declarative knowledge造句
例句與造句
- Concepts can be defined through their specific procedural knowledge , and the declarative knowledge which underpins them
概念可以通過程序上的知識(shí),以及支撐這些概念的公開的知識(shí)被定義 - The focus is on the correlation between reading and declarative knowledge as well as procedural knowledge
指出閱讀涉及語言圖式、內(nèi)容圖式和修辭圖式。這些基本圖式的儲(chǔ)備與閱讀水平呈正相關(guān)。 - An analysis on the relationship between reading and declarative knowledge is conducted in accordance with schema theory , which shows that schemas are significantly related to effective reading
程序性知識(shí)與閱讀之間的關(guān)系則側(cè)重從個(gè)體在閱讀過程中表現(xiàn)出的程序性知識(shí)方面的一些差異來加以展開。 - Research evidence shows that difficulties in reading vary from person to person . problems may either result from lack of declarative knowledge or procedural knowledge . so long as they are diagnosed and solved , effective reading can be expected
閱讀的障礙可能出現(xiàn)在有關(guān)陳述性知識(shí)環(huán)節(jié)上，也可能涉及程序性知識(shí)的某個(gè)方面，只有找出問題的癥結(jié)所在并加以有效的克服，才能提高閱讀的效率。 - Based on the practical status of the knowledge foundation of the curriculum in china , with regard to the relations of knowledge , ability and accomplishment , this thesis attempts to comprehend the importance of the knowledge in the curriculum of language and literature . taking the objectives and ideas of the curriculum as a principle , this thesis chooses some knowledge , which can improve students " ability and accomplishment , from linguistics , article theory and literature theory to reconstruct the knowledge system of the curriculum according to the three aspects : declarative knowledge , procedural knowledge and strategical knowledge
本文試圖從我國語文課程中知識(shí)基礎(chǔ)的現(xiàn)實(shí)狀況，從知識(shí)與能力、素養(yǎng)的關(guān)系認(rèn)識(shí)語文知識(shí)在語文課程中的重要性，并以課程理念為指導(dǎo)思想，從語言學(xué)、文章學(xué)、文藝學(xué)中選出一些有利于學(xué)生能力形成和素養(yǎng)提高的知識(shí)，最后提出以現(xiàn)代認(rèn)知心理學(xué)為理論依據(jù)，按陳述性知識(shí)、程序性知識(shí)、策略性知識(shí)三個(gè)方面重新建構(gòu)語文課程的知識(shí)體系。 - It's difficult to find declarative knowledge in a sentence. 用declarative knowledge造句挺難的
- If the students have the metacognitive ability , they will change the declarative knowledge into the procedural knowledge , form the right cognitive guidance , and arouse the innovative consciousness and innovative ability . the metacognitive ability also can bring every positive factor of the students and improve the quality of the students
培養(yǎng)學(xué)生的元認(rèn)知能力，不僅有利于學(xué)生將陳述性知識(shí)轉(zhuǎn)化為程序性知識(shí)，有利于學(xué)生形成正確的認(rèn)知導(dǎo)向，有利于學(xué)生學(xué)習(xí)的遷移，有利于啟發(fā)學(xué)生的創(chuàng)新意識(shí)、培養(yǎng)創(chuàng)新能力，而且可以調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性、充分發(fā)揮學(xué)生的主體作用，促進(jìn)學(xué)生素質(zhì)的全面提高。 - The outstanding features of this paper lied in the following aspects : it tried to master the guiding ideology of the reform in science complex ; it tried to find out the optimum biology teaching method : it suggested that the teaching of declarative knowledge should reflect the social meaning and advanced merits ; it proposed applying multiple teaching methods to raise the class teaching efficiency ; it maked reasonable use of all initiative new teaching models , realized the combination of " ability clue " and " knowledge clue " , and endowed the students with the ability to analyze systematically and think in whole . in the period of the revision for the entrance exam , not only the basic knowledge should be consolidated , but their comprehensive ability should be cultivated through the building of subject structure
本文的突出特點(diǎn)是不僅在宏觀方面力求把握理綜改革的指導(dǎo)思想，而且在微觀方面力爭(zhēng)找準(zhǔn)優(yōu)化生物學(xué)課堂教學(xué)的切入點(diǎn)：主張陳述性知識(shí)的教學(xué)要充分體現(xiàn)先進(jìn)性和社會(huì)性；倡導(dǎo)在課堂教學(xué)中采取多元化的教學(xué)方法和手段，提高課堂教學(xué)效率：合理運(yùn)用各類創(chuàng)新型教學(xué)模式，實(shí)施構(gòu)建“能力主線” ，并和“知識(shí)主線”相結(jié)合，培養(yǎng)學(xué)生的系統(tǒng)分析和整合的思維能力。在迎考復(fù)習(xí)階段，不但要夯實(shí)基礎(chǔ)，還要通過學(xué)科知識(shí)結(jié)構(gòu)的構(gòu)建培養(yǎng)學(xué)生的綜合能力。 - In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research , then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive , associative and autonomous stages of learning
首先用心理語言學(xué)的理論和認(rèn)知理論解釋語言理解和語言輸出的實(shí)質(zhì)并說明進(jìn)行學(xué)習(xí)策略研究的必要性。然后用認(rèn)知理論分析學(xué)習(xí)策略，指出學(xué)習(xí)策略屬于人們的認(rèn)知技巧，可以通過認(rèn)知、聯(lián)絡(luò)和自動(dòng)無意識(shí)三個(gè)階段獲得并由陳述性知識(shí)變?yōu)槿藗冾^腦中的程序性知識(shí)。 - The present study is done under the guidance of the reading theories of contemporary cognitive psychology . starting with an analysis of the reading process , it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading . it is found that declarative knowledge is static , represented by schemata , while procedural knowledge is dynamic , represented by the " if - then " model
本研究擬以當(dāng)代認(rèn)知心理學(xué)的閱讀理論為指導(dǎo)，以英語閱讀過程分析為切入口，以中職生(包括職業(yè)中專和綜合高中的學(xué)生)為主要研究對(duì)象，對(duì)中國學(xué)生個(gè)體在閱讀過程中表現(xiàn)出的在以圖式為其綜合表征形式的靜態(tài)性的陳述性知識(shí)和以“ if - then ”產(chǎn)生式為其表征形式的動(dòng)態(tài)性的程序性知識(shí)方面的差異進(jìn)行實(shí)際調(diào)查，了解造成閱讀困難的根源所在。 - The findings not only show that eliciting mathematical explanation is really helpful to construct declarative knowledge and procedural knowledge , to integrate new and old knowledge , and to generate self - inference and repair students " mental model , but also show that if the teacher provides appropriate intervention , it may have a critical influence on fostering students " understanding
研究結(jié)果表明誘導(dǎo)學(xué)生數(shù)學(xué)解釋的確有助于促進(jìn)學(xué)生陳述性和程序性知識(shí)的建構(gòu)，有助于促進(jìn)學(xué)生對(duì)新舊知識(shí)的整合，有助于學(xué)生產(chǎn)生自我推論和修復(fù)心理模型.同時(shí)發(fā)現(xiàn)教師提供適當(dāng)?shù)母深A(yù)對(duì)促進(jìn)學(xué)生理解有重要影響