| 1. | Metacognitve skill training by reflection on lower achievers in high schools
中学数学学困生题后反思的元认知技能培训 |
| 2. | Effects of training on lower - achievers ' meta - cognitive skill in high schools
中学数学困难生的元认知技能干预效应研究 |
| 3. | This is very much based on howard gardner ' s concept of multiple intelligences
我非常相信在孩子们学习外语的同时也能够培养他们的认知技能。 |
| 4. | 47 " society does not place enough emphasis on the intellect ? that is , on reasoning and other cognitive skills .
社会没有给予思维能力，即推理和其他的认知技能，足够的重视。 |
| 5. | Issue47 . " society does not place enough emphasis on the intellect ? that is , on reasoning and other cognitive skills .
社会没有给予思维能力，即推理和其他的认知技能，足够的重视。 |
| 6. | Can our students teach metacognitive skills and test preparation skills for use on end of unit and standardized tests
我们的学生是否会教后设认知技能以及单元结束测验与标准化测验所需的应考技巧 |
| 7. | We can actually develop our intelligences and as teachers of young learners we have a responsibility to help them to develop their cognitive skills
实际上我们是能够发展我们的智力的，作为低龄学习者的教师，我们有责任帮助他们发展他们的认知技能。 |
| 8. | This thesis attempts to investigate the english reading strategies used by senior middle school students . cognitive theory emphasizes conscious learning , viewing second language acquisition as a cognitive skill
认知论认为外语习得是复杂认知技能的习得，阅读也是一个复杂的认知过程。 |
| 9. | Adaptive development did n ' t balance within chiildren with mr , such as the developmental level in cognitive domain was lowest , while it was highest in social domain relatively
而认知技能从9岁开始出现减速发展。弱智儿童个体内发展存在着不平衡性，认知领域的发展最差，社会领域的发展最好。 |
| 10. | Secondly , developmental method which instructs students " efficient gain for knowledge and the development for cognitional skills is rooted on these : the students " characteristics of cognitional process and scientific design for textbooks and instruction method
较为科学的教学改革思想是：充分了解学生获取知识的信息加工过程，根据学生认知过程和特点科学地设计教材和教法，通过启发式的方法引导学生有效地获取知识，发展认知技能。 |
