declarative knowledge中文是什么意思

• 表述性知识
• 陈述性知识
• 说明知识
• 叙述性知识
• 宣告性知识

• "declarative"中文翻译    adj. 1.宣言的，布告的。 2.呈诉的；陈述的，叙述 ...
• "knowledge"中文翻译    n. 1.知识；学识，学问。 2.了解，理解；消息。 3 ...
• "declarative knowledge definition" 中文翻译 :    陈述知识定义; 宣告性知识定义
• "declarative knowledge representation" 中文翻译 :    宣告性知识表示法
• "declarative representation of knowledge" 中文翻译 :    表述性知识表达
• "declarative" 中文翻译 :    adj. 1.宣言的，布告的。 2.呈诉的；陈述的，叙述的。 a declarative sentence 【语法】陈述句。
• "declarative array" 中文翻译 :    宣告阵列
• "declarative data" 中文翻译 :    说明性数据
• "declarative expression" 中文翻译 :    表述性表达
• "declarative indexing" 中文翻译 :    宣告式索引
• "declarative information" 中文翻译 :    申明性信息,说明信息
• "declarative instruction" 中文翻译 :    宣告指令
• "declarative language" 中文翻译 :    说蔑言; 说明性语言; 宣告语言
• "declarative learning" 中文翻译 :    叙述学习
• "declarative memory" 中文翻译 :    表述性记忆; 陈述性记忆
• "declarative operation" 中文翻译 :    宣告性操作
• "declarative part" 中文翻译 :    宣告部分
• "declarative procedure" 中文翻译 :    说明过程; 宣告程序
• "declarative programming" 中文翻译 :    声明式编程; 宣告式编程
• "declarative region" 中文翻译 :    宣告区域
• "declarative representation" 中文翻译 :    说庙示
• "declarative representations" 中文翻译 :    陈述性表示
• "declarative section" 中文翻译 :    宣告节
• "declarative semantics" 中文翻译 :    宣告语意
• "declarative sentence" 中文翻译 :    陈述句; 说明句子; 宣告句

• Concepts can be defined through their specific procedural knowledge , and the declarative knowledge which underpins them
  概念可以通过程序上的知识,以及支撑这些概念的公开的知识被定义
• The focus is on the correlation between reading and declarative knowledge as well as procedural knowledge
  指出阅读涉及语言图式、内容图式和修辞图式。这些基本图式的储备与阅读水平呈正相关。
• 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
  程序性知识与阅读之间的关系则侧重从个体在阅读过程中表现出的程序性知识方面的一些差异来加以展开。
• 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 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。
• 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。
• 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
  本文的突出特点是不仅在宏观方面力求把握理综改革的指导思想，而且在微观方面力争找准优化生物学课堂教学的切入点：主张陈述性知识的教学要充分体现先进性和社会性；倡导在课堂教学中采取多元化的教学方法和手段，提高课堂教学效率：合理运用各类创新型教学模式，实施构建“能力主线” ，并和“知识主线”相结合，培养学生的系统分析和整合的思维能力。在迎考复习阶段，不但要夯实基础，还要通过学科知识结构的构建培养学生的综合能力。
• 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
  首先用心理语言学的理论和认知理论解释语言理解和语言输出的实质并说明进行学习策略研究的必要性。然后用认知理论分析学习策略，指出学习策略属于人们的认知技巧，可以通过认知、联络和自动无意识三个阶段获得并由陈述性知识变为人们头脑中的程序性知识。
• 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
  本研究拟以当代认知心理学的阅读理论为指导，以英语阅读过程分析为切入口，以中职生(包括职业中专和综合高中的学生)为主要研究对象，对中国学生个体在阅读过程中表现出的在以图式为其综合表征形式的静态性的陈述性知识和以“ if - then ”产生式为其表征形式的动态性的程序性知识方面的差异进行实际调查，了解造成阅读困难的根源所在。
• 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
  研究结果表明诱导学生数学解释的确有助于促进学生陈述性和程序性知识的建构，有助于促进学生对新旧知识的整合，有助于学生产生自我推论和修复心理模型.同时发现教师提供适当的干预对促进学生理解有重要影响

• declarative knowledge 意味
• declarative knowledge перевод
• declarative knowledgeとは意味宣言的知識｛せんげん てき ちしき｝