cognitive strategy 中文意思是什麼
cognitive strategy
解釋
認知策略-
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。 -
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 -
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 -
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。 -
With the perspective of implicit assessment strategy, the present study, attempted to examine the trait - activation potential of in - basket, individual cognitive process strategies, and assessor ' s implicit framework of evaluation, construct and incremental validity. the results were shown as follows. first, by the idea of trait - activation potential and competence, we proposed four dimensions of in - basket test as a main framework, including thinking competence, managerial function competence, interpersonal competence, and drive for results
首先，在特徵激活思路與勝任力思路的指引下，根據以往公文筐測驗構思的總結，提出了公文筐測驗可以評價四個方面的構思：思維勝任力、職能勝任力、人際勝任力、結果驅動，並運用開發的特徵激活潛能問卷，對公文筐測驗的上述四個方面構思進行驗證。 -
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。 -
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。 -
Cooperative learning, which is a creative theory and effective strategy, is widely adopted in the world, which is truly effective for changing the sociopychological atmosphere, improving students ' marks and promoting the cognitive thinking of students
摘要合作學習是目前世界上許多國家都普遍採用的一種富有創意和實效的理論與策略體系，它在改善課堂內的社會心理氣氛、大面積提高學生的學業成績、促進學生形成良好非認知品質等方面實效顯著。 -
The results show : ( 1 ) there are three important factors influencing chemical experiment problem - solving, such as problem representation and solving strategy of chemical experiment, cognitive structure of chemistry and self - regulation, which induce the difference of the efficiency to solve experimental problems among different problem - solver
實證研究結果表明： （ 1 ）化學實驗問題表徵和解決策略、化學認知結構、自我監控是影響化學實驗問題解決的重要因素。在化學實驗問題解決中，問題表徵和策略選擇、知識結構化程度以及自我監控水平的不同是導致不同問題解決者的問題解決效率產生差異的主要原因。 -
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。 -
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。 -
Cognitive process strategies have been a component of construct. moreover, task characteristic would moderate the relationship between cognitive process strategies and in - basket testing. specifically, assessess who used integrative analysis cognitive process strategy would get best score in the problem - solving task ; according to different task characteristic, there was different relationship between cognitive process strategies and in - basket validity
考察任務特徵對認知加工策略與公文筐測驗效度的影響關系時，發現問題解決型任務對認知加工策略與公文筐測驗成績之間的關系影響更大，被測評者在公文筐測驗過程中所採用的內在認知加工策略受任務特徵的影響。 -
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。 -
Children ' s mathematical cognitive strategy : theories and quantitative studies
關于兒童數學認知策略的理論與實證研究 -
The impact of cognitive strategy instruction on deaf learners : an international comparative study
認知策略教學對聾人學習者的影響 -
Third, brain preference was closely correlated to strategy usage. the more left brain was preferred, the more metacognitive, cognitive and memory sttategies were used
越傾向于用左腦思維，選擇元認知策略，認知策略及記憶策略的可能性越高。 -
When it accumulates to a certain amount, it will affect the students ' mathematical cognitive construction, learning strategy selection and math capacity development
過度焦慮會影響學生的數學認知構建、數學學習策略的選擇和數學能力的發展，導致狀態性焦慮的形成。 -
The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level. compensation strategy, metacognitive strategy and cognitive strategy received relatively higher level of usage, while memory, affective and social strategy were reported to be used less frequently. to find out whether there is any difference in strategy use among high, middle and low proficiency students, anova was employed to analyze the variance of learning strategies among groups of different proficiency
在比較高中低分組策略運用和高考成績之間的關系時，我們發現高考成績高分、中分和低分組的學生在使用認知、補救、元認知、社會策略時有顯著差異，英語成績高的學生在使用這些策略的頻率上顯著高於低成績組的學生，而在記憶策略和情感策略的運用頻率雖無顯著差異，但也是高分組高於低分組。 -
Realities of security viewpoints of defensive realism are : first, it admits international anarchy exists as a fact ; second, it admits security dilemma exists extensively, which cannot be eliminated thoroughly while can be mitigated in some degree ; third, it holds that international institutions can play positive role in security area ; fourth, cognitive factors have effects on nation ' s strategy ; fifth, defensive realism denies there is inevitable cause and effect relation between the rising of new great power and war, etc. at last, the paper states briefly the unreality of the defensive realism, and points out that hegemonic stability does not mean peace and security
先簡述現實主義的共同核心假設，再對防禦性現實主義的安全觀的現實性進行歸納，即1 、對國際無政府狀態的認定； 2 、承認安全困境的廣泛存在且不能根除，但可以緩解； 3 、承認國際組織對安全的獲得有一定的作用； 4 、承認認知因素對國家戰略的作用； 5 、認為新大國的崛起與戰爭之間並無必然的因果關系等。最後指出，防禦性現實主義也具有非現實性，歷史事實和實證研究都表明，霸權穩定與和平之間沒有必然聯系。 -
In all there are 42 items in the language learning strategy questionnaire, of which 9 for the affective strategy, 11 for the managing and evaluating strategy, 17 for the cognitive strategy and 5 for the communicative strategy
問卷題目（見附錄）共42項，其中涉及情感策略9項、管理與評價策略11項、認知策略17項、交際策略5項、問卷採用5分等級制記分。
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