陈述性知识的英文

• declarative knowledge
• propositional knowledge

• "陈述"英文翻译    state; declare; allege
• "性知识"英文翻译    sexual knowledge
• "包括陈述性知识和程序性知识" 英文翻译 :    declarative knowledge and procedural knowledge
• "表述性知识" 英文翻译 :    declarative knowledge
• "描述性知识" 英文翻译 :    descriptive knowledge
• "叙述性知识" 英文翻译 :    declarative knowledge; narrative knowledge
• "表述性知识表达" 英文翻译 :    declarative representation of knowledge
• "述性知" 英文翻译 :    descriptive knowledge
• "性知识" 英文翻译 :    sexual knowledge
• "陈述性表示" 英文翻译 :    declarative representations
• "陈述性记忆" 英文翻译 :    declarative memory
• "陈述性舞蹈" 英文翻译 :    narrative dance
• "表象性知识" 英文翻译 :    figurative knowledge
• "策略性知识" 英文翻译 :    strategic knowledge
• "常识性知识" 英文翻译 :    common sense knowledge
• "程序性知识" 英文翻译 :    procedural knowledge
• "创作性知识" 英文翻译 :    productive knowledge
• "分散性知识" 英文翻译 :    dispersed knowledge
• "概念性知识" 英文翻译 :    conceptual knowledge
• "感性知识" 英文翻译 :    experimental knowledge; perceptual knowledge
• "功能性知识" 英文翻译 :    functional knowledge
• "过程性知识" 英文翻译 :    procedural knowledge
• "控制性知识" 英文翻译 :    control knowledge
• "类比性知识" 英文翻译 :    analogic knowledge
• "理性知识" 英文翻译 :    conceptual knowledge

• Two questionnaires are designed to investigate the subjects " improvement on metacognition . a city general examination is used to examine the effect of training on language proficiency
  本文通过对以往研究的回顾与综述，取益于陈述性知识与程序性知识，提出了“三步骤三阶段元认知”训练法。
• The knowledge is divided into the state - knowledge and the procedure - knowledge , which demands the aims of the curriculum to consider the ability and the strategy rather than to limit the explanation and representation of the nation and the law
  它分陈述性知识和程序性知识。这种新的知识观要求人们课程的目的不应仅仅局限于概念、法则的阐述与表征，同时还应考虑到能力与策略。
• 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
  阅读的障碍可能出现在有关陈述性知识环节上，也可能涉及程序性知识的某个方面，只有找出问题的症结所在并加以有效的克服，才能提高阅读的效率。
• Based on the cognitive psychology , the excessive attention paid to developing the students ' stating knowledge has transferred to developing students ' processing knowledge in order to develop students ' reading skills and the abilities of cognitive strategies
  以认知心理学为基础，力求使教学从过于注重学生陈述性知识的培养转到同时注重学生程序性知识的培养，即培养学生的阅读技能和认知策略的能力。
• In fact , there were some factors such as mathematical knowledge , mathematical tactics , schema , metacognition , attitude and so on , which jointly influenced the system of internal psychological mechanism in mathematical problem solving
  通过比较分析，笔者认为陈述性知识、程序性知识、图式知识、元认知及态度、兴趣等因素影响数学问题解决的内在心理机制，而且各影响因素之间相互作用、相互制约共同影响数学问题解决内在心理机制系统。
• In the history of the compilation since liberation , the chinese reference books are mainly organized by the explanatory notes and their focuses are stated according to the knowledge . but there are also some questions , such as simple styles and obsolete ideas , which have a deep negative effect upon the chinese teaching
  从建国后中学语文教参编写的历史来看，语文教参以注释模式为主线，以陈述性知识为核心，有体例单一、思想守旧等诸多问题，在语文教学中产生了广泛的消极影响。
• 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
  本文试图从我国语文课程中知识基础的现实状况，从知识与能力、素养的关系认识语文知识在语文课程中的重要性，并以课程理念为指导思想，从语言学、文章学、文艺学中选出一些有利于学生能力形成和素养提高的知识，最后提出以现代认知心理学为理论依据，按陈述性知识、程序性知识、策略性知识三个方面重新建构语文课程的知识体系。
• Besides , this is also a tentative study of the influences of the schema theory on the english reading comprehension so as to verify the relevant researches on reading made by cognitive psychologists and to propose some measures to improve relevant teaching activities . this paper consists of five chapters
  同时，结合有关图式理论对于英语阅读理解的影响的探讨，来验证认知阅读心理学家们对个体阅读能力表现在程序性知识和陈述性知识方面的差异有关研究，并提出相应的改进阅读教学的措施。
• Chapter 3 concerns the experiments and researches made on individual secondary professional school students " english reading competence , focusing on the correlation between the two sorts of knowledge and effective reading . chapter 4 discusses the specific experiments and their results . the findings and conclusions drawn thereof generally concur with the researches on reading made by cognitive psychologists
  随后的第四章具体介绍了有关阅读个体差异的实验与调查研究，并从实验与调查的角度出发，讨论了陈述性知识的差异和程序性知识的差异对于有效阅读的影响，指出阅读个体在阅读过程中所遇到的困难往往因人而异。
• 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
  培养学生的元认知能力，不仅有利于学生将陈述性知识转化为程序性知识，有利于学生形成正确的认知导向，有利于学生学习的迁移，有利于启发学生的创新意识、培养创新能力，而且可以调动学生学习的主动性、充分发挥学生的主体作用，促进学生素质的全面提高。