程序性知識 的英文怎麼說

中文拼音 [chéngxùxìngzhīzhì]
程序性知識 英文
procedural knowledge
  • 程 : 名詞1 （規章; 法式） rule; regulation 2 （進度; 程序） order; procedure 3 （路途; 一段路） journe...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
  • 程序 : 1 （進行次序） order; procedure; course; sequence; schedule; ground rule; routing process 2 [自動...
  1. In lots of implementation fields of ai, expert system is a classis intelligent implement system, whose goal is researching how to design a computer program bases on knowledge, to simulate the ability that human expert solutes special problems

    在眾多的人工智慧應用領域中，專家系統是近30年來發展起來的一種極富代表性的智能應用系統，旨在研究如何設計一種基於知識的計算機程序系統來模仿人類專家求解專門問題的能力。
  2. The rbep has analytic advantages of simplicity, innovation, stronger verisimilitude and less falsification. the rbep will suggest ( a ) assemblages of routines ( procedural knowledge ) with structural and coherent dimensions configure firm

    以慣例為基礎的演化論觀點提出：一、企業是慣例（程序性知識）及其結構性和連貫性維度構造的集合。
  3. 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。
  4. Solving maths problems is a creative maths thinking activity. in this process, the leading function of meta - cognition knowledge of maths is presented on its controlling procedural knowledge, directing and supporting contextual knowledge, gathering evaluation knowledge and adjusting meta - cognition experience. through the questionnaire of maths meat - cognition for students, the author finds that students " maths meta - cognition capability can be improved

    數學問題解決是創造性的數學思維活動，在數學問題解決過程中，數學元認知知識的統攝作用表現在程序性知識的控製作用、情境性知識的引導和支持作用、評價性知識的收斂作用、數學核心思想的調控作用、數學思維模式的規范作用、策略性知識的啟發作用；數學元認知體驗的調節作用表現在修正目標、改組數學元認知知識和激活策略；數學元認知的監控作用表現在定向、控制、調節。
  5. 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。
  6. Under the direct of the new theory, this article want to think much of the mental operation and speech operation and the apperceive, comprehension, experience till the activity rule of creativity and the character of the students in their reading activity. this article want to expand the students " verbal skill training domain, and conceive reading mental skill training mode to let the students master the systemic knowledge about reading

    本文試圖在最新理論的指導下，重視學生閱讀活動中的心智運作和言語操作，重視學生在閱讀過程中的感知、理解、體驗以至於創造的活動規律和個性特點，努力拓展語文言語技能訓練的領域，構建閱讀心智技能訓練模式，以期讓學生掌握有關閱讀的程序性知識。
  7. Besides, this is also a tentative study of the influences of the schema theory on the english reading comprehension so as to verify the relevant researches on reading made by cognitive psychologists and to propose some measures to improve relevant teaching activities. this paper consists of five chapters

    同時，結合有關圖式理論對于英語閱讀理解的影響的探討，來驗證認知閱讀心理學家們對個體閱讀能力表現在程序性知識和陳述性知識方面的差異有關研究，並提出相應的改進閱讀教學的措施。
  8. Based on the cognitive psychology, the excessive attention paid to developing the students ' stating knowledge has transferred to developing students ' processing knowledge in order to develop students ' reading skills and the abilities of cognitive strategies

    以認知心理學為基礎，力求使教學從過于注重學生陳述性知識的培養轉到同時注重學生程序性知識的培養，即培養學生的閱讀技能和認知策略的能力。
  9. Two questionnaires are designed to investigate the subjects " improvement on metacognition. a city general examination is used to examine the effect of training on language proficiency

    本文通過對以往研究的回顧與綜述，取益於陳述性知識與程序性知識，提出了「三步驟三階段元認知」訓練法。
  10. The knowledge is divided into the state - knowledge and the procedure - knowledge, which demands the aims of the curriculum to consider the ability and the strategy rather than to limit the explanation and representation of the nation and the law

    它分陳述性知識和程序性知識。這種新的知識觀要求人們課程的目的不應僅僅局限於概念、法則的闡述與表徵，同時還應考慮到能力與策略。
  11. 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。
  12. In fact, there were some factors such as mathematical knowledge, mathematical tactics, schema, metacognition, attitude and so on, which jointly influenced the system of internal psychological mechanism in mathematical problem solving

    通過比較分析，筆者認為陳述性知識、程序性知識、圖式知識、元認知及態度、興趣等因素影響數學問題解決的內在心理機制，而且各影響因素之間相互作用、相互制約共同影響數學問題解決內在心理機制系統。
  13. 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。
  14. Chapter 3 concerns the experiments and researches made on individual secondary professional school students " english reading competence, focusing on the correlation between the two sorts of knowledge and effective reading. chapter 4 discusses the specific experiments and their results. the findings and conclusions drawn thereof generally concur with the researches on reading made by cognitive psychologists

    隨后的第四章具體介紹了有關閱讀個體差異的實驗與調查研究，並從實驗與調查的角度出發，討論了陳述性知識的差異和程序性知識的差異對于有效閱讀的影響，指出閱讀個體在閱讀過程中所遇到的困難往往因人而異。
  15. 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。
  16. 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。
  17. 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
  18. Shortcomings are becoming increasingly apparent in modern instruction, which is characteristic of monologue, including too much emphasis on knowledge transference, over - protruding of teacher ' s subjectivity, over - certainty of instruction contents and over - emphasis on instruction procedures

    當前，以「獨白」為特徵的現代教學的弊端日漸突出，具體表現為過分追求知識傳授，教師的主體精神過于彰顯，教學內容過度確定，教學過程過于注重程序性，等等。
  19. 4. compared with the traditional passive way of teaching, the physics exploring teaching can accelerate students to grasp the knowledge of the expatiation strategy and effectively improve the capability for students to solve the real problems using the knowledge the have learned

    4 、物理探究教學與傳統講授一接受教學比較，可有效促進學生對陳述性、程序性及策略性知識的掌握，並有效提高學生運用知識解決實際問題的技能及探究意識與能力。
  20. This paper elaborates the links between mathematics tactful knowledge and stylized teaching method, remains to pay attention to the application of the stylized method in mathematics teaching and holds that it would he beneficial for both the absorption and digestion of the mathematics tactful knowledge

    摘要本文結合高職類大專數學課程的教學，闡述了數學教學中的程序化方法與策略性知識的聯系，認為在數學教學中注重數學程序化方法的講授，將有利於數學策略性知識的學習與掌握。
分享友人
分享到 Line

分享到臉書