助手标题  
全文文献 工具书 数字 学术定义 翻译助手 学术趋势 更多
查询帮助
意见反馈
   cognitive structure 的翻译结果: 查询用时:0.191秒
图标索引 在分类学科中查询
所有学科
中等教育
心理学
教育理论与教育管理
中国语言文字
数学
计算机软件及计算机应用
外国语言文字
物理学
哲学
更多类别查询

图标索引 历史查询
 

cognitive structure
相关语句
  认知结构
     Cognitive Structure and Information Processing
     论认知结构与信息加工过程
短句来源
     Translation Cognitive Structure and Translation Teaching
     论翻译认知结构在翻译教学中的应用
短句来源
     It can perfect the math cognitive structure of students to enhance the degree of their intelligent participation.
     学生智力参与对建构数学认知结构有着重要的影响,提高学生智力参与程度,可以完善学生的数学认知结构
短句来源
     2. develop students' cognitive structure;
     2、发展学生认知结构,夯实创新根基;
短句来源
     The results showed that the 99% confidence interval of mean of MMSE in the investigated population was 24. 3849-25. 2487 and ability of calculate and memory was liable to be damaged in the cognitive structure.
     结果显示,该人群MMSE均数的99%可信区间为24.3849—25.2487,在认知结构中.计算力和记忆力容易发生缺损。
短句来源
更多       
  认识结构
     2. According to the up-to-minute development of meta-cognitive theory, mathematical meta-cognitive structure should be the substructure of mathematical cognitive structure .
     2.根据元认知理论的一些最新发展,本文认为,数学元认知结构应该作为数学认知结构的子结构,对数学认知结构的认识不应只局限于学生头脑中的数学知识结构和数学认识结构
短句来源
     The significance and features of mathematical cognitive structure are discussed, and several proposals about how the teaching of mathematics can promote optimization and progress of students' mathematical cognitive structure are put forward.
     探讨了数学认知结构的意义和特点 ,并就数学教学如何促进学生数学认识结构不断地优化和发展提出了几点建议
短句来源
     Subject's cognitive structure forms the essential power of subject,representing the unity of cognitive factor and incognitive one.
     主体认识结构作为认知要素与非认知要素的统一,是构成主体的本质力量。
短句来源
     On Lenin’s Exposition of the Relations between Cognitive Structure and Cognitive Activities
     试论列宁对认识结构与认识活动关系的揭示
短句来源
     Based on an experiment ,this paper puts forward some ways of overcoming cognitive obstacles,composing good cognitive structure to increase students' ability on problem -solving.
     通过实验给出了克服认识障碍,构建良好的认识结构,从而提高学生解决实际问题能力的若干途径。
短句来源
更多       
  认知构造
     The purpose of this study is to reveal the cognitive structure of student beliefs about health and to compare it between the Japanese and the Chinese.
     本研究的目的是揭示大学生关于健康观的认知构造,并对中日大学生健康观的认知构造进行比较。
短句来源
  “cognitive structure”译为未确定词的双语例句
     From the analysis,we could understand well the mathematical cognitive structure in research of mathematical concept understanding.
     就刻划数学概念理解的重要概念———数学概念的心理表征和数学概念理解的认知基础进行分析 ,从而对数学概念的理解问题有更深入的认识
短句来源
     Teaching of Theory of Cognitive Structure of Genetic Analysis of Fungi
     真菌类遗传学分析的知识结构教学
短句来源
     The diverse cognitive structure of different translators is the subjective elements,while that of different readers the objective elements.
     不同译者的多元认知结构是复译产生和存在的主观条件,不同读者群所拥有多元认知结构是复译产生和存在的客观条件。
短句来源
     This paper discusses the cognitive structure and discourse formation of the attributive-head structure. The author researches some problems about its sense and form.
     本文运用认知语言学的观点和语篇分析的方法考察汉语“A+的 +H”结构的认知意义和语篇状态 ,探讨了这种结构的语义与形式问题 ,对理解和运用这种结构有一定的益处
短句来源
     The individualization is due to the different cognitive structure and knowledge system.
     因此,个体迥异的知识结构和认知经验使不同受众对同一信息进行不同的思维加工,由此产生个性化的理解。
短句来源
更多       
查询“cognitive structure”译词为用户自定义的双语例句

    我想查看译文中含有:的双语例句
例句
为了更好的帮助您理解掌握查询词或其译词在地道英语中的实际用法,我们为您准备了出自英文原文的大量英语例句,供您参考。
  cognitive structure
Results indicate that the individuals in each community share a common cognitive structure of community members that is based on the community's social structure.
      
Countries and their products: A cognitive structure perspective
      
This study examines the perception of the status of women in Israel as a social problem, its cognitive structure and its correlates.
      
These processes are demonstrated through the presentation of a study that explores the cognitive structure of perceptions of China both before and after the massacre.
      
Because the self-concept provides a highly effective cognitive structure for the integration of information, consideration of this difference should be beneficial in altering the effect of test anxiety on learning.
      
更多          


This report investigates the age at which the notion of probability begins to bud and develop,and the functions of three cognitive elements-perceptive action, image and concept-in the cognitive structure.Results show that the mastery of the notion of probability undergoes such processes as (1) an estimation of the possibility of events, (2) an analysis of the random distribution of possibilities, (3)an estimation of the magnitude of the randomly distributed possibilities,(4) a quantitative measurement...

