declarative knowledge 中文意思是什麼
declarative knowledge
解釋
表述性知識- declarative : adj. 1. 宣言的，布告的。2. 呈訴的；陳述的，敘述的。
- 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。
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Although there is an advantage of the actual knowledge over the knowledge on expects to acquire and an advantage of things actually known over things to be actually known, it is unable herefrom to consider that the known is just facts and " things possibly to be known ", " words, things not expressed by the declarative statements " and " the believed " cannot be removed from " the known "
摘要雖然實知對想知、所實知對所想知具有優先性，但不能因此認為所知僅僅是事實，不能把「所可能知道的」 、 「語詞與非陳述語句所表達的」 、 「所相信的」排除在所知之外。 -
The present study is done under the guidance of the reading theories of contemporary cognitive psychology. starting with an analysis of the reading process, it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading. it is found that declarative knowledge is static, represented by schemata, while procedural knowledge is dynamic, represented by the " if - then " model
本研究擬以當代認知心理學的閱讀理論為指導，以英語閱讀過程分析為切入口，以中職生（包括職業中專和綜合高中的學生）為主要研究對象，對中國學生個體在閱讀過程中表現出的在以圖式為其綜合表徵形式的靜態性的陳述性知識和以「 if - then 」產生式為其表徵形式的動態性的程序性知識方面的差異進行實際調查，了解造成閱讀困難的根源所在。 -
The outstanding features of this paper lied in the following aspects : it tried to master the guiding ideology of the reform in science complex ; it tried to find out the optimum biology teaching method : it suggested that the teaching of declarative knowledge should reflect the social meaning and advanced merits ; it proposed applying multiple teaching methods to raise the class teaching efficiency ; it maked reasonable use of all initiative new teaching models, realized the combination of " ability clue " and " knowledge clue ", and endowed the students with the ability to analyze systematically and think in whole. in the period of the revision for the entrance exam, not only the basic knowledge should be consolidated, but their comprehensive ability should be cultivated through the building of subject structure
本文的突出特點是不僅在宏觀方面力求把握理綜改革的指導思想，而且在微觀方面力爭找準優化生物學課堂教學的切入點：主張陳述性知識的教學要充分體現先進性和社會性；倡導在課堂教學中採取多元化的教學方法和手段，提高課堂教學效率：合理運用各類創新型教學模式，實施構建「能力主線」 ，並和「知識主線」相結合，培養學生的系統分析和整合的思維能力。在迎考復習階段，不但要夯實基礎，還要通過學科知識結構的構建培養學生的綜合能力。 -
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。 -
Research evidence shows that difficulties in reading vary from person to person. problems may either result from lack of declarative knowledge or procedural knowledge. so long as they are diagnosed and solved, effective reading can be expected
閱讀的障礙可能出現在有關陳述性知識環節上，也可能涉及程序性知識的某個方面，只有找出問題的癥結所在並加以有效的克服，才能提高閱讀的效率。 -
Based on the practical status of the knowledge foundation of the curriculum in china, with regard to the relations of knowledge, ability and accomplishment, this thesis attempts to comprehend the importance of the knowledge in the curriculum of language and literature. taking the objectives and ideas of the curriculum as a principle, this thesis chooses some knowledge, which can improve students " ability and accomplishment, from linguistics, article theory and literature theory to reconstruct the knowledge system of the curriculum according to the three aspects : declarative knowledge, procedural knowledge and strategical knowledge
本文試圖從我國語文課程中知識基礎的現實狀況，從知識與能力、素養的關系認識語文知識在語文課程中的重要性，並以課程理念為指導思想，從語言學、文章學、文藝學中選出一些有利於學生能力形成和素養提高的知識，最後提出以現代認知心理學為理論依據，按陳述性知識、程序性知識、策略性知識三個方面重新建構語文課程的知識體系。 -
If the students have the metacognitive ability, they will change the declarative knowledge into the procedural knowledge, form the right cognitive guidance, and arouse the innovative consciousness and innovative ability. the metacognitive ability also can bring every positive factor of the students and improve the quality of the students
培養學生的元認知能力，不僅有利於學生將陳述性知識轉化為程序性知識，有利於學生形成正確的認知導向，有利於學生學習的遷移，有利於啟發學生的創新意識、培養創新能力，而且可以調動學生學習的主動性、充分發揮學生的主體作用，促進學生素質的全面提高。 -
Analyzing domain knowledge is possible once a declarative specification of the terms is available
分析領域知識是可能的，一旦稱謂的聲明性規格說明可用。 -
Concepts can be defined through their specific procedural knowledge, and the declarative knowledge which underpins them
概念可以通過程序上的知識，以及支撐這些概念的公開的知識被定義 -
The focus is on the correlation between reading and declarative knowledge as well as procedural knowledge
指出閱讀涉及語言圖式、內容圖式和修辭圖式。這些基本圖式的儲備與閱讀水平呈正相關。 -
An analysis on the relationship between reading and declarative knowledge is conducted in accordance with schema theory, which shows that schemas are significantly related to effective reading
程序性知識與閱讀之間的關系則側重從個體在閱讀過程中表現出的程序性知識方面的一些差異來加以展開。 -
The findings not only show that eliciting mathematical explanation is really helpful to construct declarative knowledge and procedural knowledge, to integrate new and old knowledge, and to generate self - inference and repair students " mental model, but also show that if the teacher provides appropriate intervention, it may have a critical influence on fostering students " understanding
研究結果表明誘導學生數學解釋的確有助於促進學生陳述性和程序性知識的建構，有助於促進學生對新舊知識的整合，有助於學生產生自我推論和修復心理模型.同時發現教師提供適當的干預對促進學生理解有重要影響 -
This part establishes the basis of constructing the ecologism curriculum objective : educational objective, the curriculum philosophy and the origin of the curriculum objective, discusses the ecologism curriculum objective from the point of emotion, attitude and value, process and method, knowledge and skill, analyses three kinds of declarative styles of the ecologism curriculum objective
確立了教育目的和課程哲學、課程目標的來源作為建構生態主義課程目標的依據;從情感、態度與價值觀領域、過程與方法領域以及知識與技能領域討論了生態主義課程的目標;並分析了生態主義課程目標的三種陳述方式。
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