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元认知知识
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  meta-cognitive knowledge
     The Application of Meta-cognitive Knowledge and Strategies in Japanese Listening Teaching
     元认知知识与元认知策略在日语听力教学中的运用
短句来源
     The teacher should focus on teaching the students meta-cognitive knowledge and meta-cognitive strategy instruction in reading in order to improve the students'reading abilities.
     要提高学生英语阅读的能力,教师应该在平时的阅读教学过程中对学生进行元认知知识的讲授和策略的训练。
短句来源
     By compiling an English writing meta-cognition scale of EFL undergraduates,the researchers found the factors of English writing meta-cognition included meta-cognitive knowledge(advantage,disadvantage,language strategy and criteria of composition),feeling(success and effort) and regulation(planning and repairing,monitoring and regulating),and the scale had high reliability and validity.
     该研究通过文献查阅、访谈、问卷调查、测验等方法编制了《汉语为母语的EFL大学生英文写作元认知量表》,由英文写作元认知知识(优点了解、缺点了解、语言策略知识、作文标准了解)、体验(完成感、努力感)和调控(准备与计划、监督与调节)三个维度构成,内部一致性信度较高;
短句来源
     The writer explores the functions of meta-cognitive knowledge and strategies in Japanese listening teaching,attempting to apply them to guide teaching practice,hence to improve Japanese majors’ listening ability.
     文章探讨了元认知知识与元认知策略在听力教学中的有效运用,试图用元认知知识和元认知策略来指导日语听力教学,以提高日语专业学生的听力理解能力。
短句来源
  meta-cognition knowledge
     Solving maths problems is a creative maths thinking activity. In this process, the leading function of meta-cognition knowledge of maths is presented on its controlling procedural knowledge, directing and supporting contextual knowledge, gathering evaluation knowledge and adjusting meta-cognition experience.
     数学问题解决是创造性的数学思维活动,在数学问题解决过程中,数学元认知知识的统摄作用表现在程序性知识的控制作用、情境性知识的引导和支持作用、评价性知识的收敛作用、数学核心思想的调控作用、数学思维模式的规范作用、策略性知识的启发作用;
短句来源
     First of all students should adjust and optimize their learning mentality consciously, then teachers train students' habit on their self evaluation, self monitoring and self-questioning by teaching students meta-cognition knowledge with pertinence, and strengthen the teaching of the process of how maths knowledge starts and develops. With all these methods, teachers can help students improve their capability of solving maths problems.
     在数学教学活动中教师指导获得,其中教师数学教学活动中的指导是主要的。 在教学中首先使学生自觉调整和优化学习心理,然后有针对性传授数学元认知知识,培养学生自我评价、自我监控和反思的习惯,加强数学知识发生、发展过程的教学。
短句来源
     The three parts of meta-cognition: knowledge, experience and monitoring of the problem-solving results.
     从元认知的三个成分来看,元认知知识、元认知体验和元认知监控与解题成绩也都呈显著的正相关。
短句来源
  “元认知知识”译为未确定词的双语例句
     Writing Metacognitive knowledge (MK) and writing strategy have been suggested by many researches that they are two important indexes of evaluating writing performance. Recent studies have also pointed out that Task Knowledge (TK), a component of MK, would affect choices of writing strategy (Victori, 1995; 1999; Wenden, 1995; 2001; Yang, 1999; Horwitz, 1987; Wu & Liu, 2004a; 2004b).
     许多研究已表明元认知知识与写作策略是评价写作水平的重要指标,近来还有一些研究表明任务元认知知识会影响写作策略的选择(Victori,1995;1999;Wenden,1995;2001;Yang,1999;Horwitz,1987;Wu & Liu,2004a)。
短句来源
     A Study of English Reading Metacognitive Knowledge of Chinese College Students
     中国大学生英语阅读元认知知识的研究
短句来源
     Teachers should guide students to strengthen the cultivation of the of sense of metacognition,such as declarative,procedure and condition.
     教师应引导学生增强阅读理解的元认知意识 ,加强包括陈述性、程序性和条件性三方面的元认知知识的学习和训练。
短句来源
     To foster students' metacognitive ability in English reading teaching,We must enrich students' metacognitive knowledge, intensify students' metacognitive experience and strengthen students' metacognitive monitoring.
     在英语阅读教学中要培养学生的元认知能力,必须丰富学生的元认知知识,强化学生的元认知体验,加强学生的元认知监控。
短句来源
     Someresearchers think that metacognitive knowledge is most important, and it is the necessary condition for improving the learners' autonomy (Wenden, 1991; Cotterall, 1995; Victori & Lockhart, 1995), which is also the purpose of this thesis-to study the significance of metacognitive knowledge in reading comprehension.
     许多学者认为元认知知识是提高学习者自主性的必要条件(Wenden, 1991; Cotterall, 1995;Victori& Lockhart, 1995),这也是本文研究的出发点——从元认知知识出发,探讨其在外语阅读理解中的作用。
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It is of importance in the improvement of quality of education to develop the student's selfstudy ability Wihich can be developed and improved according to the principle of metacogition. Metacognition is consisted of the knowledge about metacogntiom, the experience from metacognition and metacognition control. There are several ways to improve on effective learning. Recognition of individual cognition process and factors influencing it during self-study can help individual to achieve better learning result.

组织学生进行自学是提高教学质量的重要方面。遵循元认知规律能够提高学生的自学能力。元认知的结构包括三部分:元认知知识、元认知体验、元认知监控。学生在自学过程中加强对个人认知活动及影响这种认知活动的各种因素的认识,根据学习目标对自己的学习心理和行为不断进行自我监控、自我评价、自我调节,能有效地提高学习效果。

Taking the method of qucstionnaire and interview,this study exanined children's ability of forming conjunctive concept and metacogition in forming the concept' The results showed that,children's ability of forming conjuntive concept developed gradually and inconsistently; that both metacognitive knowledge and metacognitive monitoring ability developed steadily; that significant correlatins existed in all grades between metacognitive ability and the step numbers of forming conjunctivc concept.

采用个别访谈与问卷相结合的方法.研究了小学四、五、六年级共48名儿童合取概念的形成及其元认知的发展。结果表明.小学儿童形成合取概念的能力发展既具有渐进性,又有不均衡性;其元认知知识水平和元认知监控能力的发展均呈现出稳中有变的趋势;各年级的元认知能力与形成合取概念的步数之间均存在非常显著的相关。

Combined with the activity of solving mathematical problems, this artical expounds the concrete expression of the content of mathemathical metacognition: Mathematical metacognition knowledge including subjectical, objectical and stractegem knowledge; Mathematical metacognition learning including target revision, recombining metacognition knowledge and activation strategem; Mathematical metacognition monitoring.

结合数学解题活动,阐述了数学元认知内容的具体表现:数学元认知知识,包括主体性、客体性和策略性知识;数学元认知体验包括修正目标、改组元认知知识和激活策略;数学元认知监控.

 
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