problem-solving task中文是什么意思

發(fā)音:

中文翻譯
造句

問(wèn)題求解任務(wù)

problem n. 1.問(wèn)題，課題；疑難問(wèn)題；令人困惑的情況。 2.【 ...
solve vt. 1.解釋?zhuān)f(shuō)明，解答，解決；調(diào)停。 2.清償(債 ...
task n. 1.(派定的)工作，任務(wù)，功課。 2.艱苦的工作， ...
complex problem-solving task 復(fù)合問(wèn)題求解任務(wù)
problem solving task 問(wèn)題解決任務(wù)
ill-structured problem solving task 不良結(jié)構(gòu)問(wèn)題求解任務(wù)
problem solving 節(jié)是問(wèn)題求解; 解決式; 解決問(wèn)題的能力的人員; 排難; 問(wèn)題解決法; 問(wèn)題解決能力; 問(wèn)題求解
problem-assessment and problem-solving 問(wèn)題分析與決策
algorithmic problem solving 算法問(wèn)題求解
art of problem solving 問(wèn)題求解藝術(shù)
binary problem-solving tree 問(wèn)題求解二叉樹(shù)
cognitive problem solving 認(rèn)識(shí)問(wèn)題求解
community problem-solving policing 社區(qū)問(wèn)題處理警務(wù)”
computer-aided problem solving 計(jì)算機(jī)輔助解題
computer-based problem solving 基于計(jì)算機(jī)的問(wèn)題求解
contribute to solving the problem of 有助于……問(wèn)題的解決
cooperative distributed problem solving 協(xié)作分布[式]問(wèn)題求解
creative problem solving 創(chuàng)意解難
creative problem solving models 創(chuàng)造性問(wèn)題解決模式
creative problem-solving 創(chuàng)造性難題處理; 創(chuàng)造性問(wèn)題解法
creativity and problem solving 創(chuàng)造力和問(wèn)題解決
distributed problem solving 分布[式]問(wèn)題求解; 分散式問(wèn)題求解; 問(wèn)題求解
eas engineering problem solving 工程問(wèn)題解法
expert problem solving 專(zhuān)家問(wèn)題求解
explore ways of solving the problem 尋求解決問(wèn)題的辦法

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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(xué)生學(xué)習(xí)數(shù)學(xué)、發(fā)展數(shù)學(xué)認(rèn)知的主陣地，我國(guó)學(xué)生的數(shù)學(xué)認(rèn)知在上述方面表現(xiàn)出來(lái)的差異可以從數(shù)學(xué)課程與教學(xué)中尋找原因： “中國(guó)數(shù)學(xué)教育脫離實(shí)際” (張奠宙， 1994 ) ； “在強(qiáng)調(diào)素質(zhì)教育的今天，絕大多數(shù)課堂教學(xué)仍然是傳授知識(shí)加技能訓(xùn)練的傳統(tǒng)教學(xué)模式” ， “學(xué)生的數(shù)學(xué)學(xué)習(xí)仍然是一種‘復(fù)制型’的‘消極’學(xué)習(xí)” ， “學(xué)生幾乎沒(méi)有獨(dú)立思考、探索發(fā)現(xiàn)的機(jī)會(huì)” (季素月， 1996 ) ；我國(guó)數(shù)學(xué)課程在“探究”和“背景”上“較薄弱” ，在“運(yùn)算”和“推理”等方面“要求過(guò)高” (鮑建生，博士學(xué)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(wù)特征對(duì)認(rèn)知加工策略與公文筐測(cè)驗(yàn)效度的影響關(guān)系時(shí)，發(fā)現(xiàn)問(wèn)題解決型任務(wù)對(duì)認(rèn)知加工策略與公文筐測(cè)驗(yàn)成績(jī)之間的關(guān)系影響更大，被測(cè)評(píng)者在公文筐測(cè)驗(yàn)過(guò)程中所采用的內(nèi)在認(rèn)知加工策略受任務(wù)特征的影響。

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