piaget 中文意思是什麼

piaget 解釋
伯爵表
  1. Piaget ' s theory of moral judgement of child, kolhberg ' s approach to moral education, elliot turiel ' s domain theory and carol gilligen ' s care theory are influential and distinctive moral education theories in the west and have had enormous impact on the moral education in western schools

    摘要皮亞傑的兒童道德發展理論、科爾伯格的認知發展教育模式論、艾略特?突里爾等人的範式理論和卡洛?吉莉根的關愛理論是當代西方很有影響、很有特色的道德教育理論，這些德育理論對當代西方的學校德育實踐產生了巨大的影響。
  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. The word " schema " first appeared in kant ' works at that time, kant attempt to combine the knowledge category with the perceptual object by scheme to find its great influence on knowledge acquisition, but his scheme was priori in the history of modern psychology, the gestalt school was the first one who payed attention to schema at the general theory level, and jean piaget also thought highly of schema, his theory was called schema theory, but this theory neglect the function of society and education, that is to say, in some degree his scheme theory has the incline of biologization

    但其理論忽視社會和教育的作用，因此，其圖式學說存在一定程度的生物化傾向。從心理學史發展的另一條線?經驗主義來看，重視過去經驗的作用，認為圖式具有積極主動加工的特點。現代圖式理論是在吸收了理性主義和經驗主義，又在信息科學、計算機科學的發展以及心理學關于表徵研究的基礎上，於20世紀80年代興起。
  4. J piaget ( 1896 - 1980 ) is famous in the world for establishing the genetic epistemology, which has enriched the knowledge of the human beings to know themselves exactly

    1研究動機瑞士學者讓?皮亞傑（ jean ? piaget ） （ 1896 ? 1980 ）因創立發生認識論這一新學科而飲譽世界，發生認識論體系極大地豐富了人類對自己認識的寶庫。
  5. 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。
  6. Drawing upon findings from brain research, evolutionary biology, piaget " s studies of developmental and cognitive psychology, mi challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by iq tests, emphasizing the role of culture and education condition in the development of children " s intelligences. his theory was improved based on the project zero

    加德納借鑒吸收了腦科學、智能生物學的研究成果，並對腦損傷病人、白癡學者等特殊人群進行了深入研究，同時在批判傳統智商理論和挑戰皮亞傑認知發展理論的基礎上，批判性地吸收了他人智力學說的合理成分，突出強調了社會文化因素和教育條件對兒童智力發展的影響。
  7. Piaget ' s influence upon social cognition researches

    皮亞傑對當代社會認知研究的影響
  8. Piaget has gone from rotary research to jewelry watch - making, mechanical timepieces to quartz design, a workshop with only six craftsmen to a factory with more than two hundred workers, but still the company piaget strives for perfection, a principle that drove its founder, george, over a hundred years ago

    從齒輪研究到鉆石軸承表製作，從機械鐘表到石英鐘表，從只有六名工匠的作坊到擁有二百多名工人的工廠，伯爵表廠雖然歷經無數轉變，但卻仍然精益求精，美更求美，這也正是百余年前激勵其創始人喬治向前的一條原則。
  9. Following the review on practice, the author analyses the function of the graphic language in children ' s cognition development theoretically. according to piaget, vegotsky, some art educators and reggio educators " idea, graphic language is the result of symbolizing and a useful facility for young children when they are in preschool ages. in the last part, there ' s an art education reform carried out in one of the kindergartens in shanghai, china

    然後，從兒童發展理論與兒童美術教育理論出發，結合瑞吉歐教育者的基本理念，分析了圖形語言在學齡前兒童認知發展中，隨著兒童表象思維的發展而產生、是兒童在學齡前階段容易掌握的表達途徑、具有反映和促進兒童思維發展等重要意義。
  10. My dear friend, what you mentioned here is neither new nor canadian. it ' s actually age - old pedagogy, dating back over 2000 years, first documented by plato and later verified by piaget etc

    親愛的網燕，你上面所闡述的教育理念其實既非最新的也非加拿大人所獨有。實際上這是一種古老的教育學，可以追溯到2000年以前，最先出現于柏拉圖的文獻中，后來又被皮亞傑所證實。
  11. I think the thought of the radical constructivism is influenced by the philosophy ideas of vico, berkeley, hume, kant, piaget, as weli as the outcomes of v. giasersfeld, v. foerster, maturana ' s scientific research nurtured it

    本研究認為，激進建構主義思想不僅受到維柯、貝克萊、休謨、康德、皮亞傑等人的哲學思想的影響，而且主要來源於馮?格拉塞斯費爾德、馮?弗爾斯特、馬圖拉納等人的科學研究成果。
  12. L - s - vygotsky who represented the school of social culture points put that the process of individual ' s evolution is affected not only by the experiences of social cultural practice and the incentives of activities, but also by the tissues of individual ' s continuous integration. r case, an eminent representative of neo - piagetian theories, brings forward the unique " process and structures " theory, which inherits from the most key ideas of piaget ' s children ' s cognitive development that the development has a qualitative process assuming some quality phases

