congnition 中文意思是什麼
congnition
解釋
認知-
Rational congnition and thinking in cultural construction of disciplines
學科文化及其與學科建設和發展的關系 -
Knowledge factor is concerned with the structure of intrinsic congnition, the material and the experience of sensitivity
知識因素主要是從學生的原有認知結構和感性材料、感性經驗的角度來談的。 -
There has different understanding in the academic circle of the cover category of theory of the comparative advantage, and there is no accordant congnition which is recognize widely
對比較優勢理論的涵蓋范疇，學術界有著不同的理解，尚未取得廣泛認可的一致認識。 -
Although the try was not complete, from it we can get a new congnition about maugham ' s realism which had been influenced by the expressionism prevailing in europe at that time
與此同時，在歐洲文藝領域盛行的表現主義，強調的是創作者的主觀感受，這就暗合了毛姆對于現實的重新認識。 -
What " s more the teacher should give proper positive and negative examples. on the base of the congnition structure of the students, new contradiction appears to stimulate the students to learn with much more interest and strong learning motive
還要舉出適當的正例和反例，在學生的認知結構基礎上，形成新的矛盾，激發學生的學習興趣和較強的學習動機。 -
This paper takes the venture capital company as subject in risk management, and the risk factors in venture capital investment cycle as object, spreads out from three sides which include outside guarantee of risk management in venture capital that is to keep away macro condition risk, inside base that is congnition of risk managementsubject, and central content that involve micro management mechanism of different risk object. through a plenty of emperical investigation including evaluation of macro condition risk, identification of subject of risk management, information obstacle in decision process, agency risk performance of entrepreneur, risk attitude of venture capitalist and entrepreneur, control actuality at post - investment stage, supply and demand of value - added service, and exit practice etc., the paper firstly analyzes the risk management mechanism of venture capital wholely in system
本文以創業投資公司為風險管理主體，以創業投資周期中的風險因素為管理客體，從外在保證? ?宏觀環境風險防範、內部基礎? ?風險管理主體的認知、核心內容? ?不同風險客體的微觀管理機制三個層面展開，首次通過大量的實證研究，包括宏觀環境風險的評價、風險管理主體的認知、決策過程中的信息障礙、創業企業家代理風險的行為表現、創業投資家和創業企業家的風險態度、投資后階段的監控現狀、增值服務的供需、退出實踐等內容，在理論分析和實證調查的基礎上系統而全面地研究創業投資的風險管理機制。 -
No matter from the form or assimilation of the conception, all the students should own some knowledge and experience that are concerned with stimulation mode. under the situation set up by the teacher, the students can arouse some knowledge and experience of the intrinsic congnition structure, therefore they can understand new concepts
無論是概念形成還是概念同化，學生都必須具有「刺激模式」方面的有關知識和經驗，在教師創設的情境下，喚起原有認知結構中的有關知識和經驗，理解所學的新概念。 -
Based on the identification of subject, object, princinpals and characters of risk management in venture capital, we go deep into investigating risk attitude and congnization of different venture capital firms, and find out there is significant difference of risk attitude and congnition existing in venture capital firms whose capital came from different sources
根據對風險管理主體、客體、原則、特點的界定，實證調查我國創業投資公司的風險態度及對風險管理的認知現狀，分析發現不同出資類型的創業投資公司在風險態度和風險管理重要性認識方面都存在顯著性差異。 -
Based on the theory of metacognition, this paper is an attempt to explore the problem of how to develop students metacognition lever. the writer applies the theory to practice, focuses mainly on the construction of students " congnition of mathematics and the teaching of solving maths problems, and puts forward the practical approaches to develop students " metacognition.
筆者運用元認知理論，對在高中數學教學中如何發展學生元認知水平作了較為深入的研究，並結合教學實際，著重從學生數學認知建構和數學解題教學兩個方面提出了發展學生元認知水平的具體措施。 -
When the conception is introduced, the form process should be shown as much as possible. according to the congnition ability, scientific and fine mathematics language should be used to explain the conception. the students are asked to express the conception so the teacher can check if the conception in their mind is consistent with the conception definition
在引入概念時，要盡量展現概念的形成過程，根據學生的認知水平，用科學、精煉的數學語言講授概念，並要求學生會表述概念，以便教師檢查學生頭腦中的概念與概念定義是否一致。 -
Based on jean piaget " s theory of cognition development and a. c. bblrotckiih " s theo - ry of recent developental area, this paper intends to combine the author " s many years " teaching experience to explore students " characteristics and rules in different developmen - tal stage, to understand the creative process of recent developmental area by using the con - cent of assimilation, accommodation and equilibrium, and to construct the creative patlern of recent developmental area from congnition development
基於這一認識，本文以皮亞傑認知發展的理論和維果茨基的最近發展區的理論為出發點，結合本人多年的教學實踐，探討學生在各個發展階段的特點和規律，並運用同化、順應和平衡的概念來理解最近發展區的創造過程，從認知發展機制上討論構建最近發展區的三種模式及這三種模式在兒童認知發展中的重要作用。
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