cognitive flexibility 中文意思是什麼

cognitive flexibility 解釋
認知彈性
  • cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
  • flexibility : n. 1. 揉屈性，撓性，柔（韌）性。2. 機動性，靈活性。3. 彈性，塑性；（光的）折射性。
  1. During the development of modern education technology, all kinds of instructional theories. learning theories, such as. behaviorism, cognitivism. constructivism, and cognitive flexibility theory

    在現代教育技術發展的過程中，出現了各種學習、教學理論，比如行為主義理論、認知主義理論、建構主義學習理論、人本主義理論以及認知彈性理論。
  2. During the development of modern education technology, all kinds of instructional theories, learning theories, such as, behaviorism learning theories, cognitivism learning theories, constructivism learning theories, and cognitive flexibility theory

    在現代教育技術發展的過程，出現了各種教學理論、學習理論，比如行為主義理論、認知主義理論、建構主義理論、人本主義理論以及認知彈性理論。
  3. Problem - knowledge environment, where based on solving ill - structured problems, students may construct mathematics. by " doing mathematics " or exploring " mathematics experiment ", they may invent or discover some new mathematics knowledge by themselves. this is a challenge to traditional learning, which belongs to innovative learning. in microcosmic aspects, based on broad sense of knowledge idea, we make id for primary adaptive learning environment, while based on cognitive flexibility theory, we make id for senior adaptive learning environment

    高級學習環境是一個再發現、再創造、建構數學知識的環境，其主要作用是促進學生基於數學問題解決，通過「做數學」 、探究「數學實驗」而進行再發現、再創造和建構新的數學知識和數學模式，這是一個數學創新學習的環境。
  4. Case teaching have its theory base : transfer the ory, information processing theory, cognitive flexibility theory, teaching communication theory and form learning theory

    2 、案例教學深刻的理論基礎：遷移理論、信息加工理論、認知彈性文本理論及教學交往理論、頓悟學習理論。
  5. 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。
  6. On the relationship between children ' s cognitive flexibility and verbal ability

    幼兒認知靈活性的發展及其與言語能力的關系
  7. Next, from the perspective of solving the problems, the article draws some rational and mature functional modules from the existing network courses and puts forward the corresponding solving tactics to the above problems. in addition, referring to the theories on learning styles, learning motivations and cognitive flexibility, etc., the article proposes five key elements of constructing the personalized net - based learning environment : 1. educational principle : regard the instructivism and constructivism as equally important position

    然後從問題解決的角度出發，汲取了現有網路課程的一些合理而成熟的功能模塊，並針對上述問題提出了相應的解決策略，同時參照學習風格、學習動機以及認知彈性等理論，提出了建構個性化網路學習環境的五大要素: 1 .教育原理:教學主義與建構主義並重2 .課程前測:充分考量學習主體3 .課程設計:注重信息環境的創設4 .認知工具:融入認知策略5 .學習歷程:提供智能的監控與指導接著本研究採用xml語言、 rss和asp動態網站開發技術，同時借鑒智能代理的一些功能建構了系統化的個性化網路學習環境。
  8. Teaching of mathematical modeling in normal university with guide of cognitive flexibility theory

    認知彈性理論指導下的高師數學建模教學
  9. On the agreement of cognitive flexibility in executive function with education

    腦卒中患者執行功能的研究
  10. The research of experiment about cognitive flexibility of 3 4 - year - old children

    4歲幼兒認知靈活性實驗研究
  11. The research progress of the development of cognitive flexibility in executive function

    執行功能中認知靈活性發展的研究進展
  12. A research on relations between mental health and cognitive flexibility of middle school students

    中學生心理健康水平與認知靈活性關系研究
  13. A comparative study of the results of working memory and the reading of scientific essays of college students with different cognitive flexibility

    不同認知靈活性大學生工作記憶和科技文閱讀成績的比較
  14. " cognitive flexibility enables you to know how to communicate differently in a business environment than you would with your friends, " she added

    她補充說： 「認知靈活性能讓你知道在商務環境中如何與人溝通。 」
  15. Through text annotation, the findings show that : ( 1 ) it is the flexibility and diversity of learning ways in the university that lead to two different evaluated criteria to learning that caused students ' cognitive discord ; ( 2 ) the subjects avoided the conflict of the two criteria in three ways : the first was redefining the " learning " ; the second was positive attribution to poor score ; the third was involving a new cognitive factor - interest

    在對所獲文本信息進行了深入分析和詮釋后得到以下結果： （ 1 ）由於大學學習方式的靈活多樣性，導致了學習效能評價中出現了內部評價標準和外部評價標準的分離，引發認知失調； （ 2 ）被訪女大學生通過三種途徑協調兩種評價標準之間的矛盾：重新界定「學習」 ，引申出兩種學習觀；對較差的學習成績進行積極歸因；引入新的協調認知的因素興趣。
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