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视觉化题目
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  “视觉化题目”译为未确定词的双语例句
     325 sixth-grade students in six groups,from two primary schools with different instructional level,participated in this study.
     学校教学水平影响学生非视觉化题目上的态度反应,而不影响视觉化题目上的态度反应.
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  相似匹配句对
     Scientific Visualization
     科学视觉技术
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     VISUALIZATION OF 3D FIELDS
     三维场的视觉
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     Vision
     视觉
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     Visual Kunming
     视觉昆明
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     325 sixth-grade students in six groups,from two primary schools with different instructional level,participated in this study.
     学校教学水平影响学生非视觉题目上的态度反应,而不影响视觉题目上的态度反应.
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Two types of mathematical word problems were developed: nonvisual problems (NVP) and visual problems (VP). By using mathematics test and individual interview, this study investigated visual-spatial representations in mathematical word problem solving among 54 elementary school students with different mathematical performance in grade 4, grade 5, and grade 6. The results showed that: Schematic representations promote NVP and VP solving success, whereas pictorial representations may present an obstacle to NVP...

Two types of mathematical word problems were developed: nonvisual problems (NVP) and visual problems (VP). By using mathematics test and individual interview, this study investigated visual-spatial representations in mathematical word problem solving among 54 elementary school students with different mathematical performance in grade 4, grade 5, and grade 6. The results showed that: Schematic representations promote NVP and VP solving success, whereas pictorial representations may present an obstacle to NVP solving but show no correlations with VP solving; therefore schematic representations and pictorial representations may have different meanings in the two types of mathematical word problems. The students in grade 6 performed better than the others in mathematical problem solving and use of schematic representations, but no grade differences existed in use of pictorial representations. The low-achievers in mathematics were poor in use of schematic representations, but the extent of use of pictorial representations in VP solving was higher than that of high-achievers and average-achievers. The high-achievers performed better than the others in transferring from non-visual-spatial representations to schematic representations in NVP solving.

本研究区分了两类数学应用题:非视觉化题目视觉化题目,采用数学测验与个别访谈相结合的方法,考察了54名小学四、五、六年级不同学业水平学生的视觉空间表征。结果表明:图式表征在非视觉化题目视觉化题目上都极大地促进了问题解决,图像表征妨碍非视觉化题目的解决但与视觉化题目的解决无关,并提出图式表征和图像表征在两类题目上有不同的含义。六年级学生的解题成绩及图式表征有显著的提高,但图像表征与年级因素无关。差生的图式表征能力很差,而在视觉化题目上使用图像表征显著地多于优生及中等生。在非视觉化题目的非视觉空间表征与图式表征之间的转换灵活性上,优生表现了明显的优势。

This study investigated the effect of diagram-presentation on mathematical word problem solving.325 sixth-grade students in six groups,from two primary schools with different instructional level,participated in this study.The results showed that: The students’ positive attitude toward diagram-presentation was found popularly,while school-instructional level affected the attitude in nonvisual problems(NVP) but not in visual problems(VP).In whole,diagram-presentation promoted problem-solving success significantly,while...

This study investigated the effect of diagram-presentation on mathematical word problem solving.325 sixth-grade students in six groups,from two primary schools with different instructional level,participated in this study.The results showed that: The students’ positive attitude toward diagram-presentation was found popularly,while school-instructional level affected the attitude in nonvisual problems(NVP) but not in visual problems(VP).In whole,diagram-presentation promoted problem-solving success significantly,while the extent of promotion was associated with the visuality of a problem and school-instructional level.Within a certain range of mathematics task difficulty,the effect of diagram-presentation on NVP problem solving increased with mathematics task difficulty.Therefore,the implications of these results for primary school mathematics curriculum reforming and teaching were discussed.

学生对示意图提示条件普遍持肯定态度;学校教学水平影响学生非视觉化题目上的态度反应,而不影响视觉化题目上的态度反应.从整体上看,示意图提示条件能显著地促进学生的解题,但是这种促进作用受题目视觉化程度、学校教学水平的制约.在一定范围里,随着非视觉化题目难度增加示意图提示条件的作用在增强.

 
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