创造性地解决问题 meaning in English
analogies―creative problem solving
Examples
- If you repeat the methods of other people , you can ' t give a creative solution
如果你重复别人的方法，你就不能够创造性地解决问题。 - Exploring pruning possibilities by using functional notations described in 3 above , is an important aspect of applying functional analysis to creative problem solving
通过（上面第3个秘密中描述的）功能符号来探索裁剪的可能性，是应用功能分析来创造性地解决问题的一个重要的方面。 - Students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing the use of mathematics to solve problems related to real life . 3 . students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing creatively problem - solving 4
学生在作业一中的成绩显示：采用spbi与不采用spbi相比，学生在创造性地解决问题方面有显著差异，在解决实际问题方面差异不显著，在掌握基本知识和进行常规计算方面差异不显著。 - But how to change this situation ? or how to change those aspects of our mathematical curriculum and teaching practice that inhibit high - level mathematical cognition ? as the key role mathematical problems playing on students learning , we put forward a proposal which focusing on the problems students engaging with on mathematical class , that is : a ) encourage students posing mathematical problems , b ) set mathematical problems in contexts related with students " daily life , c ) provide students opportunity to solve complex problems
问题是数学的心脏，问题解决是课堂教学的核心，因此，我们提出：从课堂数学问题入手，包括问题提出的方式、问题产生的背景、和师生就问题解决进行活动的方式上进行变革，将有利于学生数学认知在各方面的协调发展，特别是提出问题的能力、解决实际问题的能力、创造性地解决问题的能力这三方面，从而有利于提高他们的数学认知水平。 - Students receiving spbi wo n ' t perform significantly better than students receiving instruction traditionally on routine - tasks assessing computation and recall of basic facts . we developed two cognition assessment instruments ( cai ) , one called tasks i is for unit - theme - situation experiment , and the other one called tasks ii is for mini - situation experiment
学生在作业二中的成绩显示:采用spbi与不采用spbi相比，学生在提出数学问题、解决实际问题、和创造性地解决问题方面有显著差异，在掌握基本知识和进行常规计算方面成绩好的一组无显著差异，成绩差的一组有显著差异。