1) epistemic beliefs
认识信念
1.
Student’s epistemic beliefs about mathematics had become critical components of understanding student’s mathematics learning.
学生数学认识信念是理解学生数学学习过程的关键成分之一。
2.
Mathematics epistemic beliefs refer to the students’simple view to mathematics knowledge and the understanding process of mathematics knowledge.
数学认识信念是指学生对数学知识和数学知识认识过程的朴素看法或观点。
3.
Student’s epistemic beliefs about mathematics has been researched in western education nearly thirty yeas, and in our country we begin to study it just now.
学生数学认识信念是西方国家关注了近三十年的研究课题,而我国在该领域的研究刚起步,尽管诸如“数学观”的相关研究较多,但从研究理论与方法的取向上,仍有待进一步拓展。
2) epistemological beliefs
认识论信念
1.
Students epistemological beliefs may influence the learning process and learning outcome, and is also related to lifelong learning.
认识论信念是学习者进行学习活动的内在背景，是一套相互独立的信念系统，其中学生的知识观也即学生对知识本质和知识获得的信念是其核心内容，其理论的外延还涉及到学生对学习、教学及能力等所持有的信念。
4) epistemic beliefs about mathematics
数学认识信念
1.
Based on explore factor analysis and confirmatory factor analysis,the present paper probed into the mathematical model of scale on epistemic beliefs about mathematics for junior middle school students.
基于探索性因素分析和验证性分析,建构初中生数学认识信念量表的数学模型,确认了初中学生的数学认识信念量表有5个一阶因素构成:知识的结构性、知识的稳定性、学习能力、学习速度和学习方式。
2.
Based on investigation and SEM research,the paper evaluated the scale on epistemic beliefs about mathematics including modification,assessment and comparison,and the results show the scale assessed five epistemic belief factors including beliefs about the structure of knowledge,stability of knowledge,speed of learning,ability to learn,and ways to learn.
学生的数学认识信念是指学生对数学知识和知识认识过程的素朴看法或观点,属于个体认识论研究范畴。
3.
Based on positive study, the present probed into the design of scale on epistemic beliefs about mathematics for junior middle school students.
基于实证研究,探讨了初中生数学认识信念的量表编制,确认了初中学生的数学认识信念系统包括五个成分的信念维度:知识的结构性维度、知识的稳定性维度、学习能力维度、学习速度维度和学习方式维度。
5) understanding of false belief
错误信念认识
6) epistemological belief of science
科学认识论信念
1.
We considered science inquiry as a problem-solving activity that uses the same information-processing mechanisms identified in other problem-solving contexts; The cognitive strategies are the core of inquiry; Science inquiry is an active knowledge construction activity; Individual epistemological belief of science, attitudes toward scien
本研究首先对学生科学探究的实质作了深入的理论分析,认为科学探究是一种高级的问题解决活动,具有和问题解决相同的认知机制;其中认知策略是探究的核心;科学探究是一种积极的知识建构活动,建构过程中个体的科学认识论信念、对科学的态度、推理能力等起重要的作用。
补充资料：辩证唯物主义认识论(见认识论)
辩证唯物主义认识论(见认识论)
theory of knowledge of dialectical materialism
blanZhengweiwOZ卜U丫1 rens卜jlUn辩证唯物主义认识论(t heory ofkn。wle此eofd坛lectical mater认价皿)见认识论。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条