cognitive strategy teaching 中文意思是什麼
cognitive strategy teaching
解釋
第三節 學習策略的教學-
Research on foreign language teaching strategy of developing meta cognitive tactics based on factor analytic approach
基於因子分析的元認知外語教學策略研究 -
In part of theory, the paper analyses the present situation of its, presents its theoretical base, constructs a teaching mode of dual - initiative, gives its structure, discuss its writing environment, provides a reference of integrating object - oriented database and ai ; in part of design, the paper combines method of fields knowledge representation, presents teaching strategy reasoning machine based on weight - generation production rule ; according to cognitive learning theory, designs a cognitive model of student which adopts approach method and historical inheritance of study, designs a model which can navigate in learning process and in hyper - text based on student ' s model and knowledge presentation, discusses the design of explanation mechanism and man - machine interface
在理論部分，本文分析了its的現狀，提出了its的理論基礎，建構了一個雙主的教學模式，並給出了its的結構，討論了智能教學系統的寫作環境的選擇，為本文的面向對象數據庫和人工智慧的結合提供了依據；在設計部分，本文結合領域知識表示方法，給出了一個面向對象的認知的超文本的知識表示方法，提出了基於加權產生式規則的教學策略推理機；依據認知學習理論，設計了一個採用逐步逼近法的有學習歷史繼承的認知學生模型，並根據學生模型和知識表示設計一個學習過程自動導航和超文本導航的教學模型；討論了智能系統解釋機制和人機介面的設計。 -
Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用 -
Abstract : based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
文摘:通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用 -
Secondly, the thesis analyzes the different transfer theories, selects the cognitive perspective, puts forward the idea of designing instructional strategy for enhancing transfer which based on the internal transfer mechanism - coding, organization, discrimination and mind inclining. furthermore, according to psychology theory, learning and teaching theory, the paper raises some microcosmic strategies aimed at each of the four transfer mechanisms, and then expounds and proves them
其次，針對如何設計促進遷移的教學策略的問題，深入分析各派遷移理論，選擇較為科學的認知視角，提出設計的思路：根據遷移產生的內在機制? ?編碼、組織、辨別和心向，從促進有效編碼、合理組織、清晰辨別和心向建立四個方面來設計相應的教學策略。 -
By analyzing the learners " different cognitive styles, the essay probes into the matter of cooperative teaching and learning according to students " aptitudes. the author makes the experimental study on the english reading and writing teaching in two classes of senior one in longyan overseas chinese middle school. the results of the experiment shows that implementing the strategy of cooperative, learning not only takes the advantage to improve the students " study interest of english and divert their study aptitudes, but also develop the students " self - consciousness and train their various abilities
本文通過分析學生認知方式的差異，探討在中學英語合作學習過程中因材施教的問題，通過對龍巖僑中高一年級部分學生進行英語寫作與閱讀教學實驗研究，發現實施合作學習不僅極大地提高學生英語學習的興趣、轉變了學習態度，而且提高了學生的主體意識，培養了多種英語能力，尤其是合理地按照認知方式不同進行的分組合作學習明顯有利於提高學生的英語學業成績。
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