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mathematical concepts
    Research on Knowledge Acquisition and Analysis of Mathematical Concepts
    数学概念的知识获取与分析方法研究
    THE ROLE OF FORMING A SYSTEM OF MATHEMATICAL CONCEPTS IN GRASPING MATHEMATICAL CONCEPTS
    形成数学概念体系对掌握数学概念的作用
    About the teaching-method of mathematical concepts
    谈数学概念的教学方法
    A Special Method of Formalization for Mathematical Concepts
    数学概念的一种特殊形式化方法
    The ID principle & method of mathematical concepts based on the cognitive theory
    基于认知理论的数学概念性ID原理与方法
    Mathematical Concepts and Mathematical Experiments
    数学概念与数学实验
    On the Teaching of Mathematical Concepts in Junior Middle School
    初中数学概念的教学
    Web-based Knowledge Q-A System for Mathematical Concepts
    基于Web的数学概念知识问答系统研究
    Problems We Should Pay Attention to in Teaching Mathematical Concepts
    浅谈数学概念教学中应注意的问题
    The Teaching of Mathematical Concepts in the High School Directed by APOS Theory
    APOS理论指导下的高中数学概念教学
    Visual Representation Construction and Teaching of Mathematical Concepts
    数学概念直观表征的建立与数学概念的教学
    Some characteristics of the system of mathematical concepts are presented.
    提出数学概念体系的特点。
    On several channels to open up and extend mathematical concepts
    关于数学概念拓广的几种途径
    Application of Mathematic Representation in Students' Understanding of Mathematical Concepts in Middle School
    试论数学表示在中学数学概念获得中的运用
    Chapter Two mainly uses qualitative research method, and exploits SOLO theory as an instrument, according to the content of middle school students' explanation to mathematical concepts, mathematical theorem and problem solving. The primary conclusion is that the mid-school students in our nation as a wholehave a low level of conceptual understanding in mathematics.
    第二章主要利用质的研究方法,并以观察学习结果结构(SOLO)分类为中学生数学解释的研究工具,根据中学生对数学概念、数学定理和问题解决过程中的数学解释内容,初步得出我国中学生在总体上数学概念性理解水平较低.
    The dissertation addresses the knowledge representation, acquisition, verification, organization and management of mathematical concepts.
    ③知识关系层。 给出了基于本体、框架和逻辑的数学知识表示语言以及数学概念形式定义的表示语言。
    (2) Developing a knowledge formalization method for mathematical concepts based conceptual associative space.
    首先给出了概念类划分标准以及概念类之间的继承关系。 在同一个概念类内部,定义了数学概念等同、概念蕴含、概念重叠、概念互斥等关系。
    Because the equation of shallow water and the equation of inviscid compressible flow have completely similar mathematical forms,a lot of mathematical concepts and methods -including the numerical simulation method of aerodynamics can be used in the research of the shallow wave.
    由于数学上浅水长波方程与可压缩气体的无粘性流方程类似,可以把浅水长波方程比拟成可压缩气体无粘性流方程,将空气动力学中所得到的许多数学概念和方法(包括数值方法)直接应用于浅水长波的运动。
    The meaning of infinity as a common vocabulary in our everyday life and an important notion in mathematical fields are quite different, which suggest it's difficult for students to understand some mathematical concepts involving infinity.
    “无限”是人们日常语言中一个常用的词汇,同时“无限”也是数学中一个重要的概念,但“无限”在日常语言中的含义与数学中的含义却是不一致的,这就可能导致学生在学习涉及“无限”的一些数学概念时产生一些错误的理解。
    We elaborate the important position and function of mathematical concepts . We discuss the problems and difficulties that existing in the teaching of mathematical, concepts and investigate its future .
    论文阐述了数学概念的重要地位、作用及意义:讨论了目前数学概念教学中存在的问题及难点,继而探索数学概念教学的未来走向。
 

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