問題表徵 的英文怎麼說

中文拼音 [wèntíbiǎozhǐ]
問題表徵 英文
problem representation
  • 問 : Ⅰ動詞1 （請人解答） ask; inquire 2 （詢問; 慰問） question; ask about [after]; inquire about [aft...
  • 題 : Ⅰ名詞1. （題目） subject; title; topic; problem 2. （姓氏） a surname Ⅱ動詞（寫上） inscribe; write
  • 表 : Ⅰ名詞1 （外面;外表） outside; surface; external 2 （中表親戚） the relationship between the child...
  • 徵 : 名詞[音樂] （古代五音之一 相當于簡譜的「5」） a note of the ancient chinese five tone scale corre...
  • 問題 : 1 （需回答的題目） question; problem 2 （需研究解決的矛盾等） problem; matter 3 （事故或意外） tr...
  • 表徵 : surface features; superficial characteristics; characterization表徵碼 mask; 表徵因數 characteriza...
  1. Using information process psychological theory to elaborate mathematics problems ; the significant of the settlement of mathematics problems ; expounding the process of resolving mathematics problems consists of psychological activities problems representation selecting algorithm using algorithm and metacognition ; elaborating various psychological activities operation mechanism and function ; then expounding the phenomenon of " applying mechanically examination questions " during the mathematics problems teaching process ; the reason of doing questions wrong, improve the student ' s thinking ability of answering the questions

    摘要用信息加工心理學理論闡釋數學問題、數學問題解決的意義；分析數學問題解決過程由心理活動問題表徵、選擇運算元、應用運算元和元認知組成，闡述各心理活動的運行機制與功能；由此提出了對數學問題教學中的「套題型」現象、學生解題錯誤原因、提高學生的解題能力的思考。
  2. Research of problem representation and knowledge construction

    問題表徵與知識建構研究及其意義
  3. All the contents are developed around a set of scaling laws taking the form of exponentials which relate to almost all the issues of complexity including fractals, chaos, strange attractors, localization, and symmetry breaking, etc. the main work can be summarized as follows : starting from the law of allmetric growth three fractal dimensions in a broad sense are derived, and according to these dimensions, geographical space is divided into three levels, i. e., real space, phase space, and order space, each of which corresponds to a kind of dimension. based on the idea of spatial disaggregation and using the rmi ( relationship - mapping - reversion ) principle, the urban system is formulated as three scaling laws of the three spaces, including number law, size law, and area law, which can be transformed into a set of power laws such as allometric law and zipf ’ s law associated with fractal structure

    從異速生長律的縱向、橫向和切向三個角度將地理空間劃分為實空間、相空間和序空間，分別對應于空間系列、時間序列和等級序列三個層面，每個層面的測度各有自己的空間維度。基於「空間循環細分-等級體系-網路結構」的數理等價關系，利用rmi （關系-映射-反演）原則，成功地實現了城市系統宏觀模型的理論抽象，將空間復雜性問題表徵為簡單的指數式標度定律（包括數量律、規模律和尺度律） ，這一組標度律可以與一組冪次定律（包括具有分形性質的規模-數目律、異速生長定律和三參數zipf定律）互為變換。
  4. The results show : ( 1 ) there are three important factors influencing chemical experiment problem - solving, such as problem representation and solving strategy of chemical experiment, cognitive structure of chemistry and self - regulation, which induce the difference of the efficiency to solve experimental problems among different problem - solver

    實證研究結果表明： （ 1 ）化學實驗問題表徵和解決策略、化學認知結構、自我監控是影響化學實驗問題解決的重要因素。在化學實驗問題解決中，問題表徵和策略選擇、知識結構化程度以及自我監控水平的不同是導致不同問題解決者的問題解決效率產生差異的主要原因。
  5. When high school students are solving chemical problems, they usually choose a familiar way to represent the problem, or sometimes may use several representation methods ( symbol representation, mathematical representation, chart - word representation, words representation and so on ) to represent the same problem. problem representation has difference in levels and sorts. the appearance of the problem and the problem solver ' s knowledge structure largely affect the problem representation

    在解決化學問題時，中學生通常以一種自己熟悉的表徵方式表徵問題（也常使用符號表徵、數學表徵、圖文表徵、言語表徵等多種表徵方式表徵同一個問題） ；學生在問題表徵中存在著問題表徵的層次和種類差異；問題的呈現方式和問題解決者的知識結構較大程度地影響著問題表徵。
  6. Problem representation is the focus conception of problem solving

