认知弹性理论,cognitive flexibility theory
1)cognitive flexibility theory认知弹性理论
1.Enlightening of thecognitive flexibility theory to special subject teaching in network;认知弹性理论对网络环境下专题教学的启示
2.An Instructional Mode Based on Cognitive Flexibility Theory——Eliminate the cognitive gaps between diverse online-learners;基于认知弹性理论的一种教学模型——在线学习中消除多样性学习群体间的认知鸿沟
3.Constructivism with Cognitive Flexibility Theory to Guide Psychological Education in College Teaching;用认知弹性理论指导心理健康教育课程教学
英文短句/例句
1.The Cognitive Flexibility Theory and Its Inspiration for Teacher Training;认知弹性理论及其对教师培训的启示
2.Constructivism with Cognitive Flexibility Theory to Guide Psychological Education in College Teaching;用认知弹性理论指导心理健康教育课程教学
3.The Learning Transfer of Cognitive Flexibility Theory and Its Revelation to Educational Practice;认知弹性理论的学习迁移观及其教学含义
4.Preschool Teachers Professional Training in the Perspective of Cognitive Flexibility Theory;认知弹性理论视野下的幼儿园教师专业培训
5.The Instruction of Primary and Secondary School Teacher Training with Guidance of Cognitive Flexibility Theory;认知弹性理论指导下的中小学教师培训教学
6.Enlightening of the cognitive flexibility theory to special subject teaching in network;认知弹性理论对网络环境下专题教学的启示
7.A CFT-based Design of Advanced Knowledge Acquisition in Online Courses基于认知弹性理论的网络课程中高级知识学习的设计
8.Construction of the Physics Teaching Mode of Middle School Based on Cognitive Flexibility Theory under the Information Technology Environment;信息技术环境下基于认知弹性理论的中学物理教学模式的构建
9.Application Research of Cognitive Flexibility Theory in Middle School Chinese Teaching Design认知弹性理论在中学语文教学设计中的应用研究
10.Construction and Application of the Online基于认知弹性理论的网络教学模式的构建及其应用研究
11.An Instructional Mode Based on Cognitive Flexibility Theory--Eliminate the cognitive gaps between diverse online-learners;基于认知弹性理论的一种教学模型——在线学习中消除多样性学习群体间的认知鸿沟
12.Research on the Cultivation of Undergraduates Self-regulated Learning Ability Based on Cognitive Flexibility Theory in the Network Environment;网络环境下基于认知弹性理论的大学生自主学习能力培养策略研究
plementarity Analysis on Cognitive Linguistics and Relevance Theory;试论认知语言学与关联理论的互补性
14.§2 The cognitive assumption of the relevance-theoretic communication view--relevance§2 关联理论交际观的认知假设——关联性
15.Cognitive Study on Polysemy in Terms of Prototypical Category Theory;多义性在原型范畴理论上的认知研究
16.Cognitive Complexity and Conscious Levels: A Review on Zelazo s Theory;认知复杂性与意识水平:Zelazo理论述评
17.On the Demerits of Cognitive Environment in the Discourse Inference;略论认知语境在语篇推理中的局限性
18.Cognitive Flexibility Theory Applys to the Web Learning;认知灵活性理论在网络教学中之应用
相关短句/例句
cognitive flexibility认知弹性
1.Thecognitive flexibility theory is a learning theory dealing with the learning and transferring of ill-structured knowledge.“认知弹性理论”是针对“结构不良知识”的习得和迁移而提出的一种学习理论。
3)Cognitive Flexibility Theory认知灵活性理论
1.The Alternative Design under theCognitive Flexibility Theory in Web Teaching;认知灵活性理论指导下的网络教学交互设计
2.Cognitive Flexibility Theory Applys to the Web Learning;认知灵活性理论在网络教学中之应用
3.Cognitive Flexibility Theory and Web-based College English TBL Teaching Model;认知灵活性理论与基于网络的大学英语TBL教学模式
4)cognitive theory of sexual behavior性行为认知理论
5)theory of cognitive consistency认知一致性理论
6)cognitive theories认知理论
1.According tocognitive theories, cognitive factors play a crucial role in causing depression.抑郁症在当今社会呈多发趋势,认知理论认为,认知因素在抑郁症的产生中起关键作用。
2.Based on Nida s functional equivalence and equivalent translating theories,the author tried to analyze translating strategies of metaphors withcognitive theories.认知理论关照下的英汉概念隐喻对比发现,英汉概念隐喻之间存在相似性和差异性。
3.This paper makes a comparison between Jackendoff and Langacker scognitive theories in five aspects in the hope of deepening the understanding of the two theories: ontologies, epistemologies; relations between syntax and semantics; relations between lexicon and encyclopedia; opinions on feature analysis; production and representation of conceptual structure.文章从本体论与认识论、句法与语义的关系、词汇意义与百科知识的关系、对义素分析的看法、概念结构的产生和表征等五个方面比较了杰肯道夫(Jackendoff)和兰盖克(Langacker)的认知理论的异同,以期通过比较加深对两人理论观点的认识和理解。
延伸阅读
布鲁纳认知发展阶段理论布鲁纳认知发展阶段理论Bruner"s theory of stages of cognitive development布鲁纳认知发展阶段理论(BrUner’s山e(叮of stages of eognitive develoPment)J.S.布鲁纳是美国认知心理学的重要代表人物之一，其认知发展阶段理论深受J‘皮亚杰理论的影响他从结构论观点出发，以表征作为测量认知发展的指标，把儿童认知发展划分为三个阶段:(l)动作表征阶段。儿童主要通过动作来组织、再现外界事物的特征，注意单一而不稳定，只能从做中学，很少有反省思维的参与。(2)形象式表征阶段。儿童显示出有构成环境经验的内在表象的实际能力，通常在5一6岁发展到顶点。(3)符号式表征阶段。大约出现在青春期。儿童开始能够应付命题，能用一种层次结构来达到概念化和决定可能性，并用一种形式把它们结合起来。布鲁纳认为认知发展的三个阶段是有次序性和连续性的，后一种表征的发展有赖于前一种表征的发展。同时，这三个阶段虽同年龄有关，但在很大程度上因文化和教育的不同而加快发展或停滞。(白学军撰林索德审)
