problem-posing造句
例句与造句
- The result of problem - posing showed the students had higher performance on one - step than multi - step word problems . 3
后设认知能力愈高的学生，其在拟题表现上也愈好。 - The students who got higher score in meta - cognition ability had higher performance in problem - posing . 4
以整体试题而言，依次为量数同构型、多重比例型、比较型、叉积型。 - As we knew , problem was the motive force of invention . and problem - posing was the generative aspect of mathematical thinking
创造始于问题，提出问题反映了学生数学认知的产生式方面的特征( 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，包括问题的提出和论文的主体与研究方法两部分。 - 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
有研究显示( cai ， 1998 ；聂必凯，汪秉彝， 2000 ) ，我们的学生在提出问题方面的能力也比较薄弱。 - It's difficult to find problem-posing in a sentence. 用problem-posing造句挺难的
- 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 .
课堂是学生学习数学、发展数学认知的主阵地，我国学生的数学认知在上述方面表现出来的差异可以从数学课程与教学中寻找原因： “中国数学教育脱离实际” (张奠宙， 1994 ) ； “在强调素质教育的今天，绝大多数课堂教学仍然是传授知识加技能训练的传统教学模式” ， “学生的数学学习仍然是一种‘复制型’的‘消极’学习” ， “学生几乎没有独立思考、探索发现的机会” (季素月， 1996 ) ；我国数学课程在“探究”和“背景”上“较薄弱” ，在“运算”和“推理”等方面“要求过高” (鲍建生，博士学位论文， 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
为了验证上述假设，检验spbi实验的效果，我们开发了一种评估工具，称为认知评估工具( cai ) ，并针对不同的实验内容分别设计了两个作业： “作业一( task ) ”用于检查“单元情境问题教学”的效果， “作业二( task ) ”用于检查“微情境问题教学”的效果。