knowledge n. 1.知识;学识,学问。 2.了解,理解;消息。 3.认识。 4.〔古语〕学科。 5.〔古语〕性关系。 book knowledge书本知识。 K- is power. 〔谚语〕知识就是力量。 practical knowledge实际的知识。 secondhand knowledge第二手知识,传授来的知识。 working knowledge of French 法语知识学到能应用的地步。 I have no knowledge of London. 我对伦敦毫无所知。 It is within your knowledge that ... 这是你所知道的。 The knowledge of our victory caused great joy. 我们获得胜利的消息传来,万众欢腾。 perceptual knowledge感性认识。 logical [rational] knowledge理性认识。 the theory of knowledge【哲学】认识论。 branches of knowledge学科。 carnal knowledge性经验;【法律】性关系。 come to sb.'s knowledge被某人知道。 common [general] knowledge众所周知,常识。 grow out of (sb.'s) knowledge被忘掉了。 have some [a general, a thorough] knowledge of 懂得一点,懂得一个大概,精通。 not to my knowledge我知道并不是那样。 out of all knowledge(变得)认不出来,无法辨认。 to my knowledge据我知道。 to sb.'s certain knowledge据某人确知。 to the best of my knowledge据我所知,就我所知而论(=so far as I know)。 Too much knowledge makes the head bald. 〔谚语〕知识太多老得快。 without sb.'s knowledge 不通知某人,背着某人。
Students ' metacognitive knowledge of reading material and the allotment of reading time 学困生关于材料特征的元认知知识与应用的实验研究
Metacognitive knowledge has been neglected in the teaching and learning of listening 摘要元认知知识在外语听力教学和学习中的作用常常受到忽视。
Metacognition was defined as " the cognition of ongoing cognitive activities " , which included three components : metacognitive knowledge , metacognitive experience , and metacognitive regulation 元认知就是对认知的认知,它包括三方面的内容:元认知知识、元认知体验、元认知监控。
Based on the investigation on students current metacongruitive abilities , the following problems have been found : ( 1 ) the students lack metacognitive knowledge and are indifferent to it ; ( 2 ) students lack the abilities of self - controlling and self - evaluation on learning 摘要通过对学生元认知能力现状的调查发现: ( 1 )学生元认知知识欠缺,元认知意识淡薄; ( 2 )学生对学习过程的自我监控和评价能力欠缺。
Under the framework of metacognitive knowledge ( person , task , and strategy ) by wenden , this thesis reports an analysis of listening metacognitive knowledge of a group of first - term english majors , attempting to provide guidance in the development of effective listening 笔者以元认知知识的三个组成部分(本体、任务、策略知识)为理论框架,调查分析了英语专业新生的听力元认知知识,以期为提高听力学习效率提供参考依据。
Aiming for the phenomenon that our traditional teaching takes the ability of an entrance examination for the destination and students are not able to learn . under guide of metacognitive theory , and consulting experiences acquired in the other subjects , which is about the application and practice of metacognition . i carry out my research on aspects below : teachers " metacognitive level , students " learning interests , learning aim , metacognitive knowledge , metacognitive monitor , problem - solution , ability of learning migration and so on , so as to probe how to develop students " metacognitive skill in everyday teaching in class 针对我国的传统教学以培养学生应试能力为目标,学生学习能力低下的现象,应用元认知理论做指导,并参考其他学科有关元认知应用及实践的经验,对学生的学习兴趣、学习目标、元认知知识、元认知监控、问题解决、学习迁移能力等方面进行研究,探讨在以课堂为中心的日常教学中,培养和开发学生的元认知知识和运用元认知知识提高学习技能的作用及方法。
Metacognition is playing an important role on all respects that students learning , this paper explain the close relation among the metacognitive knowledge , e xperience , control and mtm separately , thinking that there are benign and interdynamic relations between the metacognitive and mtm learning 元认知在学生学习的各个方面发挥着重要作用,本文分别阐述了元认知知识、元认知体验及元认知监控与数学思想方法之间的密切联系,认为元认知与数学思想方法学习之间存在着良性互动的关系。