problem-posing中文是什么意思

發(fā)音:

中文翻譯
造句

提問(wèn)式

problem n. 1.問(wèn)題，課題；疑難問(wèn)題；令人困惑的情況。 2.【 ...
pose vt. 盤(pán)問(wèn)；(提出難題)難住(人)。
posing 擺拍; 波辛; 珀辛
air posing 空氣中的動(dòng)作
guard posing 預(yù)備姿勢(shì)
posing attire 比賽短褲
bill posing station 廣告揭示場(chǎng)
models are posing on the catwalk 型臺(tái)上一展風(fēng)姿
a problem 一道題; 一個(gè)問(wèn)題
no problem 毫無(wú)問(wèn)題; 考試家族; 沒(méi)問(wèn)題; 無(wú)問(wèn)題
problem n. 1.問(wèn)題，課題；疑難問(wèn)題；令人困惑的情況。 2.【數(shù)、物】習(xí)題；作圖題。 3.(象棋的)布局問(wèn)題。 the problem of unemployment 失業(yè)問(wèn)題。 His whole conduct is a problem to me. 他的一切行為我都不理解。 adj. 1.成問(wèn)題的；難處理的。 2.關(guān)于社會(huì)問(wèn)題的。 a problem child 【心理學(xué)】問(wèn)題兒童；難管教的孩子。 a problem novel [play] (反映社會(huì)問(wèn)題等的)問(wèn)題小說(shuō)[戲劇]。 sleep on [upon, over] a problem 把問(wèn)題留到第二天解決。
the problem is 困難在於
problem-assessment and problem-solving 問(wèn)題分析與決策
tip-in problem tip-in problem 猛踩油門(mén)問(wèn)題
a difficult problem 一道難題
a fiendish problem 極大的難題
a growing problem 越來(lái)越大的問(wèn)題
a ignment problem 分配問(wèn)題
a knotty problem 令人撓頭的事
a lication problem 應(yīng)用問(wèn)題
a maths problem 一道數(shù)學(xué)題
a perplexing problem 令人不解的問(wèn)題
a prime problem 真假擎天柱

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例句與用法

The result of problem - posing showed the students had higher performance on one - step than multi - step word problems . 3
后設(shè)認(rèn)知能力愈高的學(xué)生，其在擬題表現(xiàn)上也愈好。
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(shù)同構(gòu)型、多重比例型、比較型、叉積型。
As we knew , problem was the motive force of invention . and problem - posing was the generative aspect of mathematical thinking
創(chuàng)造始于問(wèn)題，提出問(wèn)題反映了學(xué)生數(shù)學(xué)認(rèn)知的產(chǎn)生式方面的特征( cai ， 1998 ) 。
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(wèn)題的提出和論文的主體與研究方法兩部分。
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(xué)生在提出問(wèn)題方面的能力也比較薄弱。
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(xué)生學(xué)習(xí)數(shù)學(xué)、發(fā)展數(shù)學(xué)認(rèn)知的主陣地，我國(guó)學(xué)生的數(shù)學(xué)認(rèn)知在上述方面表現(xiàn)出來(lái)的差異可以從數(shù)學(xué)課程與教學(xué)中尋找原因： “中國(guó)數(shù)學(xué)教育脫離實(shí)際” (張奠宙， 1994 ) ； “在強(qiáng)調(diào)素質(zhì)教育的今天，絕大多數(shù)課堂教學(xué)仍然是傳授知識(shí)加技能訓(xùn)練的傳統(tǒng)教學(xué)模式” ， “學(xué)生的數(shù)學(xué)學(xué)習(xí)仍然是一種‘復(fù)制型’的‘消極’學(xué)習(xí)” ， “學(xué)生幾乎沒(méi)有獨(dú)立思考、探索發(fā)現(xiàn)的機(jī)會(huì)” (季素月， 1996 ) ；我國(guó)數(shù)學(xué)課程在“探究”和“背景”上“較薄弱” ，在“運(yùn)算”和“推理”等方面“要求過(guò)高” (鮑建生，博士學(xué)位論文， 2002 ) 。
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(yàn)證上述假設(shè)，檢驗(yàn)spbi實(shí)驗(yàn)的效果，我們開(kāi)發(fā)了一種評(píng)估工具，稱為認(rèn)知評(píng)估工具( cai ) ，并針對(duì)不同的實(shí)驗(yàn)內(nèi)容分別設(shè)計(jì)了兩個(gè)作業(yè)： “作業(yè)一( task ) ”用于檢查“單元情境問(wèn)題教學(xué)”的效果， “作業(yè)二( task ) ”用于檢查“微情境問(wèn)題教學(xué)”的效果。

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