认知主体的英文

• cognitive agent
• cognitive subject

• "认知"英文翻译    cognition; -gnosis
• "主体"英文翻译    main body; main part; princi ...
• "认知主义" 英文翻译 :    cognitivism
• "知主" 英文翻译 :    chinushi; cognitivism (psychology)
• "主体" 英文翻译 :    1.(事物的主要部分) main body; main part; principal part; mainstay 一支以青年为主体的突击队 a shock force composed mainly of young people2.[哲学] subject 主体和客体 subject and object; the perceiver and the world; 主体工程 main [principal] part of a project; 主体经济人 subject economic man; 主体结构 major structure; 主体思想 juche idea; 主体意识 subject consciousness
• "认知" 英文翻译 :    [心理学] cognition; -gnosis
• "不可知主义" 英文翻译 :    agnosticism
• "主知主义" 英文翻译 :    intellectualism
• "主体（会计主体）" 英文翻译 :    entity
• "多主体" 英文翻译 :    multiagent
• "话题，主体" 英文翻译 :    topic
• "类主体" 英文翻译 :    class body
• "人主体" 英文翻译 :    human agent
• "商主体" 英文翻译 :    merchant commercial person
• "主体；标的" 英文翻译 :    subject
• "主体；寄主" 英文翻译 :    host
• "主体；正文" 英文翻译 :    body
• "主体波" 英文翻译 :    subject wave
• "主体性" 英文翻译 :    counter subjectivity; transcendental subjectivity
• "主体组" 英文翻译 :    agent team
• "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

• Agents ' knowledge and belief have the features such as reflexibility and knowledge - belief convertibility
  摘要理性认知主体的知识与信念具有可反省性、知识向信念转化等特征。
• During the process of teaching , teachers must play the leading role as well as fully reflect the students ' cognitive main role
  在进行教学中，既要发挥教师的主导作用，更要充分体现学生的认知主体作用。
• In addition , the designing ideas of the model not only bring a leading role of teacher into play but also fully reflect cognitive main body of student
  模型的设计思想既发挥了教师的主导作用，又充分体现了学生的认知主体作用。
• In addition , the designing ideas of the model not only bring a leading role of teacher into play but also fully reflect cognitive main body of student
  模型的设计思想既能发挥教师的主导作用,又能充分体现学生的认知主体作用。提出并实现了一个多agent的学生模型。
• Translation should be based on the source language and text , and stress the cognitive roles of translator with the source / target languages , social , cultural and other minor marginal factors considered
  提出翻译研究必须坚持翻译的本体，以源语言及文本为基础、为核心，突出译者的认知主体作用，兼顾作者读者、源语译语、社会文化及共它边缘性影响因素等观点。
• One of the main goals of the reform in education of university is to change the traditional teaching mode , that is , construct a kind of new - type teaching mode that can give play to the teacher ' s leading role fully as well as reflect student ' s cognitive function
  摘要当前高校教学改革的主要目标之一是要改变传统的以教师为中心的教学模式，建构一种既能发挥教师的主导作用又能充分体现学生认知主体作用的新型教学模式。
• Three types of major theoretical tropism in constructivism are expounded , and their reasonable aspect used to discuss the issues of subject teaching - giving prominence to the subjectivity of the cognitive individual - is pointed out ; and the social dimensionality in the process of cognitive development is emphasized
  阐述了建构主义三种类型的主要理论取向，指出其应用于讨论学科教学问题的合理部分? ?突出认知主体的能动性；强调了认知发展过程中的社会维度。
• Education : video conference system can help college , academy and education organizations to realize large scale on - line courses and trainings to satisfy the learning request from different locations and student levels . with a simple network camera and internet connection , courses can be held at any time and any place
  当前高校教学改革的主要目标之一是构建一种既能发挥教师主导作用，又能充分体现学生认知主体作用的新型教学模式，鼎视通视讯系统就成了中国高校的首选载体。
• This theory emphasizes the impacts of subjective initiative and consciousness in the course of learning when a learner studies himself . it deems learning is a course , in which by the basis of feedback , the cognitive subject carries out his self - monitor , self - regulation and self - management on and on , concerning to cognitive course and result
  该理论强调学习者自身在学习过程中的主动性、自觉性和主体作用，认为学习是在反馈的基础上认知主体对认知过程和结果不断进行自我监控、自我调节、自我管理的过程。
• Last part of the paper , it presents a outlook of system development and prospect . the teaching mode of dual - initiative , which can brings teachers into leading roll and embodies students in cognition role , more fits teaching development ; historical inheritance model of student can provides system an accurate assessment for student and implements optimal teaching effect
  华东师范大学计算机系硕士学位论文一个双主型的计算机基础智能教学系统的设计与实现本文提出的双主型教学模型，既能发挥教师的主导作用又能充分体现学生认知主体作用，更符合我国目前的教学发展情况;有学习历史继承的学生模型，使系统对学生的评估比较准确，实现了最优的教学效果。