process of problem solving 中文意思是什麼

process of problem solving 解釋
三、問題解決的過程
  • process : n 1 進行，經過；過程，歷程；作用。 2 處置，方法，步驟；加工處理，工藝程序，工序；製作法。3 【攝影...
  • of : OF ＝Old French 古法語。
  • problem : n. 1. 問題，課題；疑難問題；令人困惑的情況。2. 【數、物】習題；作圖題。3. （象棋的）布局問題。adj. 1. 成問題的；難處理的。2. 關于社會問題的。
  • solving : 解決問題的定勢解決問題的心向
  1. This paper takes the point of solving one of the main problems, i. e. having no steady fund source, which exists in the implementary of public housing system in xi ' an, as the incisive point. the paper analyzes and calculates the problem of fund deficiency in today ' s fund source channel and studies the method of solving the problem during the process of incorporating, using and managing in extant employee housing accumulation fund system in the towns. the paper also advances the ampliative accumulation fund system and builds up the corresponding operating model by adopting the mode of financing affiance, analyzes the investment method by using blurred linear programming and appraises its incremental effect

    本文以解決西安市廉租住房制度實施中存在的主要問題之一?無穩定的資金來源為切入點，在調研資料的基礎上，分析測算了目前的資金來源渠道存在的資金不足問題，同時研究了現存的城鎮職工住房公積金制度在歸集、使用和管理過程中存在問題的解決途徑，提出了擴大的住房公積金並採用金融信託方式構建了相應的運作模式，利用模糊線性規劃模型對其投資方式進行了分析並對其增值效果進行了評價。
  2. Introducing the theory and application of boundary element method on the sound radiation, giving the process of solving vibration noise radiation problem using boundary element analysis software ; presenting the coupling theory and the combination analysis of finite element method and boundary element method, and doing relevant analysis based on close drum shell ; programming the noise data simulation program using the numerical calculation software, simulating the acoustic and pressure data of a key point in the transient response acoustic field of the close drum shell, realizing the audibility of the noise, using the virtual reality tools to simulate the vibration noise of the drum shell ; combining the finite element method and boundary element method to analyze the vibration noise radiation of some gear box, and completing the whole simulation process of the vibration noise of the gear box

    綜合介紹了邊界元法在聲輻射問題上的理論及應用；並給出了運用邊界元法分析軟體求解振動聲輻射問題的過程。闡述了有限元法和邊界元法的耦合理論及組合分析方法，並以封閉鼓形薄殼為分析對象進行了相應的分析。利用數字計算軟體編制了噪聲數據模擬程序，並模擬了通過組合方法分析封閉鼓形薄殼瞬態響應聲場而獲得一關鍵點的聲壓數據，實現聲音的可聽化，隨后通過虛擬現實工具實現了該情形下橢球殼振動噪聲的虛擬模擬。
  3. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  4. Moreover, we introduce the ants system in bionics into grading mas system, try to study the abstract model of individual ant, the collective and the task and plot out the relief map and the process of solving the problem

    利用仿生學的相關成果，把蟻群系統引入到等級mas系統中，研究蟻群中單個螞蟻、蟻群、任務的抽象模型，形式化描述蟻群的地形圖和任務求解的過程。
  5. In the process of solving, poles are obtained from recurrent formula, modal vector are obtained from superposition formula not residuary. decoupled equation is derived when vibration source is part correlation, severely coupling appears in the process of input and output then frequency response function cannot directly get according to method mentioned above, decoupling is first problem

    當輸入完全相關時，頻響函數無解，可繞過頻響函數，直接運用線性系統的迭加原理來求響應，極點由遞歸公式得出，模態矢量由疊加公式求出，而不是由留數求得的相應的公式。
  6. According to characteristics of the seismic data from the low snr region with complex surface, this paper is started from solving the static correction problem and reasonable eliminating all kinds of disturbance in the seismic data from the low snr region with complex surface. through the whole process of seismic data processing which includes a series of processing methods that are suitable for the low snr region, namely, from the choosing of the floating base - level, the static correction in the field and indoors, the eliminating of all kinds of noise before and after stacking, the velocity analysis with high - resolution, the reasonable techniques of deconvolution before stacking and wavelet processing after stacking, to the method choosing of the high - resolution stacking and the reasonable and accurate offset imaging, a set of the complete and effective flow for processing seismic data from the low snr region with complex surface are finally formed, which can meet the need of explo

