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数概念
相关语句
  number concept
    THE STUDY ON THE DEVELOPMENT OF THE NUMBER CONCEPT AND OPERATIONAL ABILITY IN SCHOOLCHILDREN
    小学儿童数概念与运算能力发展的研究
短句来源
    The Role of Image in the Development of Child's Number Concept
    表象在儿童数概念发展中的作用
短句来源
    This review is an attempt to describe several aspects of MD studies: complexities in identifying and defining MD, influence of components of working memory on MD, number concept and counting knowledge in MD children, strategy characteristics and development in MD children.
    本文阐述了MD研究的几个主要的方面:MD界定 与鉴别的复杂性、工作记忆各个成分对MD的影响、MD数概念与计数知识的发展、MD算术策略的特征及发展。
短句来源
    A STUDY OF THE INDIVIDUAL CASE OF A CHILD IN MASTERING NUMBER CONCEPT——A FOLLOW-UP STUDY OF A CHILD AT THE AGE OF 3—4 YEARS OLD(Ⅰ)
    幼儿掌握数概念的个案研究——Ⅰ.对一个三周岁至四周岁儿童进行追踪研究的报告
短句来源
  “数概念”译为未确定词的双语例句
    THE CURRENT DEVELOPMENTAL PSYCHOLOGY IN CHINA——WITH PARTICULAR REFERENCE TO THE DEVELOPMENT OF NUMBER-CONCEPTS OP 3—12 YEARSOLD CHINESE CHILDREN
    中国现时的发展心理学——兼谈中国3—12岁儿童数概念和运算能力的发展
短句来源
    AN INVESTIGATION INTO THE SCOPE OF THE CONCEPTION OF NUMBERS AMONG 6—7 YEAROLD CHILDREN
    六、七岁兒童数概念广度的实驗研究
短句来源
    SOME PROBLEMS ON THE FORMATION OF NUMBER-CONCEPTION IN 3—4 YEAR CHILDREN
    三、四岁儿童数概念形成过程中的几个問題
短句来源
    THE DEVELOPMENT OF CONCEPTION OF NUMBER IN CHILDREN 3-7 YEARS OLD IN NINE DISTRICTS THROUGHOUT CHINA AND THEIR ABILITY TO PERFORM ARITEMETRCAL OPERATIONS:A GENERAL REPORT
    国内九个地区3—7岁儿童数概念和运算能力发展的初步研究综合报告
短句来源
    For instance, the short pronunciations of Chinese numbers, especially in Cantonese and Hakka dialect, result in the differences of time span of memory and influence the students’ calculation speed.
    基于年级差异的数感测试结果表明,学生在数感中的得分高低以数概念的拓展和数字知识的丰富为基础,生理年龄的增长并不是数感发展的必然。 学生数感形成的生理因素与文化因素紧密相关。
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  number concept
The virtual carbon number concept is investigated.
      
Based on the gain-number concept, canonical forms will be presented of the ambiguity search spaces of the geometry-based model, the time-averaged model, and the geometry-free model.
      
An extension of Reiner's "Deborah Number" concept to a Wide field of rheological investigations
      
A version of the equivalent carbon number concept, utilizing the Snyder polarity index, was used to identity the molecular species.
      
These results agree with those of other studies of number concept in nonhuman primates and lend further support to the idea that nonhuman primates have at least some type of number appreciation.
      
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  quantity concept
This quantity concept yields excellent results in fundamental research under controlled environmental conditions.
      
Therefore, only a few strategies based on the quantity concept have been published, aimed at applications in horticultural production.
      


This is an invited lecture delivered on the ⅩⅫ International Congressof Psychology held at Leipzig, July 6-12, 1980. In this lecture the author briefly introduced the situation of the presentdevelopmental psychology and several main aspects of the research work inthis field in China. He also introduced as an example the co-operative studyon the development of number-concepts and arithmetical operation-abilitiesin 3-12-years old and discussed on the basis of the findings from this workthe children's cognitive...

This is an invited lecture delivered on the ⅩⅫ International Congressof Psychology held at Leipzig, July 6-12, 1980. In this lecture the author briefly introduced the situation of the presentdevelopmental psychology and several main aspects of the research work inthis field in China. He also introduced as an example the co-operative studyon the development of number-concepts and arithmetical operation-abilitiesin 3-12-years old and discussed on the basis of the findings from this workthe children's cognitive development in a contradictionmotion viewpoint. Somereference to the method of their cooperative research work was also included.

在这个讲演中简单介绍了我国发展心理学的情况和研究工作的几个主要方面,介绍了我国3—12岁儿童数概念和运算能力发展的研究,并从矛盾运动的观点结合研究结果讨论了儿童认知的发展,还提到了研究的协作方式。

This is a comprehensive report of the findings from studies of 959 7-12yearsold child subjects from 10 districts throught China. The developmentof recognition of numbers (including transfer between figure and number),ordinals and sets of series, composition and decomposition of numbers, operationand application was explored. And on the basis of the findings the authorsdiscussed the relations between knowledge learning and development of arit-hmetical concepts, the process of this development, the environmental...

This is a comprehensive report of the findings from studies of 959 7-12yearsold child subjects from 10 districts throught China. The developmentof recognition of numbers (including transfer between figure and number),ordinals and sets of series, composition and decomposition of numbers, operationand application was explored. And on the basis of the findings the authorsdiscussed the relations between knowledge learning and development of arit-hmetical concepts, the process of this development, the environmental effects,and stages of the development.The cooperative way which they have adoptedfor several years is also remarked.

本文综合了对我国十个地区959名7—12岁儿童的协作研究结果。探讨了儿童在认数、数序和系列、数的组成、运算和应用等四个方面的发展情况,并对儿童数学概念和运算能力发展中知识学习与数概念发展的关系、发展的过程、环境的影响、发展的阶段性等方面进行了讨论,也谈到了协作方法问题。

This report is based upon a follow-up study of the number-concept-mastering process of a child of 3-4 years old. The result of investigationshows that it is not only possible but also necessary for a 3-4-year-oldchild to master the concept of numerals. The development of numeral conceptextension has a certain procedure. The level of number concept is raisedthrough the practice of counting, taking things, comparing, calculating,reading and writing, with counting as the first step. The number conceptcannot be...

This report is based upon a follow-up study of the number-concept-mastering process of a child of 3-4 years old. The result of investigationshows that it is not only possible but also necessary for a 3-4-year-oldchild to master the concept of numerals. The development of numeral conceptextension has a certain procedure. The level of number concept is raisedthrough the practice of counting, taking things, comparing, calculating,reading and writing, with counting as the first step. The number conceptcannot be marstered spontaneously, nor is it a result of training andlearning. It plays an important part in overcoming diffculties in reading andmemorizing the numeration table. To master number concept is to masternumerical knowledge; it is a process of cognition, in which functions ofactions and memory are the most prominent.

本文是用纵向法,对一个儿童(三周岁至四周岁)掌握数概念的过程,进行追踪研究提出的报告。 研究结果表明:三周岁至四周岁儿童有可能、有必要掌握最初的数概念数概念广度的发展,是有一定程序的;数概念水平的深化,是通过对计数、取物、比较、运算和读写诸环节的训练而实现的,是从计数活动开始的。掌握数概念,不是自发的、生理成熟的表现,是后天训练、学习的结果。认读数字表,在突破难点时,起相当大的作用。掌握数概念就是掌握有关数的知识,是认识过程,其中动作和记忆具有特别突出的地位。

 
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