認知策略 的英文怎麼說

中文拼音 [rènzhīcèlüè]
認知策略 英文
cognitive strategy
  • 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...
  • 策 : Ⅰ名詞1 （通「冊」 古代寫字用的竹片或木片） bamboo or wooden slips used for writing on in ancient ...
  • 略 : Ⅰ名詞1 （簡單扼要的敘述） summary; outline; brief account; résumé: 節略 memorandum; aide mémoire;...
  • 認知 : [心理學] cognition; -gnosis
  • 策略 : 1 （制定的行動方針和斗爭方式） tactics 2 （講究斗爭藝術） tactful 3 [數學] （對策） policy; strat...
  1. Rebecca oxford ' s strategy inventory for language learning was employed to study six types of learning strategies : memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy and their effects on the reading, listening, writing, cloze, grammar and oral test performance of nmet

    研究結果表明，在各項策略中，補救策略、元認知策略、認知策略使用頻率相對較高，而記憶策略、情感策略和社會策略使用頻率較低。學習策略與高考成績有顯著的正相關。
  2. Effects of prefrontal cortex damage on the general intelligence, cognitive strategy and self - monitory capability of the lndividual

    認知策略與自我監控能力影響的研究
  3. According to the theory of information - processed psychology, the teaching and learning strategies of nonage reading for infants include repeat, finish machining, organizing, cognizing and so on

    摘要從信息加工心理學的理論看，早期閱讀的教與學的策略包括復述策略、精加工策略、組織策略和認知策略等。
  4. The study is developed from o ' malley & chamot ' s framework of learning strategies, in which metacognitive strategies, cognitive strategies and social / affective strategies are included

    本研究圍繞o ' malley和chamot的學習策略框架展開，將學習策略分為元認知策略、認知策略和社會情感策略三個層次。
  5. The researcher adopts the scheme of learning strategies given by o ' malley and chamot ( 1990 ) to illustrate the significance of using learning strategies in english learning, mainly in listening and speaking activities which are dominant in english classes at the preliminary stage of primary school. various metacognitive, cognitive, social and affective learning strategies are presented in this chapter

    採用o 』 malley和chamot ）的學習策略體系，詳細介紹了各種策略（包括認知策略、元認知策略、社會與情感策略）的內容並結合小學生的心理特點和認知特點論述了在英語學習中運用學習策略的重要性口第五章是實驗報告。
  6. The classification of reading strategies is based on o ' malley & chamot ' s ( 2001 ) strategy framework, with reference to other related researches and consideration of the reading practice of senior students. the thesis mentions 8 metacognitive strategies : arranging and planning, advance organization, directed attention, selective attention, self - management, self - monitoring, self - evaluation, and self - reinforcement ; 10 cognitive strategies : contextualization, resourcing, deduction, inferencing, elaboration, transfer, translating, note - taking, applying images and sound, summarizing

    對閱讀策略的分類，作者參照《英語課程標準》的要求，考慮了中學生閱讀的實際情況，也參考了其他學者的研究，並對o 』 malley chamoto ）的分類作了調整，提出8種元認知策略：計劃安排、預先組織、集中注意、選擇注意、自我管理、自我監控、自我評價、自我鼓勵； 10種認知策略：利用上下文情境、利用目標語資源、演繹、推測、拓展、遷移、翻譯、記筆記、利用圖象聲音、總結。
  7. Inspired by the teaching implications drawn from metacognative strategies in langauge comprehension, i try to design the teaching procedures, from cognitive perspective, as cognitive selection, cognitive acquisition, congnitive construction and comprehensive cognition

    根據語言理解的超認知策略對教學的啟示，教學設計可分為認知選擇、認知習得、認知建構和綜合認知幾個步驟。
  8. The theoretical basis for this experiment is the strategic study theory. this experiment involves new researches on memorizing geographic knowledge with high efficiency, organization strategy, intensive processing strategy and thinking strategy in the study of geology, and how to combine the basic knowledge strategy with teaching of geography classes. this is reflected in chapter 2 of this thesis

