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thinking strategies
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  思维策略
     This study made a literature review on problem and problem solving, thinking and thinking strategies, newtwork curricula and network study, and capability training.
     本研究在对问题与问题解决、思维及思维策略、网络课程与网络学习、能力培养等研究文献进行综述的基础上,拟将解决下列四个主要问题:
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     An Experimental Research on the Pattern of Training Children's Thinking Strategies
     儿童思维策略训练模式的实验研究
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     (2) To induce the different thinking strategies to solve chemical problems.
     (4) 在网络环境下,探索长久保持化学问题解决思维策略训练实验效应的方法和途径;
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     Research on Senior High School Physics Learners' Thinking Strategies of Problem-solving and the Present Applications
     高中物理解题思维策略探索及应用现状研究
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     Creative Thinking Strategies in Process Writing
     过程写作中的创新思维策略
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  思维策略的
     THE DEVELOPMENT OF CHILDREN'S HYPOTHESIS-TESTING THINKING STRATEGIES
     小学儿童假设检验思维策略的发展
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     (3) Adopting the method of thinking aloud, the author researches the distinguishing characteristicsof the thinking strategies in the process of the solution of mathematical problems.
     (3)采用出声思维的实验方法研究了高中学生在数学问题解决过程中寻求解答阶段选择思维策略的特点,表明模式识别、化归、顺向推理是学生较倾向于使用的策略;
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     Third, during the open chemistry problem-solving process, the basic knowledge will affect representation of the open problems, then have an effect on the open problem-solving while the choice of thinking strategies are deeply affected whether they have creative thinkings or not.
     (3)在开放性化学问题的解决过程中,化学基础知识的掌握影响开放性化学问题的表征,从而影响开放性化学问题的解决,而创造性思维的活跃程度则影响开放性化学问题解决时思维策略的选取及灵活运用。
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  “thinking strategies”译为未确定词的双语例句
     It is also the result of different foreign policy thinking, strategies and culture as well as historical experience.
     这是欧盟壮大、世界多极化趋势发展和美欧同盟原有基础发生重大变化的必然结果,也同双方外交政策思想与战略文化的差异及历史经验的不同有关。
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     The main strategies used in solving maths problems are aim strategies, apperception strategies, model identifying strategies, problem transforming strategies, specializing strategies, reverse thinking strategies and unitariness strategies.
     数学问题解决的策略主要有:目标策略、知觉策略、模式识别策略、问题转化策略、特殊化策略、正难则反策略、整体化策略。
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     And many students use different thinking strategies to propose conjecture and hypothesis on the same question.
     初三学生比高二学生更喜欢通过形象思维提出猜想与假设;
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     +x science comprehensive problem, that is, the process of establishing model; and the corresponding thinking strategies. concerning each stage.
     本实验根据我国“3+X”理科综合的考试目标和认知心理学理论,提出高中学生解决理科综合题的过程,即其建模过程,分为建模准备、建模假设、模型建立三个阶段,及各阶段相应的认知策略。
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     This study examined the development of hypothesis-testing thinking strategies of elementary school children.
     采用自创的“固定样例”程序 ,利用自行设计的两种不同任务的图形推理材料 ,研究了小学儿童假设检验策略的发展。
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  thinking strategies
Meta-strategic Knowledge (MSK) is a sub-component of metacognition that is defined in the present study as general, explicit knowledge about thinking strategies.
      
This paper reports the results from a randomized clinical trial evaluating an adaptation of the Promoting Alternative Thinking Strategies curriculum (PATHS) for preschool-age children in Head Start.
      
Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies.
      
It gives new insights and thinking strategies to solve everyday problems faced in the workplace, by helping decision makers to see otherwise obscure alternatives and solutions.
      
Although neither the SemNet nor the reference group exhibited transfer skills as we meansured them, there is evidence that SemNet student changed their thinking strategies.
      
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A ten-week programme was arrangedfor a group of 10-year-old supernormalchildren,with the aim of exploring thedevelopment of their divergent thinking.The subjects made significant progressin plasticity,fluency and originality of thinking,comprehension,and problem-solving and reasoning abilities.It isevident that properly arranged curriculacan benefit the further development ofsupernormal children's thinking strategy

这是一项针对10岁超常儿童特点安排的教学实验,目的在于探讨和促进超常儿童创造性思维的主要品质——发散性思维的发展。为期十周的教学结果表明,这样的教学过程可以使被试在思维的可塑性、流畅性、独创性以及产生蕴涵意义的能力、解决问题能力和推理思维等方面受益.同时,为超常儿童教学中适当地发展一些有关思维方式的课程提供了积极证据.

In order to improve and develop pupils' abilities of problem solving inmathematics,thinking strategy trainingwas employed in this experiment.Thesubjects,ninety four pupils from thesixth grade in primary school,weredivided into two equivalent groups,matched three ability tests. The problem solving thinking strategytraining was engaged in the experimentalgroups,while the correspondingmathematical exercises were done inthe control groups within equal hours.It was fornd that the thinking strategytraining lessons...

In order to improve and develop pupils' abilities of problem solving inmathematics,thinking strategy trainingwas employed in this experiment.Thesubjects,ninety four pupils from thesixth grade in primary school,weredivided into two equivalent groups,matched three ability tests. The problem solving thinking strategytraining was engaged in the experimentalgroups,while the correspondingmathematical exercises were done inthe control groups within equal hours.It was fornd that the thinking strategytraining lessons for the pupils couldmake their abilities improved in a shorttime,and also the training effect couldbe transfered especially by the middleones.

本实验根据学生学习能力、数学基本知识,数学难题三测验,将小学六年级九十四名学生配对分组,作等组实验。实验组学生接受解题思维策略训练,而控制组学生在同等时间内,作相应的习题练习。实验结果表明,专门开设解题策略的思维课,在较短时间内,可提高学生的解题能力,且训练的解题方法能迁移,尤其是中等生受益最大。

The purpose of this research was toexamine the relationship between the abilityto use thinking strategies and their intelli-gence performances,as well as the effective-ness of thinking strategies as diagnosticindicators of intelligence levels.The abilitytests of using three-level strategies wereadministered to the third and fourth gradersof primary school.The experimental resultsbasically coincided with theoretical hypo-theses.

本研究以小学三、四年级学生为被试,分别对他们进行三种层次策略使用能力的测量和智力测验,以考察策略使用能力和智力作业成绩(包括智力测验成绩和学业成绩)之间的相互关系,从而探讨策略与智力的关系,论证思维策略作为智力水平诊断指标的有效性。所得结果与理论假设基本相符。

 
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