cognitive characteristics 中文意思是什麼

cognitive characteristics 解釋
認知特徵
  1. Distinguishing the clinical and psychological characteristics between patients with amnestic mild cognitive impairment and very mild alzheimer disease

    遺忘型輕度認知功能損害與極輕度阿爾茨海默病患者臨床和心理學特徵的鑒別
  2. Secondly, draw on the experience of other scholars who have classified the mathematics teaching task based on the cognitive level, from point of view of the level of elaborative faculty, we categorize mathematical task into low - level task and high - level task and the high - level task are divided into two gradations : the lower and the higher. after that, we further analyses the characteristics of each level task

    其次，在借鑒其他學者按認知水平對數學教學任務進行分類的基礎上，我們從思考力水平這個角度把數學教學任務分為低認知水平任務和高認知水平任務，其中高認知水平任務又分為較低和較高兩個層次，並進而分析了各層次數學教學任務的特徵。
  3. Characteristics of cognitive dysfunction in patients with multiple sclerosis

    多發性硬化患者認知功能損害的特點
  4. Visuospatial cognitive characteristics and behavior problem in children with nonverbal learning disabilities

    非言語型學習障礙兒童視覺空間認知特徵與行為問題
  5. Magnetic resonance imaging characteristics of visuospatial location defect in patients with mild cognitive impairment

    輕度認知障礙患者視空間定位缺陷的功能磁共振成像特徵
  6. So target teaching in maths and its evaluation embody the potential developing function in the modem education. this article makes a deep research into the reason and theory of the target teaching and its evaluation, and sets up the classific system about aim teaching ( cognitive aim, intelligence and ability aim, emotional aim ) and its evaluation ( affection process, cognitive process and teaching process ), and evaluation structure ( formation evaluation, diagnosis evaluation and final evaluation ). this research paper also analyses the characteristics of target teaching in maths and its evaluation, and probe into the specific implements and operations about them

    本文對為什麼要開展數學目標教學及其評價的研究和開展數學目標教學及其評價研究的理論依據進行了探討；建立了數學目標教學的分類體系（認知目標、智能目標、情感目標）及數學目標教學的評價維度（情意過程、認知過程、施教過程） 、評價結構（形成性評價、診斷性評價、終結性評價） 、評價模式（目標探究課型、目標應用課型、目標系統課型、目標深化課型） ；分析了數學目標教學及其評價的特點；對數學目標教學及其評價的實施和操作進行了探索；文後附有應用數學目標教學及其評價進行教學的案例。
  7. Mainly by using the historically comparative experience method, and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development, this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy, etc. and finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "

    在對我國小學語文識字教學歷史經驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結所在，探索如何將漢字構字規律與學生的認知規律有機結合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經驗比較法，借鑒漢語言文字學、布魯納的結構主義和現代認知心理學的有關理論，在論述我國小學語文識字教學的學科結構和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結合新課程標準的基本精神，提出「教是為了不教」是識字教學的最終目標，也是我國小學語文教學改革的努力方向。
  8. The cognitive characteristics of fei ma ' s poerty

    論非馬詩歌創作的知性特徵
  9. Based on the theories of children ' s psychological development and cognitive - processed psychology, the researcher probes into the characteristics and reasons of children ' s reading difficulties, arguing that the problems about children ' s reading difficulties should be thought in a broader domain

    摘要本文從心理發展和認知加工角度探討了早期閱讀困難的特徵和原因，揭示了語音意識、視覺空間認知和工作記憶等基本認知能力對早期閱讀困難的影響，提示研究者應從更廣泛的領域關注早期閱讀教育的理論與實踐研究。
  10. Characteristics of on - line metacognitive regulating ability under cognitive context

    認知操作背景下在線元認知調節能力的特徵
  11. By analyzing the essence of the cognitive therapy from its strategy, operatoin process and characteristics, and explaining, from the angle of chinese traditional culture, the confucian psychotherapy - cultivating " qi " and the taoist cognitive therapy - remainig pliant, the author advances some similarities between them, and the connotation and the practical significance of their integration, and puts forward the taoist cognitive therapy based on taoism

    本文從認知治療的取向及策略、過程及特點方面對其進行實質性分析，然後從中國傳統文化的視角入手，著重闡釋和解讀中國儒道文化的心療思路：儒家的信念養氣思路和道家的明道守柔思路，最後提出了儒道文化的心療思路和認知治療的趨同性，論述了將儒道文化的心療思路與認知治療相結合的內涵和意義，並提出基於道家文化的道家認知療法。
  12. The above - mentioned differences originate from cognitive elements, emotion elements and individual personality characteristics, all of which thus makes some people psy - chologically react more seriously, being extremely nervous and even leading to psychological disease

    面對突發公共事件，個體在不同程度上也會出現受挫心理，從而在一定時間內影響到個體的情緒和行為。
  13. This paper focuses on the design collaboration of cn machine tools with nine main domestic factories and the cbid system development. it gets started with researches on the design cognitive mode and the analysis of design thinking experiment, and mainly studies design inspired mode, case knowledge, cognition mode from designers and creative thinking characteristics in industrial design process. the author puts forward an implementary system of case - generating and case - retaining for computer - aided industrial design and builds case evaluation system

    論文針對前期與國內九個主機廠的數控機床造型設計合作與cbid系統研發，以設計認知模式和設計思維分析實驗為起點，重點研究設計中的案例知識對設計師在設計過程中的啟發模式，分析設計師對數控機床工業設計的認知模式和創新思維特點，研究了案例知識的應用，基於案例的創新設計方法和程序，提出了基於機床造型案例的新案例生成方法，構建了基於案例的計算機輔助設計系統新案例生成和案例評價體系。
  14. Chapter 2, theoretical basis includes instructional design and its guidelines, the characteristics and requirements of english instruction in primary school, the definition of collaborative learning and its major concepts, and the value analysis of collaborative english teaching in primary school - - creating the appropriate cognitive and affective environment for young learners

    （四）小學英語合作教學的價值意義。合作學習對小學英語教學的價值主要體現在合作學習為小學生創造了適合英語學習的認知和情感環境。三、小學英語合作教學設計的原則和程序。
  15. Matching between product design and users ' cognitive characteristics

    試論產品設計與用戶認知特性的匹配
  16. The reference points and manager ' s cognitive characteristics in risky situations

    風險情景中參照點與管理者認知特徵
  17. Cognitive characteristics of adults with learning disabilities and educational intervention

    成人學習不良的認知特點與教育干預
  18. Cognitive characteristics of emotional display rule among children with learning disabilities

    學習不良兒童對情緒表達規則的認知特點
  19. Effects of cognitive characteristics on the process of decision making and strategic choice

    決策者的認知特徵對決策過程及企業戰略選擇的影響
  20. An analysis of the subjects ' cognitive characteristics in the traditional product approach to the teaching of writing

    傳統寫作教學理論與主體的認知特徵分析
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