后设认知的英文

• metacognition

• "后"英文翻译    behind; back; rear
• "设"英文翻译    x
• "认知"英文翻译    cognition; -gnosis
• "后设" 英文翻译 :    meta
• "认知" 英文翻译 :    [心理学] cognition; -gnosis
• "后设电影" 英文翻译 :    meta-cinema
• "后设分析" 英文翻译 :    metaanalysiss
• "后设评鉴" 英文翻译 :    meta-evaluation
• "后设问题" 英文翻译 :    meta-problem
• "后设性的" 英文翻译 :    metatheoretical
• "事后设计" 英文翻译 :    after only design
• "印后设备" 英文翻译 :    postpress equipment
• "最后设计" 英文翻译 :    final design; final project; ultimate design
• "事前事后设计" 英文翻译 :    before after design; beforeafter designn
• "后设资料；诠释资料" 英文翻译 :    metadata
• "感知，认知" 英文翻译 :    perception
• "能认知" 英文翻译 :    perceptibility
• "认知(书)" 英文翻译 :    acknowledgement
• "认知渤" 英文翻译 :    cognitivefield psychology
• "认知卜" 英文翻译 :    cognitiondiscovery theory
• "认知的" 英文翻译 :    cognitive
• "认知度" 英文翻译 :    brand awareness; brand recognition; cognitive aspects; perceived quality
• "认知法" 英文翻译 :    cognitive approach
• "认知机" 英文翻译 :    congnitron; neocognitron
• "认知力" 英文翻译 :    cognitive power

• Metacognitive learning strategies : i . e . , planning , monitoring , and evaluating
  后设认知学习策略：包括事前计划、自我监督、和自我评估。
• The result of problem - posing showed the students had higher performance on one - step than multi - step word problems . 3
  后设认知能力愈高的学生，其在拟题表现上也愈好。
• Metacognitive strategies : e . g . , centering your learning , arranging and planning your learning , evaluating your learning
  后设认知策略：例如，集中学习、安排计划学习、评估学习。
• Can our students teach metacognitive skills and test preparation skills for use on end of unit and standardized tests
  我们的学生是否会教后设认知技能以及单元结束测验与标准化测验所需的应考技巧
• There were good two hundred seventy - four six - graders from two different elementary schools located in both taichung city and taichung county were selected to do this test
  研究工具为自编乘除拟题能力测验，施测后分析学生所拟出之数学题目的拟题结果、拟题背景、错误类型与后设认知。
• These features involve : ( 1 ) scaffolding and support for meta - cognitive processes ; ( 2 ) peer interaction paradigm ; ( 3 ) multiple zones of proximal development ; ( 4 ) decentralized and open knowledge building ; and ( 5 ) knowledge - learning community
  这些特色包括：提供后设认知过程的鹰架与支持、同侪互动的典? 、多重的邻近发展区、分散与开放的知识建立、知识学习的社区。
• The major findings were : ( 1 ) except the chi square test that was easily influenced by the sample size , the results indicated that the english learning process model fitted the observed data well in preliminary , overall , and internal structure model fit criteria . ( 2 ) the direct effects in the english learning process model were significant regarding their affective reaction with action control , affective reaction with metacognition , action control with metacognition , and metacognition with learning performance ; the indirect effects were also significant regarding their affective reaction with metacognition , affective reaction with learning performance , and action control with learning performance
  二、国中生英语学习历程模式中，情意反应对行动控制具直接效果；情意反应对后设认知具直接效果；行动控制对后设认知具直接效果；后设认知对学习表现具直接效果；此外，情意反应对后设认知与学习表现具间接效果；而行动控制对学习表现亦具间接效果。

• 后设认知的法语：Métacognition
• 后设认知的日语：メタ認知
• 后设认知的韩语：메타인지