解題能力 的英文怎麼說

中文拼音 [jiětínénglì]
解題能力 英文
throughput
  • 解 : 解動詞（解送） send under guard
  • 題 : Ⅰ名詞1. （題目） subject; title; topic; problem 2. （姓氏） a surname Ⅱ動詞（寫上） inscribe; write
  • 能 : 能名詞（姓氏） a surname
  • 力 : Ⅰ名1 （力量; 能力） power; strength; ability; capacity 2 [物理學] （改變物體運動狀態的作用） forc...
  • 解題 : solve problems; settle a problem解題程序 problem program; 解題方式 [自動化] problem mode; problem...
  • 能力 : ability; capacity; capability
  1. The ability of analysis, explore, resolve the problem are improved clearly, the skills and initiative of using resource collaboration learning self - guided learning also are meliorated

    數據分析表明，通過教學試驗，學生在對問題的鑒別、探究和解決能力都有明顯提高，學生在協作學習、資源利用和自主學習方面的技巧、能動性都有不同程度的改善。
  2. Many of species of milkweed are among the most dangerous of poisonous plants, while others have little, if any, toxicity

    參考譯文：人類不是擁有智力的唯一物種，高等動物同樣也擁有相當出色的問題解決能力。
  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. Strategics on question solving ability in physics teaching

    物理教學中問題解決能力的教學策略
  5. Finally the 98 items with 6 - point scale were used for the study. these represented a concept of three dimensions, namely a enhancing problem solving and coping capacities ; b applying fundamental principles and standards ; and c working with others and in teams

    最後，研究採用了98項六積點量表的問卷，包括三個方面的概念（一）增強解決問題能力及適應能力， （二）基本原則及標準的運用，以及（三）與人合作和團隊工作。
  6. Finally the 98 items with 6 - point scale were used for the study. these represented a concept of three dimensions, namely a ) enhancing problem solving and coping capacities ; b ) applying fundamental principles and standards ; and c ) working with others and in teams

    最後，研究採用了98項六積點量表的問卷，包括三個方面的概念（一）增強解決問題能力及適應能力， （二）基本原則及標準的運用，以及（三）與人合作和團隊工作。
  7. Excellent analytical, problem solving / decision making skills ; ability to make timely, effective, fact based decisions. includes a strong working knowledge of word processing, spreadsheet and scheduling software

    優秀的分析能力，問題解決能力和決策技能;做出及時，有效，基於事實的決定的能力。包括能熟練掌握和使用文字處理，電子製表和時序安排軟體。
  8. Good coordination and resolving problem capability

    有良好的協調、解決問題能力。
  9. This paper reveals a topic that shows problems of the current english software, which may contribute to the students " distresses in a small advanced level of english study due to the communication breakdowns and technical difficulties in a lan - based environment. this study further enhances the understanding of the instructional design issues, pedagogical and learning theories, and communication practices on net that can improve lan - based educational software design in english study. in the paper, we discuss the guiding learning theories, which will be the key concern in the instructional design of english educational software and point out the theoretical change from stimulinresponse theory to constructivism

    在基於對當前指導英語教育軟體設計的各種理論的研究的基礎上，其中包括對建構主義，刺激反映理論，教學設計理論，局域網及虛擬課堂建構理論，及軟體設計理論等分析，本文試圖從認知角度分析學習理論對軟體設計的重要指導作用，著重強調了英語教育軟體的教學理論由刺激反映理論向針對以學生為中心，激發學生的創造力，探索能力，與問題解決能力的建構主義學習理論的過渡。
  10. 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。
  11. And the immediate consequence of this is that many students can get high marks in exams but are mentally deficient, that can be found in the student ' s question settlement ability and the creative innovates

    這種現象的直接後果是造就了大量的「高分低能」的學生， 「低能」的主要表現就是學生的問題解決能力低下，創新意識不足。
  12. How meta - cognitive training influences the abilities to solve math applied - problems of pupils with different cognitive styles

    元認知訓練對不同認知方式小學生應用題解題能力的影響
  13. While collaboration ability can supply the shortage of its intelligence and knowledge and improve synthesis ability of solving complex problems

    相互合作則是彌補自身智能與知識的不足，提高綜合解題能力的必要條件。
  14. At any rate ， in my opinion ， one of the principal aims of the high school mathematics curriculum is to develop the students ' ability to solve problems

    （以我看，無論如何，中學數學教育的主要目的之一是發展學生的解題能力。 ）
  15. This article insists that the students " ability in solving chemical calculation problems can be improved by the thinking strategy training

    在平時的教學中，我們只要有意識地進行化學計算解題思維策略的訓練，就可以顯著地提高學生的化學計算解題能力。
  16. In the experiment, students " learning strategies level and their study interest can be improved, as well as students " problem solving ability can be strengthen by means of passing - on physics learning strategies in the light of physics knowledge

    在本實驗條件下，結合學科知識進行物理學習策略的傳授可以提高學生的學習策略水平和學習興趣，增加學生的解題能力。
  17. The experiment was based on the theory of cooperative study in the groups. the purpose was to improving students " learning strategies level and students " study interest, and strengthen physics " problem solving ability through mutual cooperation and common advance of junior students with different strategies level

    本實驗是以小組合作學習理論為基礎，通過不同策略水平的初中生相互合作共同促進，以期最終提高學生的學習策略水平、學習興趣及物理解題能力。
  18. Expert system is a kind of intellectual programming system can solve problems in relevant field with expert ' s levels, which can use the experience and special knowledge that domain expert accumulated for many years, simulate the thought process of human expert, solve the difficult problem that generally only expert can do

    專家系統（ expertsystem ）是一種在相關領域中具有專家水平解題能力的智能程序系統，它能運用領域專家多年積累的經驗與專門知識，模擬人類專家的思維過程，求解需要專家才能解決的困難問題。
  19. 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。
  20. 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。
分享友人
分享到 Line

分享到臉書