school of cognition 中文意思是什麼
school of cognition
解釋
認知學派-
Immediately after, it summarizes the comprehension of the thought concept and the hypostatic cognition in intuitional thought. then on the foundation, it puts forward the concept of the intuitional thought in mathematics, joining together to the description to the intuitional thought of the domestic and international scholars, and according to the genetic epistemological principle and the view of the doctrine mental state school of thought
在此基礎上，結合國內外學者對直覺思維的描述，根據皮亞傑發生認識論原理和建構主義心理學派的觀點，提出了數學直覺思維的概念：人腦憑借建構的數學直覺認識結構，對數學對象的結構、關系的整體性理解和直接領悟的心理過程。 -
I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers ; teachers with secondary school education background are differentiated from teachers with higher education background ; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups ; the aspect influenced mostly by age factor is the conception of teaching effectiveness ; school type is not related with the sustainable development of teacher. based on my research, i make the following suggestions to the practical scheme ( the life - long continuous education ) aimed at improving of sustainable development of teacher ' s quality
第三，通過對來自14所學校的272位教師問卷調查，統計分析發現：因學生發展觀和身心素質不同導致男女教師可持續發展系統水平產生差異，男教師優于女教師；因學生發展觀和學生觀不同導致小學教師與其他學段教師可持續發展系統水平產生差異，小學教師低於其他學段的教師；因學生發展觀和學生觀不同導致中專畢業的教師與其他學歷的教師可持續發展系統水平產生差異，中專畢業的教師與他學歷的教師有差距；雖然不同教齡段的教師可持續發展系統水平差異不顯著，但進一步比較發現，在教學動機和身心素質方面還是有差異的，並且與教齡變化最緊密的是教師的教學效能感；教師可持續發展系統水平與學校類別無關。 -
Professor gardner holds the chair in cognition and education at the harvard graduate school of education and has been a prominent analyst of the human mind for 20 years
加德納教授在哈佛大學教育研究生院主講認知和教育學，早在20年前就已經是著名的人類智力分析家。 -
It ' s spiritual reconstruction that starts from the reexamination of the cultural experience, aesthetic experience, artistic experience of classical " a dream of red mansions ", or even gives the development of " study of a dream of red mansions " new cognition, new deconstruction, new angle in the way of recreation, and embodies the spiritual dimension of the school of writers to come out of self - consciousness in art
其精神重建又是從經典文本《紅樓夢》的文化體驗、審美體驗、藝術體驗的再審視開始，甚或以藝術再創造的方式在給予「紅學」發展提供新認知、新解構、新視角，體現出作家群體精神向度要突出重圍的自覺意識。 -
The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel
在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。 -
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。 -
The thesis still shows that affective teaching in primary school english has four special powerful functions : function of arousing cognition, function of empathy, function of drive and function of adjustment. therefore the possibilities of affective teaching in english in primary school are no doubt
本研究還再現了情感教學在小學英語教學中的四個明顯功能，即喚醒功能、感染功能、動力功能和調節功能，故小學英語情感教學的可行性不容置疑。 -
The study bases on the modern theory of the instructional design as well as characteristics of moths lessons of grade two in junior middle school, students " psychological cognition and understanding, and learning. after the researches of theory and practice, a plan of instructional design is illustrated in the study as the following mode : target illustration -, task analysis -. learning design -, situation design -
本研究在分析現代教學設計理論，初二階段數學課程的特點，學生的心理特點，認知特點和學習特點的基礎上，通過理論研究和實驗研究，提出了一種有效可行的初二階段進行數學教學設計的模式，依次包括：目標陳述、任務分析、學習設計、情境設計、內容設計、評價設計和保持遷移七個環節。 -
Cultivation of motivation in physical education teaching from the perspective of motivation theory of cognition school
從認知派激勵論看體育教學中的動機培養 -
The theory of moral cognition development stages and the enlightenment to school moral education
道德認知發展階段理論及其對學校德育的啟示 -
Which kind of morality is effectual ? - the theory of moral cognition development stage and its enlightenment to the moral education in school
道德認知發展階段理論及其對學校德育的啟示 -
The conformity of research of primary school composition teaching and cognition training under new course standard
新課程標準下小學作文教學與認知訓練的整合研究 -
The analysis on yuan cognition of learning strategy of middle - school students
中學生元認知學習策略分析 -
( 3 ) the grade effect in two aspects of creativity is significant, but it is not significant in the need for cognition and general perceived self - efficacy, it is only significant in the general perceived self - efficacy between grade one and grade two in junior school
（ 3 ）中學生在創造性的兩個指標方面都存在顯著的年級差異，而在一般自我效能感、認知需求方面年級差異不顯著，只有初一與初二學生的一般自我效能感存在非常顯著的差異。 -
In this research we measured the need for cognition, the general perceived self - efficacy and creativity of middle school students, and compared their influence in creativity. we got the following finds finally : ( 1 ) the need for cognition, the general perceived self - efficacy and creativity aptitude of middle school students are above medium lever, and creative thinking ability is lower relatively
本文利用認知需求量表、一般自我效能感量表、威廉斯創造傾向測驗和中學生創造思維練習，分別考察了中學生一般自我效能感、認知需求、創造傾向以及創造思維能力的發展特點，並比較了一般自我效能感和認知需求對中學生創造性的影響程度。 -
( 3 ) because of existing moderation effects of ed, we infer that with ed developing, schools related to ol, such as learning school, cognition schools, and environment school, will play crucial roles during the strategy forming
（ 3 ）本文認為，正是由於環境動態性對組織學習和企業績效關系的調製作用，所以隨著環境動態性加強，與組織學習相關的學習學派、認知學派與環境學派在戰略形成中的作用日益凸現。 -
With the atspphq, this research investigated middle school students " attitude toward seeking professional psychological help ( atspph ), explored the characteristics of middle school students " atspph and the relationships of atspph, stigma and problem cognition. the results indicated : 1 ） atspph demonstrated significant differences in gender and in resource - seeking, 2 ） atspph was negatively correlated with stigma, positively correlated with problem cognition
研究結果表明中學生對尋求專業心理幫助的態度存在顯著的性別和資源求助差異；專業心理求助態度與羞恥感有很高的負相關，與問題認知則有中等程度的正相關，羞恥感和問題認知對中學生的專業心理求助態度都有重要影響。
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