创造性地解决问题的英文

• analogies―creative problem solving

• "创造性"英文翻译    creativeness; creativity
• "地"英文翻译    the earth
• "解决问题"英文翻译    solve a problem; settle a di ...
• "就地解决问题" 英文翻译 :    settle a problem right on the spot
• "如何用创造性商务技术解决问题" 英文翻译 :    how to use creative problem solving techniques
• "通情达理地解决问题" 英文翻译 :    solve a problem in a reasonable way
• "创造性问题解决模式" 英文翻译 :    creative problem solving models
• "解决问题" 英文翻译 :    figure out; intellectual problem solving; problemsolving; settle a question; to solve the problem; work out a problem; work out the problem
• "（解决问题的）办法" 英文翻译 :    key/answer to a question solution to a problem
• "帮人解决问题" 英文翻译 :    help people solve problems
• "帮助解决问题" 英文翻译 :    helout
• "负责解决问题" 英文翻译 :    accept the challenge
• "管用, 能解决问题" 英文翻译 :    answer the purpose
• "就能解决问题" 英文翻译 :    alone will solve the problem
• "协助解决问题" 英文翻译 :    assisted with resolution of problems
• "抓紧解决问题" 英文翻译 :    come to grips with a problem
• "解决难题，解决问题" 英文翻译 :    trouble-shooting
• "创造性解决方法" 英文翻译 :    creative solution
• "发现问题,解决问题" 英文翻译 :    discover problems and solve them
• "发现问题解决问题" 英文翻译 :    discover problems and solve them
• "帮助客户解决问题" 英文翻译 :    helping customers to solving problems
• "并对解决问题负责" 英文翻译 :    people accepting ownershiof problems and their responsibility for solving them
• "采取措施解决问题" 英文翻译 :    take measures to solve the problem
• "解决问题，排难解纷" 英文翻译 :    problem shooting
• "解决问题的步骤" 英文翻译 :    moves towards setting a problem

• If you repeat the methods of other people , you can ' t give a creative solution
  如果你重复别人的方法，你就不能够创造性地解决问题。
• Exploring pruning possibilities by using functional notations described in 3 above , is an important aspect of applying functional analysis to creative problem solving
  通过（上面第3个秘密中描述的）功能符号来探索裁剪的可能性，是应用功能分析来创造性地解决问题的一个重要的方面。
• Students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing the use of mathematics to solve problems related to real life . 3 . students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing creatively problem - solving 4
  学生在作业一中的成绩显示：采用spbi与不采用spbi相比，学生在创造性地解决问题方面有显著差异，在解决实际问题方面差异不显著，在掌握基本知识和进行常规计算方面差异不显著。
• But how to change this situation ? or how to change those aspects of our mathematical curriculum and teaching practice that inhibit high - level mathematical cognition ? as the key role mathematical problems playing on students learning , we put forward a proposal which focusing on the problems students engaging with on mathematical class , that is : a ) encourage students posing mathematical problems , b ) set mathematical problems in contexts related with students " daily life , c ) provide students opportunity to solve complex problems
  问题是数学的心脏，问题解决是课堂教学的核心，因此，我们提出：从课堂数学问题入手，包括问题提出的方式、问题产生的背景、和师生就问题解决进行活动的方式上进行变革，将有利于学生数学认知在各方面的协调发展，特别是提出问题的能力、解决实际问题的能力、创造性地解决问题的能力这三方面，从而有利于提高他们的数学认知水平。
• Students receiving spbi wo n ' t perform significantly better than students receiving instruction traditionally on routine - tasks assessing computation and recall of basic facts . we developed two cognition assessment instruments ( cai ) , one called tasks i is for unit - theme - situation experiment , and the other one called tasks ii is for mini - situation experiment
  学生在作业二中的成绩显示:采用spbi与不采用spbi相比，学生在提出数学问题、解决实际问题、和创造性地解决问题方面有显著差异，在掌握基本知识和进行常规计算方面成绩好的一组无显著差异，成绩差的一组有显著差异。