認知技能 的英文怎麼說

中文拼音 [rènzhījìnéng]
認知技能 英文
cognitive skill
  • 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...
  • 技 : 名詞（技能; 本領） skill; ability; trick; technique
  • 能 : 能名詞（姓氏） a surname
  • 認知 : [心理學] cognition; -gnosis
  • 技能 : technical ability; skill; technique; art; mastery of a skill or technique
  1. Virtual reality technology can provide " participants " with a feeling of being personally on the scene. as a main actor in the virtual environment, userscan control any objects in the virtual environment arbitrarily and can get reaction in time. in the hyperspace of the information, he can get acknowledge with their own percipience and cognition, and, seek the solutin, and form the new conception. the association of the virtual reality technology and java technology intensify the interaction between the users and viryual reality technology. with the interface provided by java, the user can control any objecs and change the attributes ( such as position, angle, color and etc. ). this paper formulizes application of the virtual reality technology in the system of the building seilling which uses the real three dimensions models to replace of static picture ' s and word ' s description. in the process of the practice, the paper analyses the difference between javascript, java claa and java applet, and formulize the their applications in this system

    用戶在多維信息空間中，依靠自己的感知和認知能力全方位地獲取知識，發揮主觀能動性，尋求解答，形成新的概念。虛擬現實技術與java技術的結合增加了虛擬現實技術與用戶的交互功能，用戶可以通過java提供的界面，操縱場景中的任何物體，並改變相應的屬性（如：位置，角度，顏色等等） 。本篇論文闡述了虛擬現實技術應用在售樓系統中，用真實的三維模型來代替原有的靜態圖片及文字描述，在實踐過程中，分析了javascript ， java類，及javaapplet實現功能中的利弊，分別闡述了它們在本系統中的應用，從理論上講，本課題所研究的虛擬現實技術不只適用於售樓系統的電子商務中，同樣可用於軍事和演習、醫學、教育、娛樂和工程設計等領域。
  2. The information technique applied in teaching can help to set up the ideal teaching environment for the high school : which helps to motivate the students to study more interestedly, stressing the corpus function of student as learning people, good to obtain and keep the knowledge, helping to realize buildup and management of the teaching information most effectively, good to realize the spirit of cooperation and to promote the development of the advanced perception ability of cooperative study, to form the frontier spirit of innovation and promote the research study of developing the information ability

    信息技術應用於教學可為高校創建理想的教學環境：有利於激發學生的學習興趣，突出學生的主體作用；有利於知識的獲取與保持；可實現對教學信息最有效的組織與管理；有利於實現培養合作精神並促進高級認知能力發展的協作式學習；有利於實現培養創新精神和促進信息能力發展的探究性學習。信息技術可作為學習對象、學習工具、教學工具這三種方式在高校學科教學中的應用。
  3. Elementary school is an important place where children develop their own behavior and experience social life. it is the beginning of a man ' s social life where man begin to learn the elementary ability in order to join the social life and this period of time has impacted his whole life. with the development in the area of society, economic, sience, technology and the tendency that the education system goes to the direction of " quality education ", the elementary school education has attached importence to children development in aspect of interests, play, intellectiiality, personality etc. based on the interaction relationship between children behavioral development and campus physical space, campus physical space should be able to fulfill the needs for children activities and further more to create the inspiration for their potential development in behavior. for this reason, we should try to plan campus physical mechanism with consideration in children behavioral development and pursuing quality education, make a good pl an of the school environment for chlildren ' s playgame

    小學是兒童身心成長及社會生活體驗的重要場所，是一個人走入社會的開始，一個人從小學開始學到了參與人類社會活動的基本能力並影響到其以後的發展。隨著我國社會經濟、科學技術的迅速發展和教育體制向「素質教育」的轉軌，小學教育更加註重兒童興趣、游戲、認知、人格的全面發展。根據兒童行為發展和校園空間的互動關系，校園空間必須滿足兒童活動的需要，並對他們的行為產生潛在的引導力量。
  4. Art therapy practice is based on knowledge of human developmental and psychological theories which are implemented in the full spectrum of models of assessment and treatment including educational, psychodynamic, cognitive, transpersonal, and other therapeutic means of reconciling emotional conflicts, fostering self - awareness, developing social skills, managing behavior, solving problems, reducing anxiety, aiding reality orientation, and increasing self - esteem

    藝術治療的應用基於人們對個體發展和心理理論的認識，通過教育、精神動力、認知等治療手段來緩解心理沖突，培養自我意識，提高社會技能，增進對行為的自我控制，減輕焦慮，幫助檢驗真實性，提高自尊心。
  5. Cognitive psychophysiology and non - invasive imaging methods of cerebral function

    認知心理生理學與無創性腦功能成像技術
  6. Adaptive development did n ' t balance within chiildren with mr, such as the developmental level in cognitive domain was lowest, while it was highest in social domain relatively

    而認知技能從9歲開始出現減速發展。弱智兒童個體內發展存在著不平衡性，認知領域的發展最差，社會領域的發展最好。
  7. Can our students teach metacognitive skills and test preparation skills for use on end of unit and standardized tests

