自主性思維 的英文怎麼說

中文拼音 [zìzhǔxìngsīwéi]
自主性思維 英文
autonomous thinking
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 思 : Ⅰ動詞1 （思考;想） think; consider; deliberate 2 （思念; 懷念） think of; long for Ⅱ名詞1 （思路...
  • 維 : Ⅰ動詞1 （連接） tie up; hold together; link 2 （保持; 保全） maintain; safeguard; preserve; keep ...
  • 自主性 : autonomy自主性交易 autonomous transaction; 自主性專業組織 autonomous professional organization
  • 自主 : 1 （自己做主） act on one s own; be one s own master; decide for oneself; keep the initiative in ...
  1. Rationalism considered the spirit and reason, which comes from the natural ideas of god, as the basis of knowledge. this is apriorism. and empiricism considered that human ’ s knowledge come from experience. the collection of perceptions constructed the experience

    唯理論的觀點認為知識的合理性基礎是人的思維和理性，理性來自於上帝的「天賦觀念」 ，它是先驗的;而經驗主義的觀點認為人的一切知識都來自於經驗，人對事物感覺的聚合構成了人的經驗。
  2. This thesis did the trial explore on two aspects : one is that the author have found 2 public factors of non - intelligence which have the important influence to the high school students : independence frontier spirit and business consciousness with cooperation ; the other is that, on the strategy of non - intelligence training, the author put forward " the principle of respect students " personality " and " anonymous principle ", which have been neglected by tradition education

    一是通過主成分分析的研究，筆者找到了對中學生有重大影響的非智力素質主導成分中的公共因素：自主創新精神和合作創業意識。二是在探索培養中學生非智力素質的策略方面，筆者提出了「個性化原則」和「匿名原則」等傳統教育較為忽視的原則；同時，分析了「認知法」和「思維訓練法」等培養方法對于非智力素質培養的可行性。
  3. In china, culture poverty in the impoverished and backward areas mainly includes such features as poor knowledge, large population of illiterates and semi literates, low desire for knowledge, being conservative, getting accustomed to out - dated life style, low interest and enthusiasm in labor and production, passive attitude of reliance on others, lack of ideal and aspiration, lack of entertainment equipment and living a dull life. it is common for our people to have out - dated ideas and narrow minds. they tend to be low, timid and loose

    在中國現階段，貧困落後地區的文化貧困主要表現為：知識貧困，文盲半文盲人口多，人們求知慾低；思維遲鈍，思想保守，習慣于舊式生活方式；生產興趣弱化，勞動積極性不高，等待、依賴心理較為明顯；精神空虛，得過且過，缺乏理想和追求，沒有進取精神；文化娛樂設施嚴重缺乏，生活單調；價值觀念陳舊，觀念更新極慢：情緒低落，自卑感強，行為鬆散。
  4. Dewey and bacuwa ^ arekcapobuy cyxouy h cku u " s educational theories and the modeling, i present the teaching aims that correspond to the sustainable development strategy and demands of quality - oriented education, and develop the students " critical ideas, and develop their speaking, organization and writing abilities. developments of cooperation ; and students " consciousness of caring environment and society, are all important strategies when teaching sustainable development and the quality of using sustainable development strategy to settle all kinds of problem. i propose two educational models for implementing sustainable development strategy

    本文在杜威的教育思想、蘇霍姆林斯基的教學思想以及建構主義的指導下，提出了符合可持續發展思想與素質教育的要求相一致的教學目標：培養學生的思維能力，尤其是批判性的思維能力；培養學生的口頭表達能力、組織能力以及書面表達能力等多方面能力；培養積極的合作態度；培養學生關注自己周圍的環境、關心社會的意識以及運用可持續發展的思想去認識、分析問題的素養。
  5. The inner element which decides what to say and how to say is host ' s quality, including his thinking ability, cultural accumulation, attitude for living, world outlook, methodology, etc. the outer element is the context that the individuality stems from and exists in, and it ' s decided by the present situation and trendency of times, program ' s cultural orientation, the choice of topics, the situation of scene, etc. ? 2

    決定說什麼和怎麼說的內部因素是主持人自身的素質，包括他的思維能力和品質、文化積累和生存態度、世界觀和方法論。外部原因也是個性產生和存在的交際語境，它取決于時代發展的現狀和趨勢，節目的文化定位，以及具體交際時的話題選擇、受眾層次和現場情境等。
  6. The independent study " four - link " teaching method includes four links : leading self - study, organizing discussion, less teaching to answer questions, practices to improve. with optimizing the class teaching, reforming the teaching method, paying attention to instruct the study method, this method develops the self - study ability, expressing ability, analyzing and criticizing ability and creating ability of middle school students, let them play their independent roles in classroom. and this makes the classroom full of energy, improves the students " knowledge, ability, consciousness and behavior at the same time, and lets the students " study get gain, get thought and get effect