    實驗的理論基礎是學習策略理論，實驗中，對高效記憶地理知識、地理學習中的組織策略、精加工策略、思維策略、以及元認知策略如何與地理課堂教學相結合，作了一些新的探索，這一點體現在本文第二章中。
  9. Metacognitive strategies : e. g., centering your learning, arranging and planning your learning, evaluating your learning

    后設認知策略：例如，集中學習、安排計劃學習、評估學習。
  10. Undoubtedly there exist many factors to affect their way of pursuing the communicative goals of a reading task

    認知策略主要是學習者為了更有效的識別、理解、保持和提取信息而採取的策略。
  11. We must integrate the constructive learning theory with the objective learning theory, and syncretize four types of learning strategies, including cognitive learning strategy, zone proximal development, scaffolding theory and advanced organization learning theory, and assimilate the excellences of objectivism ' s behavior instructional design theory and cognitive flexibility instructional design theory

    研究發現，適應性學習系統的理論基礎包括：建構主義學習理論和行為主義學習理論，元認知策略、最近發展區概念、支架式學習和先組織者學習等四種學習策略，傳統目標行為理論和認知彈性理論所指導的教學設計策略。
  12. A research on the relationship between the anxiety level and cognitive strategies of students

    中學生不同焦慮水平與認知策略研究
  13. First, they differ in the quantity, expression, organization and type of knowledge. second, they differ in the level of thinking development. third, they differ in the quantity, layer and choice of cognitive strategies

    主要表現在知識的多少、知識的表徵、知識的組織及知識的類型上的差異；思維發展水平上的差異；認知策略掌握的數量和層次上的差異；選擇認知策略的差異以及元認知監控與調節上的差異。
  14. Metacognitve strategies refer to strategies of advance preparation, directed attention, selective attention, self - management, self - monitoring and self - evaluation

    元認知策略包括預先準備策略、集中注意策略、選擇注意策略、自我管理策略、自我監控策略及自我評價策略。
  15. The results of research on how much knowledge middle school students acquire and on what listening strategies they often use show that listening strategies, especially the strategies of directed attention, selective attention, self - management, self - evaluation, elaboration, transfer, note - taking, contextualisation, keyword - using and self - talk, often play a major role in students " achievements of listening comprehension

    特別是元認知策略中的集中注意策略、選擇注意策略、自我管理策略和自我評價策略，認知策略中的聯想策略、遷移策略、簡記策略、藉助上下文策略和利用關鍵詞策略以及社會情感策略中的自我交談策略非常明顯地影響著中學生的英語聽力能力。
  16. The following conclusions are thus drawn : first, learners have developed the metacognitive strategies positively, especially in terms of selective attention, self - management, self - monitoring and self - evaluation ; second, at the different proficiency levels, the metacognitive strategies learners employ vary in contents and degree

    得出的結論為：第一，學習者的元認知策略在這3年中朝著積極的方向發展，其中選擇注意力、自我管理、自我監控和自我評估等策略發展最為有效；第二，在不同的學習階段，學習者使用的元認知策略在程度和內容上都有差異。
  17. Like humans, dogs have in complex cognitive strategies and have a more complicated brain structure than many other animals

    犬類也像人類一樣，有著復雜的認知策略，其腦部結構較其它許多動物為復雜。
  18. 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。
  19. It was found that cognitive and compensation strategies are the most powerful constructs in accounting for the test score variation for chinese high school students

    本試驗也發現了六大策略中，認知策略和補救策略對學生高考成績的差異有更強的解釋力。
  20. Results showed that the memory category was the most frequently employed language learning strategy in this study, followed by affective strategies, metacognitive strategies and cognitive strategies, with compensation and social strategies the least used. the relationship between language learning strategies and gender was investigated using anova. results showed no significant differences by gender in the overall strategy use, but more metacognitive and social strategies by girl students at the level of specific strategies

    多重比較（ posthocmultiplecomparisons ）的結果顯示，我國中學生的總體策略使用情況是：最常用的學習策略是記憶策略，其次是情感策略、元認知策略和認知策略，最不常用的是補償策略和社交策略；對性別和學生運用英語學習策略的關系採用方差分析（ anova ）進行了探討，結果表明，我國中學生在整體學習策略運用上沒有顯著的性別差異，但在個別學習策略的選擇上，女生比男生更經常運用元認知策略和社交策略。
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