- 問題求解任務
- problem: n. 1.問題，課題；疑難問題；令人困惑的情況。 2.【 ...
- solve: vt. 1.解釋，說明，解答，解決；調(diào)停。 2.清償(債 ...
- task: n. 1.(派定的)工作，任務，功課。 2.艱苦的工作， ...
- complex problem-solving task: 復合問題求解任務
- problem solving task: 問題解決任務
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problem-solving task中文什么意思
- 問題求解任務
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例句與用法
- Cai , 1998 ; bikai nie , & bingying wang , 2000 ) provided evidence that , while our students outperformed on problem - solving tasks , the result was not the same on problem - posing tasks . because most students learned mathematics and developed increased mathematical capacities only when they participate in instruction focused on rich and worthwhile mathematical activity . however , in the circles of mathematics education , there was a universal sense , that is : our mathematical education loses contact with reality ; students solve problems not related to real life ; the mathematical activity students conducted mostly focused on memorization and mechanical use of procedures rather than the use of mathematical knowledge and tools to explore patterns , frame and solve problem , etc .
課堂是學生學習數(shù)學、發(fā)展數(shù)學認知的主陣地，我國學生的數(shù)學認知在上述方面表現(xiàn)出來的差異可以從數(shù)學課程與教學中尋找原因： “中國數(shù)學教育脫離實際” (張奠宙， 1994 ) ； “在強調(diào)素質(zhì)教育的今天，絕大多數(shù)課堂教學仍然是傳授知識加技能訓練的傳統(tǒng)教學模式” ， “學生的數(shù)學學習仍然是一種‘復制型’的‘消極’學習” ， “學生幾乎沒有獨立思考、探索發(fā)現(xiàn)的機會” (季素月， 1996 ) ；我國數(shù)學課程在“探究”和“背景”上“較薄弱” ，在“運算”和“推理”等方面“要求過高” (鮑建生，博士學位論文， 2002 ) 。 - Cognitive process strategies have been a component of construct . moreover , task characteristic would moderate the relationship between cognitive process strategies and in - basket testing . specifically , assessess who used integrative analysis cognitive process strategy would get best score in the problem - solving task ; according to different task characteristic , there was different relationship between cognitive process strategies and in - basket validity
考察任務特征對認知加工策略與公文筐測驗效度的影響關系時，發(fā)現(xiàn)問題解決型任務對認知加工策略與公文筐測驗成績之間的關系影響更大，被測評者在公文筐測驗過程中所采用的內(nèi)在認知加工策略受任務特征的影響。