problem-posing 中文意思是什麼

problem-posing 解釋
提問式
  • problem : n. 1. 問題，課題；疑難問題；令人困惑的情況。2. 【數、物】習題；作圖題。3. （象棋的）布局問題。adj. 1. 成問題的；難處理的。2. 關于社會問題的。
  • posing : 擺拍
  1. They saw these questions as posing a problem, not a dilemma.

    他們認為上述問題是個難題，但並非進退兩難。
  2. Cai, 1998 ; bikai nie, & bingying wang, 2000 ) provided evidence that, while our students outperformed on problem - solving tasks, the result was not the same on problem - posing tasks. because most students learned mathematics and developed increased mathematical capacities only when they participate in instruction focused on rich and worthwhile mathematical activity. however, in the circles of mathematics education, there was a universal sense, that is : our mathematical education loses contact with reality ; students solve problems not related to real life ; the mathematical activity students conducted mostly focused on memorization and mechanical use of procedures rather than the use of mathematical knowledge and tools to explore patterns, frame and solve problem, etc.

    課堂是學生學習數學、發展數學認知的主陣地，我國學生的數學認知在上述方面表現出來的差異可以從數學課程與教學中尋找原因： 「中國數學教育脫離實際」 （張奠宙， 1994 ） ； 「在強調素質教育的今天，絕大多數課堂教學仍然是傳授知識加技能訓練的傳統教學模式」 ， 「學生的數學學習仍然是一種『復制型』的『消極』學習」 ， 「學生幾乎沒有獨立思考、探索發現的機會」 （季素月， 1996 ） ；我國數學課程在「探究」和「背景」上「較薄弱」 ，在「運算」和「推理」等方面「要求過高」 （鮑建生，博士學位論文， 2002 ） 。
  3. The students who got higher score in meta - cognition ability had higher performance in problem - posing. 4

    以整體試題而言，依次為量數同構型、多重比例型、比較型、叉積型。
  4. Firstly, a brief introduction is given to the background of posing " problem solving ". then, questions ' classification and different understandings of " problem solving " are discussed, aiming at finding out the historical inevitability and internal rationality of emphasizing " problem solving " in mathematics teaching

    文章首先對「問題解決」的提出背景作出了簡要介紹，接著討論問題的分類，對「問題解決」的各種不同理解，揭示了在數學教育中強調「問題解決」的歷史必然性和內在合理性。
  5. In order to probe the effects of spbi on students " mathematical cognition, this study focused on two instruction experiment ( part iii ), one was. called unit - theme - situation experiment which created problem situation according to a unit theme ; the other one was called mini - situation experiment which created problem situation according to individual class. the following hypotheses were examined : 1. students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing problem - posing

    為了驗證上述假設，檢驗spbi實驗的效果，我們開發了一種評估工具，稱為認知評估工具（ cai ） ，並針對不同的實驗內容分別設計了兩個作業： 「作業一（ task ） 」用於檢查「單元情境問題教學」的效果， 「作業二（ task ） 」用於檢查「微情境問題教學」的效果。
  6. We should change our opinion of mathematics instruction from " teaching problem solving " to " learning through problem solving ", promote the construction of knowledge through the process of problem solving, and so promote the development of thinking of problem posing and problem solving of students. we also advocate building community of learners to break the isolate classrooms to promote interaction on problem solving

    就這種意義而言，數學問題解決自身的因素、策略、技能容易被視為靜態、客觀的知識，這導致不少教師的數學教學就是對這種知識的加工、傳遞，其結果是在學生的「數學工具箱」中，除了已經學習過的各種數學事實與數學程序之外，不過是增加了數學問題解決的技巧。
  7. The result of problem - posing showed the students had higher performance on one - step than multi - step word problems. 3

    后設認知能力愈高的學生，其在擬題表現上也愈好。
  8. As we knew, problem was the motive force of invention. and problem - posing was the generative aspect of mathematical thinking

    創造始於問題，提出問題反映了學生數學認知的產生式方面的特徵（ cai ， 1998 ） 。
  9. This dissertation consists of the following five sections : the first section is the forward, which includes problem - posing, the main thoughts and research methods

    本文包括以下五部分：第一部分：引言，包括問題的提出和論文的主體與研究方法兩部分。
  10. A number of researchers had conducted investigations to compare the performance of students " problem - posing and problem - solving. the findings of theses studies ( e. g

    有研究顯示（ cai ， 1998 ；聶必凱，汪秉彝， 2000 ） ，我們的學生在提出問題方面的能力也比較薄弱。
  11. On the basis of combining problem teaching method, education psychology and constructive learning and teaching theory. the present paper defines the meaning of mathematics problem solving teaching method ( mpstm ), that is mpstm is a teaching method that emphasize en educating the ability of creative thinking, problem posing, problem solving and reflective thinking through sruderts " cooperation and exploration with teachers ' guidance

    在對問題教學法、教育心理與教學理論等整合的基礎上，論文界定了數學問題解決教學方法的概念，即數學問題解決教學方法是在教師的引導下，通過學生合作、探索，讓學生提出問題、解決問題，以達到培養學生創造性思維能力、提出問題能力、解決問題能力和反思能力的一種教學方法。
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