例句與造句

1. The result of problem - posing showed the students had higher performance on one - step than multi - step word problems . 3
   后設認知能力愈高的學生，其在擬題表現上也愈好。
2. The students who got higher score in meta - cognition ability had higher performance in problem - posing . 4
   以整體試題而言，依次為量數同構型、多重比例型、比較型、叉積型。
3. As we knew , problem was the motive force of invention . and problem - posing was the generative aspect of mathematical thinking
   創造始于問題，提出問題反映了學生數學認知的產生式方面的特征( cai ， 1998 ) 。
4. This dissertation consists of the following five sections : the first section is the forward , which includes problem - posing , the main thoughts and research methods
   本文包括以下五部分：第一部分：引言，包括問題的提出和論文的主體與研究方法兩部分。
5. A number of researchers had conducted investigations to compare the performance of students " problem - posing and problem - solving . the findings of theses studies ( e . g
   有研究顯示( cai ， 1998 ；聶必凱，汪秉彝， 2000 ) ，我們的學生在提出問題方面的能力也比較薄弱。
6. It's difficult to find problem-posing in a sentence. 用problem-posing造句挺難的
7. Cai , 1998 ; bikai nie , & bingying wang , 2000 ) provided evidence that , while our students outperformed on problem - solving tasks , the result was not the same on problem - posing tasks . because most students learned mathematics and developed increased mathematical capacities only when they participate in instruction focused on rich and worthwhile mathematical activity . however , in the circles of mathematics education , there was a universal sense , that is : our mathematical education loses contact with reality ; students solve problems not related to real life ; the mathematical activity students conducted mostly focused on memorization and mechanical use of procedures rather than the use of mathematical knowledge and tools to explore patterns , frame and solve problem , etc .
   課堂是學生學習數學、發展數學認知的主陣地，我國學生的數學認知在上述方面表現出來的差異可以從數學課程與教學中尋找原因： “中國數學教育脫離實際” (張奠宙， 1994 ) ； “在強調素質教育的今天，絕大多數課堂教學仍然是傳授知識加技能訓練的傳統教學模式” ， “學生的數學學習仍然是一種‘復制型’的‘消極’學習” ， “學生幾乎沒有獨立思考、探索發現的機會” (季素月， 1996 ) ；我國數學課程在“探究”和“背景”上“較薄弱” ，在“運算”和“推理”等方面“要求過高” (鮑建生，博士學位論文， 2002 ) 。
8. In order to probe the effects of spbi on students " mathematical cognition , this study focused on two instruction experiment ( part iii ) , one was . called unit - theme - situation experiment which created problem situation according to a unit theme ; the other one was called mini - situation experiment which created problem situation according to individual class . the following hypotheses were examined : 1 . students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing problem - posing
   為了驗證上述假設，檢驗spbi實驗的效果，我們開發了一種評估工具，稱為認知評估工具( cai ) ，并針對不同的實驗內容分別設計了兩個作業： “作業一( task ) ”用于檢查“單元情境問題教學”的效果， “作業二( task ) ”用于檢查“微情境問題教學”的效果。