This report investigates the age at which the notion of probability begins to bud and develop,and the functions of three cognitive elements-perceptive action, image and concept-in the cognitive structure.Results show that the mastery of the notion of probability undergoes such processes as (1) an estimation of the possibility of events, (2) an analysis of the random distribution of possibilities, (3)an estimation of the magnitude of the randomly distributed possibilities,(4) a quantitative measurement of the possibilities and (5) a generalization of the rate of possibilities. There appears a motivated change backed by one of the three elements-perceptive action, image and concept-in the cognitive structure.With children of 5-11,image plays a most important role.Notions of the simplest probability begin at 9 and are understood at 10 and 11. Notions of more complicated ones begin at 11.

本研究探索概率概念开始萌芽、发展的年龄及感知动作、表象、概念三种认知成分在认知结构中的作用。结果表明:掌握概率概念经历:1.估计事件可能性,2.分析可能性随机分布的情况,3.估计随机分布事件的机遇大小,4.用具体数量表示机遇,5.概括机遇的比率等步骤。其认知结构中有分别以动作感知、表象、概念等中一种成分为主的动力变化,在5—11岁阶段,表象起极重要作用。对最简单概率的概念9岁才开始萌芽,10.11岁可算基本掌握,稍复杂的11岁才开始萌芽。

This research is to investigate the characteristics of the budding, developing and forming of the cognitive structure of children of 5-11 for concepts of equally divided areas. Results show that this concept begins to bud of develop at 6-8.The turning-point comes at 9. It is nearly formed and becomes steady at 10-11.In the process of development, along with the growth of age, it advances separately with objectperception, cuttingmendrng action, contradiction of number and form comparative deduction and...

This research is to investigate the characteristics of the budding, developing and forming of the cognitive structure of children of 5-11 for concepts of equally divided areas. Results show that this concept begins to bud of develop at 6-8.The turning-point comes at 9. It is nearly formed and becomes steady at 10-11.In the process of development, along with the growth of age, it advances separately with objectperception, cuttingmendrng action, contradiction of number and form comparative deduction and uniformity of number and form and it therefore shows the continuous motivated changes of decreasing, increasing and reorganizing of the three elements of perceptive action, image and concept.

本研究探索5—11岁儿童面积等分概念认知结机的萌芽、发展及形成特点。结果表明:6—8岁此概念刚开始萌芽,或初步发展,以9岁为转折点,10—11岁接近形成、稳定;在发展过程中,随年龄增长,沿着分别以直观感知型、动作割补型、数形矛盾型、抽象推理型及数形统一型为对立的趋向前进,表现出感知动作、表象、概念三种成分不断消长、重组的动力变化。

This study is based on an experiment conducted among a number of Zang (Tibetan) and Hun children of 5—11 years of age on the Qinghai Plateau. They were asked to compare the lengths of two or three objects to examine the stability of their concept of length. The results indicate:(1) The stability of their concept of length increased with age. There were no significant differences in the performances of Zang and Han children within the age groups of 10 and under; significant differences occurred only in the 11-year-old...

This study is based on an experiment conducted among a number of Zang (Tibetan) and Hun children of 5—11 years of age on the Qinghai Plateau. They were asked to compare the lengths of two or three objects to examine the stability of their concept of length. The results indicate:(1) The stability of their concept of length increased with age. There were no significant differences in the performances of Zang and Han children within the age groups of 10 and under; significant differences occurred only in the 11-year-old age group. The ages of 7,9 and 10 were turning points which deserved particular attention; (2) The development of the stability of the children's concept of length underwent four stages roughly corresponding to their ages, but there was no clear-cut transition from one stage to another. The development is the result of interdependence and interaction between various cognitive factors; (3) The "conservation" of concept is a complex and changeable process. The results of the study show that the relations between direct and indirect cognition were important factors in the formation and development of the children's cognitive structure; (4) Differences in cultural and educational backgrounds definitely influenced the development of the stability of their concept of length.

本研究设计了长度比较的实验,检查了5—11岁青海高原藏汉儿童长度概念的稳定性。研究结果表明:(1)5—11岁藏汉儿童长度概念稳定性是随年龄增长而发展的。藏汉儿童的成绩,10岁以前各年龄组均无显著差异,唯有11岁组差异显著,而其中了,9,10岁是几个值得注意的转折年龄。(2)儿童长度概念稳定性的发展大致有四个思惟水平,据此可以划分成几个年龄阶段,但各个阶段之间没有绝对的界限。儿童长度概念稳定性的发展,是各种认知成分相互交织、相互作用的结果。(3)概念“守恒”是一个复杂的变化过程。研究结果表明,直接认识与间接认识的矛盾关系是儿童认知结构形成和发展的重要因素。(4)不同文化背景和教育条件对藏汉儿童长度概念稳定性的发展有一定影响。

 
<< 更多相关文摘    
图标索引 相关查询

 


 
CNKI小工具
在英文学术搜索中查有关cognitive structure的内容
在知识搜索中查有关cognitive structure的内容
在数字搜索中查有关cognitive structure的内容
在概念知识元中查有关cognitive structure的内容
在学术趋势中查有关cognitive structure的内容
 
 

CNKI主页设CNKI翻译助手为主页 | 收藏CNKI翻译助手 | 广告服务 | 英文学术搜索
版权图标  2008 CNKI-中国知网
京ICP证040431号 互联网出版许可证 新出网证(京)字008号
北京市公安局海淀分局 备案号:110 1081725
版权图标 2008中国知网(cnki) 中国学术期刊(光盘版)电子杂志社