陳述性知識 的英文怎麼說

中文拼音 [chénshùxìngzhīzhì]
陳述性知識 英文
declarative knowledge
  • 陳 : Ⅰ動詞1 （安放; 擺設） lay out; put on display2 （敘說） state; explain Ⅱ形容詞（時間久的; 舊的） ...
  • 述 : Ⅰ動詞（陳說; 敘述） state; relate; narrate Ⅱ名詞（姓氏） a surname
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 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...
  • 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
  • 陳述 : 1 state; declare; allege 2 statement:僅根據他的陳述 還不能弄清真相。 the truth cannot be known fr...
  1. Abstract : events contributing to the establishment of statistics the science of data and its chemical branch are epitomized. as the new chemical branch named chemometrics or chemstatistics has been disputed in the circles of chemistry for a long time, reasons for adopting chemstatistics are given, which is defined as the science of gathering or generating, describing, summarizing and interpreting the data concerned to acquire new chemical knowledge or information. the fact that many traditional statistical methods, such as significance tests, analysis of variance, regression and correlation, and some others not usually considered statistical, such as model building, monte carlo method, fourier transformation, artificial nerval networks and pattern recognition, each contains one or more of the five connotations of statistics is expounded. the regular pattern that a chemstatistician grows up is approached. the urgent task is to include chemstatistics in the undergraduate or graduate curriculum of chemistry specialty. the goal of the project is to nurture chemists who know statistics

    文摘:本文追溯了統計學發展、建立中的大事，陳述了它的定義及其化學分支發展、建立的梗概；鑒于化學界對該新興化學分支學科的名稱長期存在爭議，提出了以化學統計學而不以化學計量學為該學科名稱的理由，把化學統計學定義為一個研究有關數據的收集或產生、描述、分析、綜合和解釋，以獲得新化學知識或信息的學科；闡明了許多公認屬于統計學的方法，如顯著性檢驗、方差分析、回歸和相關，以及一些尚未認定屬于統計學的方法，如模型建立、蒙特卡羅方法、傅立葉變換和人工神經網路，都含有統計學5個內涵中的一個或多個；探討了化學統計學家成長的模式，認為當務之急是把化學統計學納入化學專業的教學計劃，以培養懂統計學的化學家。
  2. The present study is done under the guidance of the reading theories of contemporary cognitive psychology. starting with an analysis of the reading process, it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading. it is found that declarative knowledge is static, represented by schemata, while procedural knowledge is dynamic, represented by the " if - then " model

    本研究擬以當代認知心理學的閱讀理論為指導，以英語閱讀過程分析為切入口，以中職生（包括職業中專和綜合高中的學生）為主要研究對象，對中國學生個體在閱讀過程中表現出的在以圖式為其綜合表徵形式的靜態性的陳述性知識和以「 if - then 」產生式為其表徵形式的動態性的程序性知識方面的差異進行實際調查，了解造成閱讀困難的根源所在。
  3. The outstanding features of this paper lied in the following aspects : it tried to master the guiding ideology of the reform in science complex ; it tried to find out the optimum biology teaching method : it suggested that the teaching of declarative knowledge should reflect the social meaning and advanced merits ; it proposed applying multiple teaching methods to raise the class teaching efficiency ; it maked reasonable use of all initiative new teaching models, realized the combination of " ability clue " and " knowledge clue ", and endowed the students with the ability to analyze systematically and think in whole. in the period of the revision for the entrance exam, not only the basic knowledge should be consolidated, but their comprehensive ability should be cultivated through the building of subject structure

    本文的突出特點是不僅在宏觀方面力求把握理綜改革的指導思想，而且在微觀方面力爭找準優化生物學課堂教學的切入點：主張陳述性知識的教學要充分體現先進性和社會性；倡導在課堂教學中採取多元化的教學方法和手段，提高課堂教學效率：合理運用各類創新型教學模式，實施構建「能力主線」 ，並和「知識主線」相結合，培養學生的系統分析和整合的思維能力。在迎考復習階段，不但要夯實基礎，還要通過學科知識結構的構建培養學生的綜合能力。
  4. The main topics include : 1 ) an introduction to expert systems, it ' s components, characteristics, inference strategy methods, knowledge representations, and general stages in the development of an expert system