    思想政治課「四環節」教學法包括「引導自學? ?組織討論? ?精講解惑? ?實踐提高」四個環節，它從優化課堂教學入手，從改革教法方面突破，從指導學法上下工夫，培養中學生自學能力、表達能力、分析批判能力及創造性思維能力，充分發揮其課堂主體作用，使課堂教學充滿活力，使學生知識、能力、覺悟、行為同步提高，課堂學習學有所得，學有所思，學有成效，能運用辯證唯物主義和歷史唯物主義的觀點分析和解決現實生活中的實際問題。
  7. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  8. By studying the present state of mathematics problem solving of students and in terms of emphasizing the students " initiative, self - consciousness and subjectivity in mathematics problem solving, the essay points out that the mathematics problem solving is a kind of complex thinking activity and the key factors in solving mathematics problem is the self - regulated ability of students

    本文通過研究學生數學解題的現狀，從重視學生數學解題的主動性、自覺性和主體性的角度出發，指出：數學解題是一種復雜的思維活動，影響學生數學解題能力和解題質量的關鍵因素在於學生的自我監控能力。
  9. The results show that setting matrix and geometrical transformation as a selected topic at senior high schools is not only necessary but also feasible. this topic meets the characteristics of students in senior high schools, and can satisfy their development. the results also show that matrix and geometrical transformation can broaden span of view, boost up study interesting, promote development of capability, enhance self - confidence, and build up the ideal and skills of using mathematics finally, several suggestions about the compiling work of new teaching materials and teaching work in practice under new standard were given

    其次，本研究進行了「矩陣與幾何變換」這一選修專題的試驗班教學，對所做教學設計的科學性、所編寫教學材料的有效性與適應性進行了實踐檢驗，結果表明，在高中數學課程中開設矩陣與幾何變換這一選修專題不僅必要而且可行；矩陣與幾何變換這一選修專題的知識既符合學生全面發展的需要，又符合學生的學習特點；發現矩陣與幾何變換對學生全面發展所具有的促進作用主要有：能開闊學生視野，增強學習興趣，增加數學學習的信心，促進學生辯證思維能力的發展，有利於培養學生自覺應用數學的意識與能力等。
  10. The main content of the experiment is " opening up and independence are teaching symptom of exploratory reading, raising questions are its teaching emphasis, innovating in thought is its teaching core "

    實驗的主要內容為： 「開放自主是探究性閱讀的教學表徵，質疑問難是探究性閱讀的教學重點，思維創新是探究性閱讀的教學核心」 。
  11. But in the metalearning course, the adult can sense that himself is just the manager. the development of independence and self - reflection can make the personality run to perfection

    成人在元學習過程中能意識到自己是學習的主體，從而促使其主體性人格和獨立反省思維得到發展、其個性趨向完善。
  12. The paper consists of three portions. the 1st portion introduces native and foreign act theory. it remarks the merit and shortcoming of the cause - effect act theory, the destination act theory, the social act theory and the personality act theory, induces and summarizes their thinking manners, refers their research restriction of monism, and sets up the dualistic methodology

    本文分為三個大的部分，第一部分是介紹中西方的行為理論，主要就大陸法系的因果行為論、目的行為論、社會行為論、人格行為論的優劣分別作了簡要評說，並就這幾種理論的思維方式作了歸納總結，指出該理論的不完善來自一元思維方式帶來的研究局限性，進而提出二元論的研究方法。
  13. It is sorely important autonomy and development of the minority are as to turn out national personnel. we should take a new point of view to solve national problem in the new century. we believe, as a result of the leadership of the cpc and the unity of the people of various nationality in ning xia hui autonomous region, a miracle of modern socialist construction is sure to appear

    寧夏回族人民解放和發展的歷程，使我們深刻認識到：馬克思主義能夠解決中國的民族問題；民族問題與社會主義現代化建設密切相關；自治權利是民族區域自治制度的核心；培養民族幹部對民族地區的自治和發展繁榮至關重要；提高民族素質的關鍵途徑是大力發展民族教育事業；我們應不斷克服慣性思維，樹立解決新世紀民族問題的新觀念。
  14. Second, this thesis also compared and analyzed the styles of thought of chinese, japanese and american, such as the obscure styles of thought of chinese, the agile styles of thought of japanese, the logical styles of thought of american, and how they had an influence and restriction on their business culture, business enterprise culture and business economy

