得出科學的結論，從而提出合理的具有建設性的建議，即要注意命題的科學性，提高閱卷的科學性和準確性，同時，要大力加強學生基本功等方面的訓練，尤其是要加強在英語輸出能力方面的訓練。
  20. In this text, the researching of regional environment characteristic of traditional architecture makes people have the new comprehension and knowledge for huizou folk domicile

    本文對于徽州傳統建築地域性環境特色的研究，使人們對于徽州民居有了新的理解和認識。
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