    主要的論題包括： 1 ）專家系統的介紹，它的組成，特性，推理策略方法，知識陳述和開發專家系統的一般階段。
  5. In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research, then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive, associative and autonomous stages of learning

    首先用心理語言學的理論和認知理論解釋語言理解和語言輸出的實質並說明進行學習策略研究的必要性。然後用認知理論分析學習策略，指出學習策略屬於人們的認知技巧，可以通過認知、聯絡和自動無意識三個階段獲得並由陳述性知識變為人們頭腦中的程序性知識。
  6. Besides, this is also a tentative study of the influences of the schema theory on the english reading comprehension so as to verify the relevant researches on reading made by cognitive psychologists and to propose some measures to improve relevant teaching activities. this paper consists of five chapters

    同時，結合有關圖式理論對于英語閱讀理解的影響的探討，來驗證認知閱讀心理學家們對個體閱讀能力表現在程序性知識和陳述性知識方面的差異有關研究，並提出相應的改進閱讀教學的措施。
  7. 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。
  8. Two questionnaires are designed to investigate the subjects " improvement on metacognition. a city general examination is used to examine the effect of training on language proficiency

    本文通過對以往研究的回顧與綜述，取益於陳述性知識與程序性知識，提出了「三步驟三階段元認知」訓練法。
  9. The knowledge is divided into the state - knowledge and the procedure - knowledge, which demands the aims of the curriculum to consider the ability and the strategy rather than to limit the explanation and representation of the nation and the law

    它分陳述性知識和程序性知識。這種新的知識觀要求人們課程的目的不應僅僅局限於概念、法則的闡述與表徵，同時還應考慮到能力與策略。
  10. Research evidence shows that difficulties in reading vary from person to person. problems may either result from lack of declarative knowledge or procedural knowledge. so long as they are diagnosed and solved, effective reading can be expected

    閱讀的障礙可能出現在有關陳述性知識環節上，也可能涉及程序性知識的某個方面，只有找出問題的癥結所在並加以有效的克服，才能提高閱讀的效率。
  11. In fact, there were some factors such as mathematical knowledge, mathematical tactics, schema, metacognition, attitude and so on, which jointly influenced the system of internal psychological mechanism in mathematical problem solving

    通過比較分析，筆者認為陳述性知識、程序性知識、圖式知識、元認知及態度、興趣等因素影響數學問題解決的內在心理機制，而且各影響因素之間相互作用、相互制約共同影響數學問題解決內在心理機制系統。
  12. In the history of the compilation since liberation, the chinese reference books are mainly organized by the explanatory notes and their focuses are stated according to the knowledge. but there are also some questions, such as simple styles and obsolete ideas, which have a deep negative effect upon the chinese teaching

    從建國后中學語文教參編寫的歷史來看，語文教參以注釋模式為主線，以陳述性知識為核心，有體例單一、思想守舊等諸多問題，在語文教學中產生了廣泛的消極影響。
  13. Based on the practical status of the knowledge foundation of the curriculum in china, with regard to the relations of knowledge, ability and accomplishment, this thesis attempts to comprehend the importance of the knowledge in the curriculum of language and literature. taking the objectives and ideas of the curriculum as a principle, this thesis chooses some knowledge, which can improve students " ability and accomplishment, from linguistics, article theory and literature theory to reconstruct the knowledge system of the curriculum according to the three aspects : declarative knowledge, procedural knowledge and strategical knowledge

