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学生概念
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  students ' concept
     The concept network structures between teachers and students are very different. The teachers' concept network structure of the two concepts and their teaching strategies have influence on the forming of students' concept network.
     师生的概念网络结构有很大差异,教师的两概念网络结构与教学策略影响着学生概念网络结构的形成。
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     The teaching effect on the basis of constructivism is also fully analyzed in this paper by comparing the students' concept change before and after the constructivist approach of teaching.
     通过对比教学前与教学后学生概念改变的状况 ,分析了在课堂教学中实施建构主义教学方法的教学效果。
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  “学生概念”译为未确定词的双语例句
     concept development level is significantly higher than that of the studentsreceiving traditional instruction;
     (2)数理基础好的学生概念发展水平出现较大幅度提高的时间早于
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     Concept learning in mathematics is a process from concept frame to the structure of concept frame.
     中学数学概念学习是学生概念框架到数学概念框架建构的过程。
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     Conceptual formation is not significantly related to the ability of thinking reasoning among students;
     但智力水平与学生概念形成无显著相关。
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     It put forward some specific ways to develop the students' cognition abilities and non-cognition abilities .
     提出了有针对性的对学生概念学习的兴趣、动机、意志力、日常生活知识经验、认知能力、抽象概括能力进行培养的具体方法;
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     At the same time , cooperating the students to form a habit of conception learning , it also put forward the specific methods for guilding and training the students' conception learning ability .
     配合对学生概念学习的习惯养成,提出了具体的概念学习指导及训练的一般方法。
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  相似匹配句对
     Educate Student the Concept of Whole Machine
     浅析培养学生整机概念
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     On Helping students analyze the Concept that they can' t make themselves understand
     帮助学生辨析似是而非的概念
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     First, the concept of .
     NET概念、.
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     Smart Student
     聪明的学生
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     the concept of "emptiness";
     “空”的概念;
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  students ' concept
Empirical findings of a study with 106 grade 8 students show that there are deficits in students' concept understanding scheme for quadrangles.
      
Two of the studies focus on changes in students' concept maps of the pulmonary physiology concepts as a result of instruction.
      
Changes are gauged in terms of the degree to which students' concept maps approximate instructors' concept maps due to educational interventions.
      
The purpose of this study was to examine relationships between structural characteristics of students' concept maps about chemical equilibrium and independent measures of their achievement in chemistry.
      
The analysis shows certain similarities in the Sweden and Lithuanian students' concept of democracy, but differences emerge.
      
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The purppese of ths study i3 to investigate the intellectual concepts of students of different naticnalities. The subjects are chcsen from five nationalities(Han, Zang, Yi, Dai, and Miao) and two grades(grade 9 in primary schccl, grade 2 in senior middle school). They are inquired about how they understand the ccrrelative, important and essential characteristics of intelligence through the questicnaire method, The results indicate that: 1) The culture of a naticnality Thas an effect en its people’s concepts...

The purppese of ths study i3 to investigate the intellectual concepts of students of different naticnalities. The subjects are chcsen from five nationalities(Han, Zang, Yi, Dai, and Miao) and two grades(grade 9 in primary schccl, grade 2 in senior middle school). They are inquired about how they understand the ccrrelative, important and essential characteristics of intelligence through the questicnaire method, The results indicate that: 1) The culture of a naticnality Thas an effect en its people’s concepts of intelligence.There are many nationality differences among primary and senior middle school students'ccncepts of intelilgence. 2) However, there are also similarities among the students'ccncepts of intelligence regardless of naticnalitics, 3) Cultureadaptation has a significant effect on people's concepts of intelligence. 4) Senior middle school students'ability to form concepts has reached the essential and abstract levels, but that of the primary chfool students hasn't. Primary school students understand objects in a more concrete and realistic way. 5) Senier middle school students’ view of intelligence coincides with the intellectual concepts of psychologists’ to a large extent, but primary school students have confusing intellectual sonsepts.

以西南地区汉、苗、藏、傣、五种民族的高中二年级和小学六年级学生为研究对象,通过对智力的相关特征、重要特征和本质特征的问卷调查,考察了五种民族中小学生的智力内隐概念。研究结果表明:民族文化会影响人们的智力观念,不同民族的学生对智力的认识具有差异性.各民族中、小学生的智力观念具有一定程度的相似或一致性;文化沟通与转变对人们的智力观念有明显影响,高中生智力观念的民族差异明显减少;不同年龄学生的概念掌握水平有差异,高中生对概念掌握已达到本质水平,小学六年级学生对概念的理解则比较具体与实际;与科学智力概念相比较,小学生的智力观念较混乱,高中生的智力观念与科学智力概念具有一定的相符性,但各民族中小学生的智力观念包括一些非智力心理因素,甚至非心理因素。

The article explained the three effect factors of the reasons for students to study function conceptunsuccessfully which were students' concept development levels, different mathematics nature types and thinkingdevelopment level by psychology analysis.

从学生的概念形成水平、不同数学气质类型的影响及思维发展水平三方面论述了函数概念学习中困难的根源.

Concept is one of the thinking forms reflecting essential characteristics of things with same category and it is also the reflection of human brains to the objective reality. Therefore,concept can be considered as basic unit of thinking and main substance of cognitive processing by human beings. The efficient class teaching of concept is very important for students to well master basic knowledge so that they form a learning ability of comprehending things by analogy. There are two ways to gain a concept. One...

Concept is one of the thinking forms reflecting essential characteristics of things with same category and it is also the reflection of human brains to the objective reality. Therefore,concept can be considered as basic unit of thinking and main substance of cognitive processing by human beings. The efficient class teaching of concept is very important for students to well master basic knowledge so that they form a learning ability of comprehending things by analogy. There are two ways to gain a concept. One is the formation of concept and the other is the mastering of a scientific concept. Concept can be learned mainly through teaching materials and teacher's help and guide in class. To master a scientific concept cannot depend on mechanical memorizing,but on giving generalization and assimilation to the essential characteristics of things. Concept learning is influenced by students' educational background,ways of presenting learning materials and teaching feedback. When teachers teach a concept,they should organize teaching materials properly,systematize knowledge,reveal essential characteristics of things in accurate language,control irrelevant characteristics of things,employ both positive and negative examples, and use differentiation and comparison etc.

概念是揭示一类事物本质特征的思维形式 ,是人脑对客观现实的反映。因此 ,概念可看成是思维的基本单位 ,人类认知加工的主要内容。课堂上进行有效的概念教学 ,有利于学生掌握扎实的基础知识 ,形成“触类旁通”、“举一反三”的学习能力。概念的获得主要有两种途径 ,一种是形成概念 ,一种是掌握科学概念。学生概念的获得主要是通过教科书、通过教师在课堂上的引导和帮助掌握的科学概念。科学概念的掌握 ,不能靠死记硬背 ,而是要经过对事物本质特征的概括、同化。学生的概念学习主要受其受教育、材料呈现方式和教学反馈的影响。对此 ,教师在进行概念教学时宜针对性地采取适当组织材料、将知识系统化、以准确的语言揭示概念的本质特征、控制无关特征、运用正例和反例、运用变式和比较等教学策略

 
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