    本文針對復雜地表低信噪比地區地震資料的特點，以解決復雜地表低信噪比地區地震資料靜校正問題及合理剔除各類干擾為出發點，在整個地震資料處理過程中，從浮動基準面的選取、野外及室內靜校正、疊前疊后各類噪音的去除、高精度速度分析、合理的疊前反褶積及疊后子波處理技術、到選用高精度的疊加技術及合理準確的偏移成像方法等一系列適合於復雜地表低信噪比地區的處理方法，最終形成一套較完整且有效的針對復雜地表低信噪比地區地震資料的處理流程。
  7. The main characteristics of problem - based learning are : ( 1 ) learning is student - centered ( 2 ) learning occurs in small student groups ( 3 ) teachers are facilitators or guiders ( 4 ) problems form the organizing focus and stimulus for learning ( 5 ) problems are authentic and ill - structured ( 6 ) problems are a vehicle for the development of real - world problem - solving skills ( 7 ) new information is acquired and skills are trained through problem - solving process ( 8 ) evaluation is authentic and performance - based. after describing the features of problem - based learning, this thesis compares problem - based learning with other instruction models - lecture, direct instruction, case methods, discover - based inquiry, problem - centered learning, simulation and gaming and mantle of the expert ( roles ) on three aspects : ro

    這種教學模式的基本特徵是： （ 1 ）是一種以學生為中心的教學方法； （ 2 ）學習形式是以一個學生小組為單位； （ 3 ）教師是輔助者、引導者； （ 4 ）以問題為中心組織教學並作為學習的驅動力； （ 5 ）問題是真實的、劣構的； （ 6 ）問題是發展學生實際解決問題能力的手段； （ 7 ）在問題解決的過程中獲得新的知識、培養能力； （ 8 ）真實的、基於績效的評價。
  8. As the experiment and research indicated, the excellent students did very well in the process of problem solving, in the time of problem solving, and at the result of problem solving as well

    實驗研究表明，無論是在解題過程中、解題時間上，還是在解題結果上，優生都具有良好的表現。
  9. Mathematics method of thinking opposite to starched mathematics knowledge is fuller of vitality, mathematics knowledge is a result, but mathematics method of thinking pays attention to the formation of the result ; mathematics knowledge is recorded down with letter, sign, sketch. . etc explicit esse, but mathematics method of thinking usually tacitly exsits in the formation of concept, formula, rule, axioms and the process of problem - solving ; mathematics method of thinking is the knowledge to be placed in the higher than mathematics knowledge, if we assimilate knowledge to a key, then, mathematics knowledge opens the door of a certain realm, but mathematics method of thinking could open the door of the different realm

    相對于數學知識的呆板而言，數學思想方法更富有生命的味道，數學知識是結果，而數學思想方法關注結果的形成過程；相對于數學知識的以文字、符號、圖形等外顯的形態直接記錄下來的存在方式，數學思想方法則常常以內隱的形式存在於概念、公式、法則、定理的形成過程和問題解決的過程之中；數學思想方法是比數學知識處于更高層次上的知識，如果用把知識比作鑰匙，那麼，數學知識開啟的是某一領域的大門，而數學思想方法可以開啟不同領域的大門，比數學知識更富有指導意義。
  10. When high school students are solving chemical problems, they mainly adopt pattern - distinguish strategy, analysis - recursion strategy, detective - search strategy, try - mistake - strategy and intuition - thought strategy etc. and among them, the most frequently used strategy is pattern - distinguish strategy. only when students feel difficult or have no confidence in solving problem by using pattern - distinguish strategy, will they use other strategies. it shows that students " formed pattern of problem solving and the strategic knowledge of problem solving play an important role in the process of solving new chemical problems

    中學生解決化學問題時，主要採用了模式識別策略、分析遞歸策略、探試搜索策略、有限試誤策略、直覺思維策略等策略，其中模式識別策略使用頻率最高，只有當學生對使用模式識別策略解決問題感到困難或沒有把握時，才會選用其它解決問題的策略；這說明學生已有的問題解決的模式、解決問題的策略性知識在學生解決新的化學問題的過程中發揮著重要作用。
  11. During the whole evolution course, the change of the relevant environment ( including the environment both outside and inside ) of higher institutions are the direct causes to push the evolution of strategic management of higher institutions in usa ; the process is problem - solving ; the role of government and some agencies is important ; and the process is the equilibrium of the adaptation to organizational logic and outside environment of higher institutions

    其演進歷程表明，高校實施戰略管理是內外部壓力共同作用的結果，高校本身的復雜性程度、高校戰略資源市場的市場化程度以及高校間資源競爭的激烈程度是推動高校戰略管理演進的直接動因；美國高校戰略管理的演進是問題取向性的，伴隨著規劃職能的不斷拓展；高校管理從規劃向戰略管理演化過程中，政府、相關社會機構發揮了重要作用；高校戰略管理的演進過程體現著適應高校組織內在邏輯與適應外部環境需求之間的協調和平衡。
  12. We should change our opinion of mathematics instruction from " teaching problem solving " to " learning through problem solving ", promote the construction of knowledge through the process of problem solving, and so promote the development of thinking of problem posing and problem solving of students. we also advocate building community of learners to break the isolate classrooms to promote interaction on problem solving