    本文試圖從我國語文課程中知識基礎的現實狀況，從知識與能力、素養的關系認識語文知識在語文課程中的重要性，並以課程理念為指導思想，從語言學、文章學、文藝學中選出一些有利於學生能力形成和素養提高的知識，最後提出以現代認知心理學為理論依據，按陳述性知識、程序性知識、策略性知識三個方面重新建構語文課程的知識體系。
  14. Chapter 3 concerns the experiments and researches made on individual secondary professional school students " english reading competence, focusing on the correlation between the two sorts of knowledge and effective reading. chapter 4 discusses the specific experiments and their results. the findings and conclusions drawn thereof generally concur with the researches on reading made by cognitive psychologists

    隨后的第四章具體介紹了有關閱讀個體差異的實驗與調查研究，並從實驗與調查的角度出發，討論了陳述性知識的差異和程序性知識的差異對于有效閱讀的影響，指出閱讀個體在閱讀過程中所遇到的困難往往因人而異。
  15. If the students have the metacognitive ability, they will change the declarative knowledge into the procedural knowledge, form the right cognitive guidance, and arouse the innovative consciousness and innovative ability. the metacognitive ability also can bring every positive factor of the students and improve the quality of the students

    培養學生的元認知能力，不僅有利於學生將陳述性知識轉化為程序性知識，有利於學生形成正確的認知導向，有利於學生學習的遷移，有利於啟發學生的創新意識、培養創新能力，而且可以調動學生學習的主動性、充分發揮學生的主體作用，促進學生素質的全面提高。
  16. There are six big problems exist. first, the leaders or the chiefs of enterprises lack of the strategic views, pursue short - term interests excessively, a lot of mistaken ideas exist in training management ; second, system, mechanism and development strategy of management training remain to be perfected and further clarified ; the training is lack of systematical and standardization ; third, the content of courses is outmoded, the way lags behind, the style is blankness, especially lack ability of combination of theory and practice, lack of operating method and technology ; fourth, the system of training effectiveness feedbacks is imperfect, the system of training support is insufficient, which have hindered the transfer of training ; fifth, the individuals who under training have insufficient motivation, also have problems in after training loyalty, and to transfer the obtained knowledge into their work ; sixth, the government institutions do n ' t fulfill it ' s own responsibilities in constructing the system of management training. some training policies and managements even restrict the development of management training

    本論文根據作者的培訓實踐，並參考大量資料，通過觀察、訪問、具體案例分析等闡述了國有企業管理培訓自改革開放（ 1979年）以後的發展狀況及新形勢，完成的主要研究工作有：首先，指出了國有企業管理培訓存在的六大問題，一、國有企業經營管理者缺乏戰略眼光，過分追求短期利益，在管理培訓觀念上存在許多誤區；二、管理培訓的制度、機制及發展戰略有待進一步完善和明確，培訓工作缺乏系統化和規范化；三、教學內容陳舊，方式落後，風格單一，尤其缺少理論聯系實際能力，缺少操作的方法與技術；四、培訓效果反饋體系不健全，培訓支持系統不足，阻礙了培訓成果的轉化；五、受訓者個人接受培訓動力不足，培訓后忠誠性不足，缺乏將培訓所獲知識轉化于工作中的動力；六、政府培訓主管部門對構建管理人員培訓體系的作為不足，某些培訓政策及管理制約了企業管理培訓的發展。
  17. The findings not only show that eliciting mathematical explanation is really helpful to construct declarative knowledge and procedural knowledge, to integrate new and old knowledge, and to generate self - inference and repair students " mental model, but also show that if the teacher provides appropriate intervention, it may have a critical influence on fostering students " understanding

    研究結果表明誘導學生數學解釋的確有助於促進學生陳述性和程序性知識的建構，有助於促進學生對新舊知識的整合，有助於學生產生自我推論和修復心理模型.同時發現教師提供適當的干預對促進學生理解有重要影響
  18. 4. compared with the traditional passive way of teaching, the physics exploring teaching can accelerate students to grasp the knowledge of the expatiation strategy and effectively improve the capability for students to solve the real problems using the knowledge the have learned

    4 、物理探究教學與傳統講授一接受教學比較，可有效促進學生對陳述性、程序性及策略性知識的掌握，並有效提高學生運用知識解決實際問題的技能及探究意識與能力。
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