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1)  situated cognition
情境性认知
1.
Such changes make impacts on research and practice of effective teaching, which changed correspondingly from the behavior product with teacher-oriented to the cognitive construction with student-mediation-oriented, and to the situated cognition with ecology-oriented.
学习理论从行为取向到认知取向再到情境取向的变革,使有效教学呈现出相应的发展趋势:从为行为结果而教学的教师中心取向,到为认知建构而教学的学生中介取向,再发展到为情境性认知而教学的生态化取向。
2)  Situated Cognition
情境认知
1.
Discussions on designs for english extracurricular activities based on the theory of "situated cognition";
从“情境认知”谈英语第二课堂设计
2.
Research of instructional design under theory of situated cognition;
基于情境认知学习理论的教学设计探究
3.
Situated Cognition and Situated Learning in Mathematics Class;
情境认知与数学课堂中的情境学习
3)  situation cognition
情境认知
1.
Borrowing from the concepts and methods of environmental quality evaluation in environment science, the model of fuzzy comprehensive evaluation on pilots situation cognition was built, and used to evaluate 6 advanced pilots situation cognition.
借用环境科学中环境质量评价的概念和方法 ,建立了飞行员情境认知的多级模糊综合评判模型 ,并用该模型对飞行员的情境认知进行了综合评判。
2.
Objective To resolve the problems of comprehensive evaluation on pilot s situation cognition basing on studying the mission situation.
目的通过对任务情境的研究,解决飞行员情境认知的综合评判问题。
4)  cognitive situation
认知情境
1.
This solution emphasizes the significance of cognitive situations to belief acceptance,and solves the lottery paradox under the frame of situation semantic theory.
该方案强调认知情境对信念接受的重要影响,在情境语义学的构架下对彩票悖论作了新的解决,并使之得到了有力的哲学辩护。
5)  situated cognition and learning
情境认知与学习
1.
The theory of situated cognition and learning and the theory of reflective practitioner are the fundamental bases of foreign language teacher decision making.
外语教师教学决策是有深刻基础的,情境认知与学习理论为外语教师教学决策提供了理论基础,而反思性实践家理念则构成了外语教师教学决策的实践基础。
6)  Situated Cognition and Learning Theory
情境认知学习
1.
This study comes through the following process:design---- practice----redesign----practice according to Situated Cognition and Learning Theory.
本研究依据情境认知学习理论,对《品德与生活》主题单元的设计经历了“设计——实施——再设计——实施”的过程。
补充资料:情境性学习

情境性学习:学习的社会建构理论对知识与学习的一种看法,认为知识不是个人的认知结构,而是随着时间而发展的社会团体的创造。社会团体的习俗(practices of community)——相互作用和办事的方式以及该团体所创造的工具——构成了该团体的知识。学习意味着变得更有能力参与那些实践和应用那些工具。

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