    我們的學生是否會教后設認知技能以及單元結束測驗與標準化測驗所需的應考技巧
  8. So far, existing brain function evaluation techniques includes electroencephalogram ( eec ), magnetoencephalogram ( meg ), positron emission tomography ( pet ), functional magnetic resonance imaging ( fmri ) etc. among them, the technique using event - related potential ( erp ) contained in eeg features high temporal resolution, low costs and convenient application

    到目前為止，探測大腦活動的方法有eeg （腦電圖） ， meg （腦磁圖） ， fmri （功能磁共振成像） ， pet （正電子發射斷層掃描）等。其中利用包含在eeg中的erp （事件相關電位）進行的研究，能達到毫秒級的高時間解析度，而且器械成本低應用方便，對探索人腦瞬息萬變的信息處理機能（認知機能）無疑是很有幫助的一項技術。
  9. This study suggests that children with mr have great potential to develop adaptive skills. during the education and training for them, what is crucial is to develop their independant and social skills and what is difficult is to develop the cognitive skills, especially the ability of language. moreover it is needed to make individual program according to the character of every child

    以上的研究結果表明，弱智兒童適應行為的發展存在著巨大的潛力，對他們的教育與訓練應以獨立技能和社會技能的發展為重點，以認知技能特別是言語能力的發展為難點，並要根據每個兒童的特點進行個別化教學。
  10. One was the cognitive skill acquisition through problem solving, which could be divided into three stages. the first stage, around 1960 ' s, using the protocol analysis initially, concentrated on the fields of unwell - defined knowledge, with the main research topic shifting from the effects on problem solving to the process of solving the specific problem

    關于樣例學習基本加工機制的研究有兩條線索，一是從問題解決的角度研究人類認知技能的獲取，大概經歷了三個階段：第一階段大約在20世紀60年代，研究范圍集中於知識貧乏領域，所關心的問題由影響解題困難的原因，逐步轉向解決一個具體問題的加工過程。
  11. More and more attention were paid to the role of example in cognitive skill acquisition, to the mechanism of negative transfer in cognitive skill acquisition and the cognitive skip. the other way the basic process mechanisms of learning from worked example developed itself was the research on machine learning based on artificial intelligence. the research can be divided into four stages, with the time ranging from 1960 ' s to nowadays

    到20世紀80年代後期，由於計算機技術的空前發展和在心理學研究中的廣泛運用，關于認知技能的研究越來越細化，研究越來越關注樣例在認知技能獲得中的作用、認知技能獲得中負遷移錯誤的機制、認知跳躍等現象；二是從人工智慧的角度研究機器學習，主要包括四個階段：第一階段是20世紀60年代。
  12. Effects of training on lower - achievers ' meta - cognitive skill in high schools

    中學數學困難生的元認知技能幹預效應研究
  13. 47 " society does not place enough emphasis on the intellect ? that is, on reasoning and other cognitive skills.

    社會沒有給予思維能力，即推理和其他的認知技能，足夠的重視。
  14. Issue47. " society does not place enough emphasis on the intellect ? that is, on reasoning and other cognitive skills.

    社會沒有給予思維能力，即推理和其他的認知技能，足夠的重視。
  15. Metacognitve skill training by reflection on lower achievers in high schools

    中學數學學困生題后反思的元認知技能培訓
  16. The level of cognitive developtment was badly low in children with mental retardation, which was a very important reason why the adaptive behavior level in children with mental retardation was significantly lower than that in normal children, while weakness in language was the key reason for cognitive lag. although children with mental retardation significantly lagged behind normal children in adaptive behavior, they had great potential to develop high - level skills

    弱智兒童適應行為發展水平明顯落後于正常兒童，其中認知技能發展水平的嚴重滯后是一個重要原因，而語言發展障礙又是認知發展滯后的關鍵所在。雖然弱智兒童適應行為發展水平明顯落後于正常兒童，但他們仍有著巨大的發展潛能，尤其是獨立技能和社會技能在整個年齡范圍（ 4 ? 12歲）內都在加速發展。
  17. This is very much based on howard gardner ' s concept of multiple intelligences

    我非常相信在孩子們學習外語的同時也能夠培養他們的認知技能。
  18. We can actually develop our intelligences and as teachers of young learners we have a responsibility to help them to develop their cognitive skills

    實際上我們是能夠發展我們的智力的，作為低齡學習者的教師，我們有責任幫助他們發展他們的認知技能。
  19. This thesis attempts to investigate the english reading strategies used by senior middle school students. cognitive theory emphasizes conscious learning, viewing second language acquisition as a cognitive skill

    認知論認為外語習得是復雜認知技能的習得，閱讀也是一個復雜的認知過程。
  20. Secondly, developmental method which instructs students " efficient gain for knowledge and the development for cognitional skills is rooted on these : the students " characteristics of cognitional process and scientific design for textbooks and instruction method

    較為科學的教學改革思想是：充分了解學生獲取知識的信息加工過程，根據學生認知過程和特點科學地設計教材和教法，通過啟發式的方法引導學生有效地獲取知識，發展認知技能。
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