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    THE HIERARCHY-FUZZY DECISION METHOD AND ITS APPLICATION IN THE EVALUATION SYSTEM OF COGNITION ABILITY OF STUDENTS
    模糊层次决策法及其在学生认知能力评价系统中的应用
    Development of foreign students cognitive capability in the short-term in-service Chinese Teaching
    短期汉语进修班学生认知能力的发展
    A Study about Cognitive Ability for Mild Mentally Retarded Students
    轻度智力落后学生认知能力的研究
    Influenced by the scientism and intellectualism, traditional teaching attaches importance to the requirements of teachers' knowledge ability and skills in order to develop students' cognitive capabilities, and ignores the requirements of teachers' emotional intelligence at individual emotional level.
    传统教学因受科学主义或惟理智主义教育观的影响,以发展学生认知能力为目的,因而偏重于对教师知识、能力、技能等方面的要求,而相对忽略了个体的情感层面,忽略了对教师情感素质的要求。
    Based on the fuzzy theory and artificial neural network, this thesis researches and analyses the student's cognitive ability's evaluation based on fuzzy comprehensive evaluation model, BP neural network evaluation model, and RBF neural network evaluation model.
    本文是在模糊理论和人工神经网络理论的基础上,分析并研究了基于模糊综合评价模型、BP神经网络评价模型、RBF神经网络评价模型的学生认知能力评价方法。
    The students' abilities, language aptitude, attitude, motivation, habits and learning strategies are the main factors.
    对学生学习过程的研究涉及到学生的认知能力、语言学能、学习态度、学习动力和学习习惯等非智力因素以及学生的学习策略。
    Then, an adaptive evaluating method to test student's cognitive ability is presented, in which the adaptive algorithm of selecting testing items is proposed to choosee the test questions fitting the student's cognitive level.
    通过对学生模型特性的分析,本文提出了基于自适应测试学生认知能力的评估方法,其中主要提出了自适应选题算法,以确定适合学生认知水平的测试试题,并通过测试发现学生的非真实能力,减少了不正常反应的干扰,提高了对学生认知能力评估的准确度。
    The point of the approach is qualitative to describe the cognitive ability of students in knowledge structure.
    该方法的特点是从知识结构的角度定性描述学生的认知能力
    The evaluation system of the students cognitive competence and the options of high cognitive competent students has been rooted in education and its administrators.
    受其影响,以考查学生的认知能力为主要内容、以选拔高认知能力学生为目的的学生评价体系也长期植根于教育及管理者脑中。
    Employed appropriately in Business English teaching,cooperative learning can improve learner's cognitive ability,enhance their self-confidence,activate their initiative and accountability as well as cultivate their sense of self-monitoring and team spirit.
    在商务英语教学中恰当运用合作学习策略,不仅能提高学生认知能力,还能利用学生自身的知识资源,增强学生自信,充分调动学生学习的主动性和责任感,提高自我管理能力,同时培养学生的终生学习意识和团队合作精神,有利于学习型和谐社会的构建。
    On Discussion of Training Arts Students' Ability in Basic Computer Courses
    从计算机基础课教学谈文科学生认知能力的培养
    Evaluation of Cognition of Students
    学生认知能力的评估
    The conventional systems contain 5 aspects:Student Model,Pedagogical Module,Domain Knowledge,Communication Module and Expert Model.
    (2)学生模型主要刻画了学生的知识水平,对学生的认知能力、学习风格、学习兴趣关注不够。 (3)系统很少考虑让学习自己动手模拟知识以及系统如何自动生成习题。
    Designing an exercise module.
    (2)设计基于领域本体的抽象层的学生认知能力的评估。
    A person who is poor in cognition usually does not have rich information deposit in memory bank, lacks proper method to retrieve, activate his or her long term memory, or lacks sense of logic when organizing and classifying materials.
    其次,学生的认知能力不高,表现在记忆储存不丰富,调用、激活长期记忆的方法不当、对相关材料的组织和分类不合逻辑。
    The series attempt to deal with the relationship between teaching and learning from a new angle, and point out the trend in English teaching in China.
    作者认为大学英语教学要考虑学生的认知能力,否则语言的流利性、准确性和深度无法平衡,从长远来看,将对学生英语学习造成危害。
    After setting forth the concept of cognitive tools, the author bring forward that the information technology is the theor y basis of cognitive tools, analyze the application (operation) characteristic s of information technology as a cognitive tool, explain the teaching design technique from the application of information technology on many aspect such as training the cognitive ability, bringing up the animadversion though t and problem solving ability.
    本文作者在阐述了信息技术作为认知工具的理论基础和认知工具的概念内涵后,分析了信息技术作为“认知工具”的应用(操作)特点,从信息技术应用角度说明了培养学生认知能力、批判性思维和问题解决能力的教学设计方法。
    2. The TGfU approach with the ability that student perception ability with the student that the every kind of and complicated circumstance of educating to core, will training of tactics consciousness cope with the key to be used as the study, from but avoid the student not smooth, completing of blindness the proceeding technique and tactics study of the action, machine.
    2 “领会教学法”以学生认知能力和战术意识的培养为核心,将训练学生应付各种复杂情况的能力作为学习的关键,从而避免学生生硬、盲目的完成动作,机械的进行技术与战术学习,为学生课外和终身从事足球运动奠定了基础。
    cultivate students'capabilities of perceiving, self-teaching and creating;
    培养学生认知能力,自学能力与创造力,提高研究性学习活动的质量;
    In the mathematics teaching, the teacher not only develop the students ability of cognition, in the meanwhile, but also develop the students ability of metacognition.
    在数学教学中,教师必须在培养学生的认知能力的同时,培养学生的元认知能力。
 

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