    2 . 3社會文化學派對兒童認知發展的「過程一結構」理論的啟示以維果茨基（竹gotsky ）為代表的社會文化學派指出個體內化的過程不僅僅是受社會文化實踐經驗和活動意圖的影響，而更深層次是組織不斷改組的過程，注重了從社會影響和人際互動方面等解釋兒童智慧發展機制，強調了兒童認知心理學研究的社會生態效度。
  13. The theoretical foundation of inquiry learning : second, the study theory of piaget s constructionism, the center of constructionism lies in making students construct and complete their own cognition foundation on their own initiative according to inquiry learning, and achieve removement successfully, constructionism in inquiry learning, emphasizes the researching and exploring functions of the students in the procedure of knowledge s internal change, emphasizes the creation of questionable situations during study procedure, emphasizes knowledge s foundation and renewal, emphasizes t

    2 、皮亞傑建構主義學習理論。建構主義的中心在子通過研究性學習，使學生自主地建構和完整自己的認知結構，順利實現遷移。建構主義在研究性學習中，重視學生在知識內化過程中探索研究的作用，重視教學過程中有關問題情景的創設，重視知識結構和更新，重視學生認識活動的個體特殊性，以及認知風格、學習態度、學習信念和學習動機等。
  14. The first part : based on formed and basic concepts of exploratory experiment teaching, physics teaching goals of middle school and functions of exploratory experiments, we have defined the exploratory physical experiment of the middle school, compared exploratory physics experiment and traditional experiments, proceeded from the teaching theory and studying theory, expound the fact that the theory foundation of the exploratory physics : j. piaget " s cognition - development theory, bruner " s cognition - discovery theory and constructionism, combining the teaching goals of middle school experiments, gived the teaching goals of exploratory physics experiment : observation ability, thinking ability, operating ability goal and emotion attitude goal, and explained each goal concretely so that the exploratory physics experiment has an object in view

    論文第一部分根據探索性實驗教學思想的形成和發展的基本觀點、中學物理實驗的教學目標以及探索性實驗的功能，對中學物理探索性實驗作了界定，並對探索性物理實驗與傳統實驗進行比較，並從教育理論和學習理論出發，論述探索性物理實驗的理論指導依據：皮亞傑的認知?發展學說、布魯納的認知?發現學說以及建構主義的學習理論，同時結合中學物理實驗的教學目標探討了探索性物理實驗的教學目標：觀察能力、思維能力、操作能力目標和情感態度目標，並且具體外化每個目標，以使探索性物理實驗有的放矢。
  15. In this chapter, there is also a thorough analysis on the theories of some important scholars such as piaget, vygotsky and bruner, who have established and developed the psychological foundation for the learning theory

    然後，對作為學習理論發展的心理學基礎（主要對認知主義學習理論和建構主義學習理論的心理學基礎）的主要學者（皮亞傑、維果茨基和布魯納）的思想進行分析。
  16. ( 8 ) there were no differences in their responses of comprehension - acceptance, justice, negative emotion and taking - responsibility to collective responsibility between male and female. this study not only researched children ' s justice of collective responsibility studied by piaget, but also explored heir ' s responses of comprehension - acceptance, feeling and role - taking - trend to collective responsibility by using three collective responsibility events and two projective situations

    本研究既對皮亞傑提出的集體責任觀作了研究，同時又從兩種集體責任情況、三種集體責任內容和兩種投射情境去對先前未曾涉及到的集體責任的理解認同、內心體驗、承擔傾向作了探究。
  17. The theory of cognition development of swiss psychologist jean piaget ( l896 - 1980 ) emphasized the restricted function of cognition development towards study, and she also emphasized that teaching should meet the needs of students " cognition development

    瑞士心理學家皮亞傑（ jeanpiaget1896 - 1980 ）的認知發展理論，強調認知發展對學習的制約作用，強調教學應該適應學生的認知發展水平。
  18. Which befits what piaget termed as " assimilation " and " accommodation " : one assimilates new data with what one already knows and then accommodates what ' s new by changing one ' s perception

    這就是皮亞傑的「同化吸收」與「適應調節」 ，即人是通過已掌握的知識來同化吸收新的信息，並通過改變自己的感知來適應新的知識。
  19. I think the idea of the radica1 constructivism stemmed in the l 8th century from the famous ltalian scholar vico ' s scienza nuova, who had an idea, namely, " truth is creation ", and was nurtured by kant ' s kopernikus inversion which meant subject built object and piaget ' s theory of genetic epistemology made it grow up, which was " subject and object built each other ". the idea of the radical constructivism was finally produced by v. glasersfeld ' s two essential principies. one is that knowledge is not passively obtained but actively constructed by the individual, and the other is that the function of knowledge is to accommodate and serve the organization of the empirical world, but not to discover the objective reaiity of ontology

    本研究認為，激進建構主義思想開啟於18世紀義大利著名學者維柯「真理即創造」的「新科學」 ，發展于康德「主體建構客體」的「哥白尼倒轉」 ，確立於皮亞傑「主客體雙向建構」的「發生認識論」 ，生成或定位於馮?格拉塞斯費爾德的兩個基本原則- - 「 （ a ）知識不是由認知主體被動地獲得的，而是積極主動地建構的； （ b ）知識的功能是適應並服務于經驗世界的組織，而不是對本體論的客觀現實的發現」 。
  20. On korlberg ' s development of piaget ' s moral cognition measurement

    柯爾伯格對皮亞傑道德認知測量方法的發展
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