1) cognitive environment
认知环境
1.
Many types of imperatives are nothing but the result of interaction between this basic concept and the cognitive environment of the interlocutee.
语言形式与言外之力之间存在着一个命题态度,祈使句的命题态度由潜在性和希求性构成,即祈使句所表达的事态是潜在性的和希求性的,很多种类的祈使句无非是这一基本概念与听话人的认知环境相互作用后所产生的结果而已。
2.
With the purpose of enhancing the efficiency,the paper analyzes the illumination of cognitive environments and mutual manifestness,the view of relevance theory,to interlanguage communication,and presents a few suggestions.
本文从关联理论的角度分析认知环境和相互明白对语际语言交际的意义,并提出几点建议,目的在于提高英语教学的有效性。
3.
If they have no mutual knowledge in their cognitive environment, the speaker and the hearer will fail in their communication.
如果交际双方之间存在着认知环境等方面的差异就会导致交际的失败。
2) environment cognition
环境认知
1.
The Research of Environment Cognition of Urban Parks in Beijing;
北京城市公园环境认知研究初探
2.
The paper explains the scope and connotations of the environment design,then puts forward the concept of environment cognition,and introducts the influence and effect of environment consciousness,space cognition and legibility on the behavior and psychology of human being during the course of person s understanding.
解释了环境设计的范畴及涵义,引出环境认知的概念,并介绍了环境知觉、空间认知和辨识性在人的认识过程中对行为和心理的影响与作用,提出“以人在环境中的感受为依据进行设计才是打造人性化设计根本”的观点,对解决目前环境设计中存在的许多问题提供了行为学、心理学方面的理论参考。
3.
This paper focuses on famous mountain research in China,starting with the background of human geography,using the ideas of environment reception and environment cognition which origin from behavioral geography,to study the relationship between human and famous mountains and to find out the reason how mountains became famous through the human activities and how they developed.
从人文地理学角度对名山进行研究,运用行为地理学中环境感应和环境认知的思想和方法,以人山之间的相互关系为基本研究对象,探求名山形成规律。
3) meta-cognitive environment
元认知性环境
1.
Meta-cognition teaching aims at making students have the ability of self-regulated learning by all of the ways of constructing meta-cognitive environment or modeling and training meta-cognitive skills as to make students understand their learning characteristics,goals,process and effect,finally have their self-regulated learning.
元认知教学以学生的自我调节的学习能力培养为目标,在教学中建立元认知性环境,进行元认知示范和训练,使学生了解自己的学习特点、学习目标、学习进程、学习效果,以达到对学习进行自我调节的目的。
4) mutual cognitive environment
互明认知环境
5) environmental risk perception
环境风险认知
补充资料：海洋自然地理环境(见自然地理环境)
海洋自然地理环境(见自然地理环境)
marine physical geographic environment
haiyang ziran dili huaniing海洋自然地理环境(marin。phys、calgeograPhic environment)见自然地理环境。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条