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cognitive questions
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  认识问题
     Several Cognitive Questions on the Reform of the Ideological and Political Theory Courses in Colleges and Universities
     高校思想政治理论课改革的几个认识问题
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     On several Important Cognitive Questions about the Values of Ecological Environment
     简论生态环境价值观的几个重要认识问题
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  “cognitive questions”译为未确定词的双语例句
     SOME COGNITIVE QUESTIONS CONCERNING REFORM OF THE GEOLOGICAL AND MINERAL EXPLORATION MECHANISM
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     Several Cognitive Questions about the Economic Growth Method
     经济增长方式的几个认识问题
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  相似匹配句对
     On the Meta-Cognitive Questions in the Teaching of Economics
     谈经济学教学中的元认知提问
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     Several Cognitive Questions about the Economic Growth Method
     经济增长方式的几个认识问题
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     On the Cognitive Efficiency
     认识效率论
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     On Cognitive Context
     认知语境初探
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     Questions and Answers
     “107胶问题”的讨论
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In recent years, meta cognition has become an active topic in the field of cognitive science which touchers the following problems how do people recognize, rethink and reevaluate their own cognitive activities ?And how do they control and regulate their cognitive processes?Since the concept of “Meta cognition “was put forward by John Flayell in 1971, studies have been mainly conducted on meta memory. Little attention has been given, however, to whether the later processes of perception follow a developmental...

In recent years, meta cognition has become an active topic in the field of cognitive science which touchers the following problems how do people recognize, rethink and reevaluate their own cognitive activities ?And how do they control and regulate their cognitive processes?Since the concept of “Meta cognition “was put forward by John Flayell in 1971, studies have been mainly conducted on meta memory. Little attention has been given, however, to whether the later processes of perception follow a developmental pattern . For example, once a child acquires some knowledge of meta cognition,would he/she now focus his/her sttention on the searching for relevant visual cues, the organising of effective strategies and the monitoring the whole processes of perception ?In additon, is there something in common in the developmental model of meta perception in different cultural backgrounds?The purpose of this study was to explore the development pattern of meta perception in children aged 5 11 and the influence of cultural background on the development of meta perception . Three perceptive tasks were used in the experiment with 280 children of Han and Sani nationalities in Kunming city and Lunan county, Yunnan Province, China . Two groups of children were randomly selected respectively from infant schools and primary schools, and each consisted of 15 boys and 15 girls .In additon,three kinds of experimental materials were used :abundant or poor information; precise or ambivalent information; the cues that needed systematic observation and reasoning .After completing those three tasks, each child was asked to answer a series of meta cognitive questions .By analysing children's verbal responses, the interferential factors, strategy selection, and self evaluations performances were identified as follows: 1.Children's knowledge of strategy organization and self monitoring developed with their age they perceived relevant items first by accident and then in a planned, systematic way. For instance, 5 year old could only recognize some obvious geometrical figures and neglected those “concealed figures”.Elder children, however, tended to search for concealed cues in a systematic way and to selecting eff ective strategies. Moreover, they could monitor their own performance andcorrect their errores in performing tasks . 2. The improvement of information processing ability occurred together with a shift from superficial processing to elaborate processing .They not only asked for further detailed information, but also searched for and used covert cues to facilitate their recognition. 3. Children's self evaluations shifted from in an ambivalent, one sided way to an objective general one. For example, 5 year olds believed that their performance was quite good but failed to explain the reasons for their shortcomings .Elder children evaluated their own perfomance with objective views and were good at analysing their merits and demerits. Thus the self evaluations developed with the increase of children's age. 4.The development of meta perception and perceptive performance of children in Lunan county was two years later than that of children in Kunming city, but there was no a significant difference between the Han and the Sani nationalities with the same education level .

本项研究旨在探索 5 -1 1岁儿童元认知发展的规律 ,2 80名昆明市及路南县汉、撒尼族儿童参与了三项知觉实验 ,实验结果表明 :1儿童随年龄的增长 ,有关知觉组织策略的知识及自我监察的能力也逐渐发展 ,表现为系统观察、选取有效策略及计划性的增强。 2儿童对信息的加工不断深入 ,从表浅的加工过渡到详尽的加工 ,不仅要求补充必要的信息 ,而且主动搜索隐蔽的线索以促进识辨。3儿童自我评价从笼统、含糊逐渐向客观、全面发展。4路南儿童元知觉的发展晚于昆明儿童两年 ,但在路南的汉族儿童和撒尼族儿童之间不存在显著差异 ,说明文化教育对儿童元知觉发展的重要影响。

: Quality-oriented education is not only a cognitive question, but also a practical question. What kind of talented persons should be cultivated in the new-history period? The question group thinks that each student should be mixed with knowledge, ability, and quality organically. Mode is a theoretical and bri e f expression of things. It can analyse and organize the routinizing things, pla n things in advance and examine their operationality through practice with its op erational regulation....

: Quality-oriented education is not only a cognitive question, but also a practical question. What kind of talented persons should be cultivated in the new-history period? The question group thinks that each student should be mixed with knowledge, ability, and quality organically. Mode is a theoretical and bri e f expression of things. It can analyse and organize the routinizing things, pla n things in advance and examine their operationality through practice with its op erational regulation. According to the first-hand stuff, the question group car r y out beneficial probe about the talented persons cultivating research and preli minarily pose a synthetical talented persons cultivating mode of solid base , ab undant practice, complexity, and creativity.

新的历史时期培养的人才应使知 识、能力、素质有机地融合在每个学生身上。模式是对事物的理论化和简约化的表达方式, 它是具有可操作性的规则,可以对模式化的事物进行分析和组织,也可以预先设计,并通 过实践检验其操作性。本文根据第一手材料,对人才培养模式研究进行了有益的探索,初 步提出了“厚基础、重实践、复合性、创造型”的综合性人才培养模式。 

Abstract: A deeper understanding of "labor" and the theory of labor value must be based on a comprehensive and correct understanding of Marxist theory of labor value. The essence of Marxist theory of value is defined under very strict conditions. Its implied condition is the principle that productive forces decide production relations, which shows that "labor" is the product of combination of the dynamic and the static.. We can answer cognitive questions in reality through the analysis of the combination...

Abstract: A deeper understanding of "labor" and the theory of labor value must be based on a comprehensive and correct understanding of Marxist theory of labor value. The essence of Marxist theory of value is defined under very strict conditions. Its implied condition is the principle that productive forces decide production relations, which shows that "labor" is the product of combination of the dynamic and the static.. We can answer cognitive questions in reality through the analysis of the combination of the dynamic and the static of "labor" and the construction of the frame of joint function of "combined labor" in the formation of value while insisting on the premise of value monism.

深化“劳动”和劳动价值论的认识,必须在全面准确地领会马克思的劳动价值论的基础上进行。马克思的劳动价值论是在极其严密的条件下进行本质化定义的,它暗含的条件是生产力决定生产关系的原理,这恰恰说叫“劳动”是动静结合的产物。通过对“劳动”的动静结合的分析,构建“结合劳动”在价值形成中合力作用的框架,可以在坚持价值一元论的前提下,回答现实中的认识问题.

 
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