1) mathematic intuitive thinking
数学直觉思维
1.
Recognition of mathematic intuitive thinking concept and nature;
对数学直觉思维概念和本质的认识
3) intuition thinking
直觉思维
1.
On theories of physical chemistry and development of student′s intuition thinking;
物理化学理论与学生直觉思维培养
2.
The Intuition Thinking in the Mathematical Problem Solving;
数学问题解决中的直觉思维
3.
Since 1960 s, a lot of animal and human experiments have proved that the two Hemispheres have respective functions, function of the left Hemisphere dealing with verbal information, and performing abstract thinking and logic thinking, whereas the right Hemisphere dealing with concrete information, and performing non-logic thinking and intuition thinking.
如果教育能致力于平衡语言和直觉思维 ,努力开发右脑的功能 ,我们就可能培养更多的在科学活动中具有创新思维的优秀人才 。
4) intuitive thought
直觉思维
1.
On how to train intuitive thought ability in math s teaching;
论数学教学中直觉思维能力的培养
2.
“Energy” of Intuitive Thought——A reflection upon intuitive thought and its methodology from the discoveries of Einstein and Femi;
直觉思维的“能量”——从爱因斯坦、费米的发现反思直觉思维及其方法论意义
3.
Moreover,intuitive thought is helpful in arousing inspiration as it helps us see clearly the essence and regularity of things.
在设计构思环节中 ,发散性思维能使设计思路流畅、灵活 ;收敛性思维能使构思有准确的定位 ;直觉思维能加速认识事物的本质和规律性 ,产生设计灵感 ;通过想象能使设计摆脱现状 ,实现超越 ,得到最新意境的浮现和展
5) intuitive thinking
直觉思维
1.
A Probe into the cultivating of intuitive thinking in Mathematics studies;
初探数学学习过程中直觉思维的培养
2.
This paper is aimed to make a brief study on the rule of thinking in translation from the three layers of thinking, that is, the abstract thinking, the thinking in images, and intuitive thinking, and meanwhile to discuss the ways in which the translator realize his creativity via the thinking in the translation.
本文试从翻译思维的三个层面,即抽象思维、形象思维和直觉思维分别简略探讨思维活动在英汉互译过程中的运动规律,以及译者通过翻译思维实现翻译创造的不同途径。
3.
In this paper,the author presents intuitive thinking from creative thinking structure,analyzes its concept and features,discusses its function and importance in training talents and finally,based on the feature of information education,explores the methods for developing intuitive thinking in information education.
本文首先从创造性思维结构中提出直觉思维,分析直觉思维的概念、特点,讨论了直觉思维在人才培养中的作用和重要性。
6) intuitional thinking
直觉思维
1.
Teachers must play the leading function,pay attention to train students initiative spirit and creationary thinking ability,namely training students aggregate thinking ability,emanative thinking ability and intuitional thinking ability.
教师应发挥主导作用,注重培育学生的主动精神,培养学生创新性思维能力,即培养学生的聚合思维能力,发散思维能力和直觉思维能力。
2.
Image thinking,intuitional thinking and dialectical thinking are major thinking modes of traditional China,which can reflect and actively act on the objects w.
意象思维、直觉思维和辩证思维是中国传统思维方式的重要类型,它们以特有的认知特征反映并能动地作用客体。
3.
Creative thinking quality will come into being, when intuitional thinking and logical thinking are combined together to internalize the intuitional thinking.
直觉思维方式是中国传统思维的重要组成部分,它内含着重要的创造性品质,这种创造性品质对于当代研究生提高创造性思维能力具有重要意义。
补充资料：直觉思维
直觉思维
intuitive thinking
直觉思维(intuitive thinking)一般指根据有限的信息、资料，迅速地作出结论或判断的思维过程。它的主要特点是认识过程的直接性、简约性及其结论的或然性。在直觉思维过程中，无严格的逻辑顺序，无明显的推理步骤，而是一种跳跃式的认识活动，常常抓住一点线索就快速地解决问题，在直觉思维时人常常说不清楚某个观念是怎样产生或问题是怎样解决的。它不受常规思维方式的约束，容易产生新的、异乎寻常的观念或构思，在创造发明中具有重要的意义。但又由于其根据不足，结论常带有猜测的性质，不完全可靠。它的完善化及效能，有赖于人的知识经验和逻辑思维的发展。在许多情况下，逻辑推理思维经过多次练习而变得非常熟练，这个过程就会压缩、简化，省去许多中间环节，转化为直觉思维。它的可靠性，最终要经过逻辑论证和实践活动加以检验。在皮亚杰的认知发展理论中，直觉思维指以知觉到的形象为依据的思维，属于儿童智力发展中从前运算阶段到具体运算阶段间的一个过渡环节。 (古茂盛撰王启康移璐龄市)
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