    其次，從中日美的思維模式特徵，諸如中國的籠統、模糊式思維，日本的靈性主義思維，美國的分析、邏輯式思維等對各自的商業文化、商業企業文化、商業經濟特徵的影響和制約。
  15. But by absorbing the reasonable viewpoint of eliminating the fact / value dichotomy, going in line with the standard of rational acceptability extended by humans ' ecological practice and being based on the analysis of the complex relations of fact and value in life community, rather than by following the traditional deductive model of justification we can create a way of justification with nonlinear thinking and integrative arguments, and thus we can not only avoid " the naturalistic fallacy ", but also put forward a non - logical justification for ecological ethics

    但通過吸納社會領域消解事實與價值絕對二分的合理主張，並根據人類生態實踐而擴展道德論證的可合理接受性標準，在分析生命共同體中事實與價值的復雜關系的基礎上，創設一種非線性思維的綜合論述的證明方式，而不是沿用傳統的演繹模型的證明方式，就既可以避免「自然主義謬誤」 ，又能夠對生態倫理學做出一種非邏輯形式的合理論證。
  16. With the guidance of this new approach, this dissertation has done the research on " autonomy, school autonomy, the relationship between school autonomy and society, the relationship between the school autonomy and the individuals within the school ". with the above research, the following statements have been found. autonomy is the existing and developing presupposition and foundation of any individuals and social institutions with life ; the school autonomy is the inward originated nature of school itself and the conditional independence, self - vitality and personality of school in the interactions with various objectives

    在這一新的思維方式的指導下，通過對「自主性」 、 「學校的自主性」 、 「學校的自主性與社會、學校的自主性與學校內部個人關系」的研究，可以發現，自主性是任何有生命性的個人、社會機構生存和發展的前提和基礎，學校的自主性是學校本身所具有的內在的固有屬性，是學校在同客體相互作用中所表現出來的相對獨k飛博士學位論文mdoctmdissertation立性、自身的活力和個性。
  17. Teaching practice has become programmable labor without man ' s involving since a long term ; and teachers ' thoughts are tied up by traditional teaching method when facing authorative textbooks ; so the students become machines absorbing knowledge passively. " subject losing " teaching has lost his own original meaning of teaching

    教師和學生作為教學實踐活動的兩個主體是教學實踐活動固有的性質決定的，但是長期以來，教學實踐成了程序性勞動，教師面對權威的教材、教學方法束縛了自己的思維，學生則成了被動吸收的機器。
  18. The curriculum framework of massachusetts state states its ideas in ten points which include the relationship between language and thinking, challenging learning, reading, writing and intelligence, media, instruction giving, curriculum building, strategies and self - determination, voice of oral and written presentation, sense of being common and unifying force of language, etc. 2

    美國麻薩諸塞州課程標準從十個方面闡述了其課程理念，這十個方面包括語言與思維的關系、挑戰性學習、閱讀、寫作與智力、媒體、指令傳授、策略與自主性、課程構建、口頭與書面表達特色、民族共同感和語言凝聚力等內容。
  19. The use and effectiveness of discussion method for self - examination in practice in nursing teaching were introduced. it is showed that the effectiveness in this method in fostering the nursing student " s critical thinking ability mainly embodies 4 respects : exchanging the clinical experience among the students, and heightening the enrichment and diversify of the practice ; enhancing the self - confidence and adaptation to circumstance of students ; developing the ability and habit of constientious self - examination and control to self - cognitive and thinking activity process ; understanding the patient " s emotion and needs, self - examination to self feeling and attitudes, and establishing gradually the correct and scientific concept of value

    介紹了實踐反思討論法在護理教學中的具體應用和效果，闡述了該法對于培養學生評判性思維能力的作用主要體現在四個方面： （ 1 ）使學生分享彼此的臨床經驗，增加實踐的豐富性和多樣性； （ 2 ）提高護士自信和環境適應能力； （ 3 ）養成對自己的認知和思維活動過程自覺反思、調控的能力和習慣； （ 4 ）了解病人的情感和需要，反省自己的情感和態度，逐步確立正確的學科價值觀。
  20. More importantly, information literacy education should involve in the whole process in future research projects, to cultivate students the attitude and methodology to learn independently and to participate with criticism and strong social responsibility. information literacy education should also educate medical school graduates the ability to apply information literacy in problem solving and their innovative thinking, and therefore enhance their information literacy and turn them into life - long learners

    同時參照美國大學與研究型圖書館協會指導委員會（ acrl ）制訂的《高等教育信息素養能力標準》 ，結合一個臨床科研課題?子宮內膜異位癥的誘導因素，全程跟蹤，以個性化教學的方式培養學生獨立自主學習的態度和方法，以批判精神以及強烈的社會責任感和參與意識，培養學生將這些信息能力用於實際問題的解決和創新性思維中，從而提高和加強他們的信息素質。
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