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学生认知能力
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  students cognitive ability
     This paper holds that the core of modern education is to attach great importance to the development of students talents. First, the cultivation of students cognitive ability should be strengthened and their ability to transforn information,to deduce logic, to conrtol and adjust their emotion be trained intensively.
     现代教育的核心是重视学生的智力发展:一要加强学生认知能力的培养,对信息转换能力、逻辑运演能力、控制调节能力进行集中训练;
短句来源
  students ' cognition
     The conformation of student cognition model and evaluation of students' cognition are discussed,and the structure of curriculum and the knowledge representation and reasoning based on fuzzy theory are analyzed.
     主要讨论了学生认知模型的构建,学生认知能力的评定,课程结构和基于模糊理论的知识表示和推理。
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  “学生认知能力”译为未确定词的双语例句
     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。
短句来源
     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
短句来源
     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
短句来源
     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。
短句来源
     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。
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     Evaluation of Cognition of Students
     学生认知能力的评估
短句来源
     Cognitive ability is one of the essential qualities for students.
     认知能力学生必备的素质之一。
短句来源
     (2) Teachers should foster students cognition ability and original cognitive ability;
     2)应培养学生认知和元认知能力
短句来源
     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
短句来源
     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
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  students ' cognition
Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students' cognition in science.
      
A Comparative Study on the Information Ethics of Junior High School Students Cognition and Behavior between Taiwan and China: Ka
      


In order to find whether or not normal children's level ofintellectual activity could be raised within a short time because of theirmastery of thinking methods, we managed to teach thinking in the fifthgrade of elementary school, and had an equivalent controlled group forcomparison. It was found that by learning the given thinkingmethods and having sufficient opportunities to practice and generalizethem, The pupils increased their intelligence and showed some traitsof creativity. Instruction in thinking methods...

In order to find whether or not normal children's level ofintellectual activity could be raised within a short time because of theirmastery of thinking methods, we managed to teach thinking in the fifthgrade of elementary school, and had an equivalent controlled group forcomparison. It was found that by learning the given thinkingmethods and having sufficient opportunities to practice and generalizethem, The pupils increased their intelligence and showed some traitsof creativity. Instruction in thinking methods not only develops cognitiveability, but also strengthens motivation and self-confidence.

我们用等组控制条件法,在小学五年级进行思维教学的尝试。在授课中,教给学生一定的思维方法,给学生提供充分的练习机会,并引导他们对思维过程与方法加以概括总结。实验企图证明学龄期正常儿童在熟练掌握了一定的思维方法后,能够在较短时间内提高其智力活动水平。结果表明思维教学可以培养学生智力并利于创造思维的某些品质的发展。这种教学不仅发展学生的认知能力,而且能增强学生学习动机与自信心。

In this paper,a new student′s fuzzy evaluate model in designing the ITS Developing Environment is presented.The model uses fuzzy transformation to judge the student′s cogni-tive ability for real helping.The digital algorithm about this model has been discussed。

介绍在智能教学系统(ITS)开发环境研制中提出的一种新的学生评价模型,该模型采用模糊数学的思想,考虑多种评价因素及其权值,利用模糊变换来判断学生的认知能力,以便更准确地予以实时帮助,文中同时给出了该模型的详细算法。

In order to examine the effect of energy intake at breakfast on school performance,151 grade three school children from four classes of two schools were sampled for this study.Children were randomly assigned to breakfast A or B on any given day.They were provided with breakfast with either high or low energy content at school over a period of 5 successive days.The remained foods were collected and weighed.Performance tests including addition,multiplication,number checking,logic,creativity,physical endurance,visual...

In order to examine the effect of energy intake at breakfast on school performance,151 grade three school children from four classes of two schools were sampled for this study.Children were randomly assigned to breakfast A or B on any given day.They were provided with breakfast with either high or low energy content at school over a period of 5 successive days.The remained foods were collected and weighed.Performance tests including addition,multiplication,number checking,logic,creativity,physical endurance,visual analogue scales were applied at the third or fourth period of courses in the morning on Tuesday through Friday during the experimental week.The teachers involved in the study were blind to the kind of treatment. No significant effect of energy intake at breakfast on these performance indicators was found in this study.

为了探讨不同能量早餐对小学生认知能力和身体耐力的影响,从北京市2所小学三年级中随机抽取了4个班共151名小学生作为研究对象,在1周的星期一到星期五随机食用能量高的早餐 A 或能量低的早餐 B,并在这周的星期二至星期五上午的第3、4节课进行加法、乘法、数字核对、逻辑、创造力、身体耐力和自我感觉共7项测试,结果食用不同能量早餐的学生间其加法、乘法、数字核对、逻辑测试的平均完成率、平均正确率没有显著性的差异,其创造力测试的得分、重复数的差异也没有显著性,其身体耐力和自我感觉测试也没有显著性的差异。早餐能量摄入对学生认知能力的影响尚需进一步研究。

 
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