论日语词汇学习中认知策略的运用     

鲁畅 《辽宁师范大学学报(社会科学版)》2007,30(6):53-55

词汇学习在语言学习中占有十分重要的地位.日语词汇量不足与日语词汇学习的认知策略不足是制约日语学习者词汇拓展的主要因素.因此,在日语词汇学习中,要掌握语义分类策略、特殊记忆策略、联想记忆策略、语境巩固策略以及循环重复策略等认知策略,并建立系统、完整的词汇学习的认知策略结构.这样,才能有效地认知日语词汇,有效地掌握所学词汇.  相似文献   

基于认知风格理论的网络课程学习内容设计     

李娟  穆肃 《远程教育杂志》2006,(2):36-38,60

学习内容设计是网络课程教学设计中极为重要的一个分支。尤其对于远程学习，学习者与学习内容的交互直接影响到学习者的学习成就。目前大量网络课程的内容设计主要偏向于内容的呈现方式。本文将以认知风格理论为指导，依据学习者不同的认知风格特征，重点探讨网络课程内容组织方式的设计。  相似文献   

A developmental review of response time data that support a cognitive components model of reading   总被引：2，自引：0，他引：2  

Greene  Barbara A.  Royer  James M. 《Educational Psychology Review》1994,6(2):141-172

The present article provides a review of numerous studies that measured response times for cognitive tasks related to six components of the reading process. The component processes were single-letter recognition, multi-letter unit identification, word and pseudoword identification, semantic access/concept activation, phrase and sentence comprehension, and text comprehension. The response time data are presented in tables and summarized in the text. The data provide support for a componential view of reading.  相似文献   

认知结构理论的扩展化：自我调节学习的建构主义理论     

曾碧 《甘肃高师学报》2008,13(6):78-80

认知结构理论的扩展化时期,众多认知心理学家不断扩充认知结构理论,对认知结构的过程和机制进行了具体而细微的研究,为真正的课堂教学提供了广泛而具体的指导。自我调节学习近20年来得到了广泛关注,成为教育心理学的研究热点,自我调节学习是有效地进行学习和解决问题的主要方面,能够促进学习在新情景中的迁移。学生的自我调节学习过程中存在三个影响因素即个人、环境和行为。自我调节学习的建构主义理论是认知结构理论在扩展化时期发展的重要代表之一,是指在学习活动中建构自我调节学习的理论。这些理论包括四方面的内容：即自我能力理论、努力程度理论、学习任务理论和学习策略理论。  相似文献   

词源意义与词汇意义论析   总被引：17，自引：1，他引：17  

王宁  黄易青 《北京师范大学学报(社会科学版)》2002,(4):90-98

汉语词源学的"意义"与词汇学的"意义"二者实质不同,属于完全不同的范畴;但长期以来不少同源词研究经常不能严格区别二者,导致确定同源词"义同"、"义通,,标准的混乱.在辨析词源意义与词汇意义之别的基础上,对词源意义的实质和内涵进行探讨,进而讨论词源意义的表述问题.  相似文献   

Dynamic Assessment of Young Children: Educational and Intervention Perspectives   总被引：5，自引：0，他引：5  

David Tzuriel 《Educational Psychology Review》2000,12(4):385-435

Dynamic/interactive assessment (DA) has been motivated by the inadequacy of conventional static tests to provide accurate information about the individual's learning ability, specific deficient functions, change processes, and mediational strategies that are responsible for cognitive modifiability. A growing need for DA with young children has emerged recently because decisions about treatment should be made as early as possible. The objectives of this paper are to review the major criticism of the standardized static testing approach, present the theoretical basis of the DA approach, describe current research on DA of young children within educational and intervention perspectives, and suggest some directions for future research. The theoretical foundations of the presented research derive from Vygotsky's sociocultural theory, specifically the zone of proximal development concept, and Feuerstein's mediated learning experience theory. DA has been applied with different clinical and educational groups and was found to be more accurate in reflecting children's learning potential than static tests, especially with minority and learning disabled children. The mediational strategy is also reported as more effective than other intervention approaches (e.g., graduated prompt). The DA approach was found useful in assessing outcome effects of cognitive education programs aimed at enhancing learning how to learn skills. Crucial issues of cost-effectiveness, training, reliability and validity, and generalization are discussed.  相似文献   

从认知语义学角度解释英语介词behind的多义性     

金春伟 《鸡西大学学报》2006,6(4):44-46

从认知语义学角度解释英语介词behind的多义现象,指出其意义包括空间意义和隐喻意义。空间意义是该介词体现的最基本的意义,不同的空间意义通过隐喻映射方式扩展为各自的隐喻意义,其多义性形成过程实际是由一个认知域向其他认知域,即由空间认知域向状态、时间等认知域的投射过程。  相似文献   

学生合理认知结构构建的教学策略研究   总被引：3，自引：0，他引：3  

王萍  刘耀辉 《德州学院学报》2005,21(1):79-81,93

构建学生合理的认知结构,能够培养学生的学习能力,是实现有效学习的前提.教师应从知识的组织与表征人手,在教学过程中掌握构建学生合理认知结构的策略,以便使学生的认知结构趋于完善.  相似文献   

A Conceptual Change Teaching Strategy to Facilitate High School Students' Understanding of Electrochemistry   总被引：1，自引：0，他引：1  

Niaz  Mansoor  Chacón  Eleazar 《Journal of Science Education and Technology》2003,12(2):129-134

Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two teaching experiments that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant (p < 0.001). It is concluded that the teaching experiments facilitated students' understanding (progressive transitions) of electrochemistry.  相似文献   

大学英语教学中自主阅读能力的培养     

施惠平  吴书祉  王筱娟 《无锡教育学院学报》2007,(2)

通过一份英语阅读情况调查表,发现阅读教学中存在3个主要问题:学生缺乏阅读自主性;学生阅读量太少;学生阅读目的过于强调应试。进而以自主性学习为切入点,重点探讨培养学生在阅读中的认知策略、元认知策略以及情感策略,最终提高学生的自主阅读能力。  相似文献