    就這種意義而言，數學問題解決自身的因素、策略、技能容易被視為靜態、客觀的知識，這導致不少教師的數學教學就是對這種知識的加工、傳遞，其結果是在學生的「數學工具箱」中，除了已經學習過的各種數學事實與數學程序之外，不過是增加了數學問題解決的技巧。
  13. In view of problem - solving theory and constructivism, problem - solving based learning is regarded as a process of meaning construction of chemistry knowledge, the center of which is chemistry problem and the base problem - solving style is inquiry

    整合問題解決和建構主義學習理論，我們將基於問題解決的化學學習理解為以化學問題為中心，以探究性學習為基本問題解決方式的化學知識的意義建構過程。
  14. Instructional design on mathematical problem solving is a systematic process applying theory and technology related to modern mathematics learning theory, mathematics instructional theory and psychology, diffusing theory and instructional media. to analyze instructional question of problem solving, to determine instructional objectives and requirement, to design strategic scenanrio, trying out scenario for instructional question resolving, to evaluate trying out result and improve design based on the evaluation

    數學問題解決的教學設計是運用現代數學學習論、數學教學論與心理學、傳播學、教學媒體論等相關的理論與技術，來分析問題解決的教學問題，確定教學目標和需要，設計解決教學問題的策略方案、試行方案，評價試行結果並在評價基礎上改進設計的一個系統過程。
  15. The paper surveyed the historical origin of the idea and the backgrounds of the rise of the learning strategy research, and reviewed some facets such as its concept, structure, feature and teaching ; the paper investigated and analyzed the present status of the learning strategy, the learning habits and the thinking process of problem solving of senior middle school students ; the paper also committed a theorical and practical study about the instruction and training of chemistry concepts learning and problem solving strategy in senior middle school students

    文章追述了學習策略思想的歷史淵源，學習策略研究興起的時代背景，對學習策略的涵義、結構、特徵、學習方法、學習策略的教學等進行了綜述；對高一學生學習策略的應用現狀、學習習慣及解題思維過程進行了調查分析；對在高一化學中實施化學概念學習策略和化學解題策略的教學與訓練進行了理論及實踐研究。
  16. ( 3 ) self - regulation monitors the implement of problem - solving continuously from five directions, such as motivation, strategy, problem environment, evaluation and object. it penetrates into the whole process of experimental problem - solving through the influence on the problem representation, strategy choosing, experimental operation. ( 4 ) in the operation process of chemical experimental problem - solving, the effect of mental diathesis ca n ' t be ignored

    （ 3 ）自我監控從五個緯度對解決活動實施不間斷的監控，這五個緯度為動機的自我監控、策略的自我監控、問題情境的自我監控、評價的自我監控、目標的自我監控，並通過對問題表徵、策略的選擇以及實驗操作的影響滲透在整個實驗問題解決過程中。
  17. The fifth chapter outlines problem ' s feature and problem solving ' s background and implication, explores a little recognition of problem solving ' s process teaching, and commentates its good points by the instances of seeking functional maximum and dumping water ' s method

    第五章簡述了問題的特徵、問題解決的背景及含義，探討了對問題解決進行過程教學的幾點認識，並以求函數的最小值和探討倒水方法為例評述了對問題解決進行過程教學的長處。
  18. To develop students ' symbol sense in the process of problem solving

    在解決問題的過程中發展學生的符號感
  19. Teachers should emerge their complete thought process of problem solving for students because this can provide good demonstrate for students " self - regulation in their process of problem solving

    教師為學生展現自己解題的整個思維過程，能為學生在解題過程中進行自我監控提供良好的示範。
  20. 5. it ' s a systematic project to study students " problem solving, since the process of problem solving may be affected by many factors, and many problem still need to be further studied, such as the distribution of psychological energy in the course of strategy ' s carrying out, the effect of students " knowledge structure on problem solving, the distance between representation and strategy ' s carrying out and the influence of metacognition on problem solving etc

    對學生問題解決的研究是一項系統工程，學生解決問題的過程受諸多因素的影響，還有許多問題有待進一步研究。如策略實施過程中的心理能量分配問題，學生的知識結構對問題解決的影響問題，表徵與策略實施之間的距離問題，元認知對問題解決的監控影響問題等。
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