cognitive learning theory meaning in Chinese
认知学习理论
Examples
- Tbi is a development of clt , and cognitive learning theory is its important theoretical basis
任务式教学法是交际教学法的发展和进步，认知学习理论是其重要的理论组成部分。 - In part of theory , the paper analyses the present situation of its , presents its theoretical base , constructs a teaching mode of dual - initiative , gives its structure , discuss its writing environment , provides a reference of integrating object - oriented database and ai ; in part of design , the paper combines method of fields knowledge representation , presents teaching strategy reasoning machine based on weight - generation production rule ; according to cognitive learning theory , designs a cognitive model of student which adopts approach method and historical inheritance of study , designs a model which can navigate in learning process and in hyper - text based on student ' s model and knowledge presentation , discusses the design of explanation mechanism and man - machine interface
在理论部分，本文分析了its的现状，提出了its的理论基础，建构了一个双主的教学模式，并给出了its的结构，讨论了智能教学系统的写作环境的选择，为本文的面向对象数据库和人工智能的结合提供了依据；在设计部分，本文结合领域知识表示方法，给出了一个面向对象的认知的超文本的知识表示方法，提出了基于加权产生式规则的教学策略推理机；依据认知学习理论，设计了一个采用逐步逼近法的有学习历史继承的认知学生模型，并根据学生模型和知识表示设计一个学习过程自动导航和超文本导航的教学模型；讨论了智能系统解释机制和人机接口的设计。 - This paper is made under the guidance of the cognitive learning theory and the viewpoint of constructivism . it finishes the development and research work of multimedia studying system of the automatic transmission , the petrol jetting and the electronic igniting in the multimedia software of the new automobile structure
本文在认知学习理论和建构主义学习观的指导下，完成了汽车新结构多媒体课件中的自动变速器多媒体学习系统、汽油喷射多媒体学习系统和汽车电子点火系多媒体学习系统的开发研制工作。 - Constructivism theory is the development of cognitive learning theory , which holds that teaching should be student - centered while the teacher should provide them with a comfortable learning environment ( circumstances , cooperation , conversation and significance construction ) so as to aid and encourage them to construct their own knowledge system
摘要建构主义学习理论是认知学习理论的新发展，该理论主张教学应以学生为中心，教师的作用是提供一个良好的学习环境（情境、协作、会话和意义建构） ，从而帮助和推动学生去建构自己的知识。