    問題表徵是問題解決理論中的核心概念。
  7. Theoretical analysis about the process of the mathematical problem solving

    問題表徵方式與數學問題解決的研究
  8. Dynamic feature of the representation system about mechanic problems in middle schools

    中學力學問題表徵體系的動態特徵
  9. Study on the relationship between the individual ' cpfs structure and mathematical problem representation

    結構與數學問題表徵的相關性研究
  10. It has been studied by many researchers with the development of cognitive science

    隨著認知心理學的發展，問題表徵受到眾多研究者的關注。
  11. 2. correct problem representation is the premise and guarantee of solving problem successfully

    正確的問題表徵是成功地問題解決的前提條件和重要保證。
  12. ( 2 ) problem representation is a key and necessary premise to solve the chemical experiment

    （ 2 ）問題表徵是化學實驗問題解決的關鍵，是解決問題的必要前提。
  13. 6. the number of the representation used by students and the valid use of the representation was not significantly related to gender

    6 、性別與小學六年級學生問題表徵方式的使用次數無關，與小學六年級學生問題表徵方式使用的有效性也無關。
  14. This study investigated the effect of working memory capacity and problem representation on mathematics problem solving performance of 124 grade six students in primary school

    本研究以124名小學六年級學生為被試考查了工作記憶容量、問題表徵方式對小學生數學問題解決的影響。
  15. Critical thought is of vital significance to problem tokening, problem space searching and new problem finding, whereas problem - solving process is rightly effective way of training critical thought

    批判性思維對問題表徵、問題空間搜索以及發現新問題都有著舉足輕重的作用，而問題解決過程也恰是訓練批判性思維的有效途徑。
  16. Because there is the difference between expert - novice and excellent - disability students, we carried out the research on senior students. based on the investigation, we compared the time they used in each layer and analyzed the sequence. in order to improve students capability of solving problem, we adapted some teaching measure and concrete experiment steps in geometry

    由於專家?新手之間在知識的量與質的方面存在較大的差異，這與優生?差生之間的差異存在著不同，因此，本研究對初中優差生解決平面幾何問題表徵差異進行了調查，對他們在各表徵層次所用的時間進行了統計比較，並從認知方面對產生差異的原因進行了分析。
  17. The within - subject factor, included rehearsal representation, schematic representation, pictorial representation, direct translation, semantic construction analysis and other representations. the second between - subject factor included boys and girls. the results showed that : 1. the main effect of working memory is significant and this significant difference explained that the higher capacity the better mathematics problem solving performance ; the lower capacity the worse performance

    第一個因素是被試間變量，即工作記憶容量，分為高容量組和低容量組；第二個因素是被試內變量，即問題表徵方式，分為復述內容、圖片表徵、圖式表徵、直譯表徵、語義結構分析和其他表徵方式六種；第三個因素是被試間變量，即性別。
  18. On the basis of document analysis, this paper gave a definition of problem representation, deviding it into external representation and internal representation, and also expounded the significance of the research, and summarized the actuality and found the former research focused on the mechanism of problem representation, contributory factors and definition layers. much research focused on expert - novice differences

    本文在文獻分析的基礎上，對問題表徵進行了界定，分為問題的外部表徵和內部表徵；指出了開展問題表徵研究的意義；概述了問題表徵在一般問題和學科問題領域的研究情況，研究主要集中於學科問題，如問題表徵的形成機制、影響因素、問題表徵層次劃分。
  19. 4. the difference between the numbers of representations that was used by students was significant. the order is schematic representation, semantic construction analysis, direct translation, rehearsal representation, other representation types and pictorial representation

    4 、小學六年級學生在各種問題表徵方式的選用次數上存在顯著差異，按照被選用的次數，這六種表徵方式依次為圖式表徵、語義結構分析、直譯表徵、復述內容、其它表徵和圖片表徵。
  20. 2. the main effect of problem representation types is significant and this significant difference explained that with schematic representation or semantic construction analysis students had better performance than students with other representations ; direct translation, rehearsal representation, pictorial representation or other representation types had no significant differences in performances

    2 、問題表徵方式影響小學六年級學生數學問題的解決，圖式和語義結構分析兩種表徵方式下的成績好於復述內容、圖片表徵、直譯表徵和其它表徵方式下的成績。
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