processing psychology中文什么意思

• 信息加工心理学

• process:    vi. 〔口语〕排队走，列队行进 〔procession ...
• psychology:    n. 1.心理学。 2.心理。 3.心理学论著；心理学体 ...
• information processing psychology:    信息处理心理学; 信息加工心理学
• psychology:    n. 1.心理学。 2.心理。 3.心理学论著；心理学体系。 child psychology 儿童心理学。 comparative [criminal, experimental] psychology 比较[犯罪，实验]心理学。
• psychology of:    妇女心理学; 男人心理学

例句与用法

1. According to the theory of information - processed psychology , the teaching and learning strategies of nonage reading for infants include repeat , finish machining , organizing , cognizing and so on
   摘要从信息加工心理学的理论看，早期阅读的教与学的策略包括复述策略、精加工策略、组织策略和认知策略等。
2. The study on information - processing , information - exchanging and feedback , and the study on information management are major concerns of the research on problem - inquiry teaching pattern . in this paper , based on information - processing psychology and educational information theory , making use of our secondary middle school teaching practice , investigation and studies , we do some research on educational information - processing theory of problem - inquiry teaching pattern
   探究式教学中的信息加工规律、信息的交流与反馈和信息的运行与管理模式是当前探究式教学的研究中的一项重大课题，在本文中我们以信息加工心理学和教育信息论为理论基础，通过中学物理教学的教育实践、行动研究和调查，对探究式教学中的教育信息加工理论进行探讨。
3. After expounding suhomlicky ideas of main body ' s taking part , gagne divided the whole teaching process into nine stages according to the information processing pattern of study and memory put forward by information processing psychology . he also told us how to design chemistry teaching process in order to give prominence to students . he did so in accordance with his understanding of ausubel ' s theories of structural knowledge and transferring
   第一部分：理论分析综述国内外有关教学过程中突出学生主体性的教育思想和教学模式，通过对苏霍姆林斯基关于主体参与思想地论述；加涅根据信息加工心理学提出的学习与记忆的信息加工模型，把整个学习过程分成的九个阶段；根据对奥苏贝尔的认知结构理论与迁移理论的理解，提出化学教学中应如何设计教学程序，以突出学生主体性。
4. Based on the theories of children ' s psychological development and cognitive - processed psychology , the researcher probes into the characteristics and reasons of children ' s reading difficulties , arguing that the problems about children ' s reading difficulties should be thought in a broader domain
   摘要本文从心理发展和认知加工角度探讨了早期阅读困难的特徵和原因，揭示了语音意识、视觉空间认知和工作记忆等基本认知能力对早期阅读困难的影响，提示研究者应从更广泛的领域关注早期阅读教育的理论与实践研究。