認知內驅力 的英文怎麼說
中文拼音 [rènzhīnèiqūlì]
認知內驅力
英文
cognitive drive- 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
- 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...
- 內 : 名詞1. （內部; 里頭; 里邊） inner; inside; within 2. （妻子或妻子的親屬） one's wife or her relatives 3. （姓氏） a surname
- 驅 : 動詞1. （趕） drive （a horse, car, etc. ） 2. （快跑） run quickly 3. （趕走） expel; disperse
- 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...
- 認知 : [心理學] cognition; -gnosis
-
Abstract : the college students ' motivation consists of two parts : internal motive power of learning and internal motive power of self ? improvement
摘要:大學生學習動機的有效成份主要是認知內驅力和自我提高內驅力。Foster math learning disability students study motivation and interest through : a ) brain storming, seek multiplied solutions to the same problem, one problem presented in different forms, one problem for different possible solutions and induce the regulation ; b ) explore the beauty of math at length ; c ) stress on the verbal expression effect in math teaching ; d ) create situations for the voluntary selection, satisfy their inner drive for cognition ; e ) stimulate the positive emotion to activate their study interests ; 3
2 、激發數困生的學習動機，培養學習興趣。主要採取如下措施：開闊思路，一題多啟，一題多解，一題多變，總結規律；充分挖掘數學美；加強語言表達在數學課堂中的修飾作用；創設情景，增強學生自我選擇，滿足其固有的認知內驅力；調動學生的積極情感，以激活學習的動機。Chapter three a transfer view on physical law teaching this chapter discusses the positive transfer in stimulating students physical law study from five aspects in widening innovative teaching, that is, exploring the laws from the relationship between subject phylog - eny and real life, holding the laws from the relationship between subject knowledge structure and leaning cognition, handling the laws from the relationship between subject practice and study discovery, reflecting the laws from the relationship between the specula " s characteristics of the ways of thinking in physics and the students " mental formulary in physics study, and reinforcing the laws from the relationship between eliciting students common consciousness and their motivation
第三章物理規律教學的遷移觀本章嘗試在從學科發展史與現實人生的關繫上探尋規律、從學科知識架構與學習認知的關繫上掌握規律、從學科實踐與學習發現的關繫上運用規律、從學科思維品質與學習心理定勢的關繫上反思規律，從引發情感共鳴與學習內驅的關繫上強化規律等五個方面加以討論，努力拓寬創新教學，努力促進學生物理規律學習的積極遷移。
分享友人