2) representation strategy
表征策略
1.
An irregular word problem test was administered to 123 students from the second to fourth grades by experimental methods and clinical interview methods in order to explore the representation strategy difference between excellent and poor students when solving these problems.
本研究运用实验法和临床访谈法对某普通小学的123名2-4年级学生进行了不规则数学应用题测验,以考察数学学优生和学差生在解决这些应用题时表征策略的差异。
2.
A word problem test was administered to 123 students from the second to fourth grade by experiment method and clinical interview method, in order to explore the difference of representation strategy between superior students and inferior students when they solved comparable word problem.
本研究运用实验法和临床访谈法对某普通小学的123名2～4年级学生进行了数学应用题测验,以考察数学学优生和学差生在解决比较应用题时表征策略的差异。
3.
This research employed the eye-movement approach to analyze the eye-moving features of the subjects when they were solving mathematical problems and discussed the reasons behind the representation strategy from the perspective of meta-cognition.
研究采用眼动方法,分析被试解决数学应用题的眼动特征,揭示其问题表征策略,并从元认知角度探讨了不同表征策略的原因。
3) problem representation strategy
问题表征策略
1.
Results of problem solving,it showed that: problem representation strategy in solving compare problems is significance in different grades.
采用2×2×4三因素混合实验设计,对不同年级学生解比较应用题过程中的各种指标进行分析,结果表明:学生解比较应用题时的问题表征策略存在显著的年级差异;数学成绩优生、差生存在不同的问题表征策略;题目呈现方式对学生的问题表征策略有显著影响。
5) self-presentational strategies
自我表征策略
1.
The present study will explore the development of self-presentational strategies and motives in 8-,10-,12-years-old elementary school students, in order to enrich and deepen the researches about self-presentation in developmental fields.
本研究对小学8、10、12岁儿童的自我表征策略和动机的发展进行考察,旨在从发展的角度丰富和深入自我表征领域的研究。
6) Strategy of Existence and Narrating
生存与"表意"策略
1.
Lu-Xun: Strategy of Existence and Narrating;
鲁迅：生存与“表意”策略
补充资料：表征
| 表征 representation 信息在头脑中的呈现方式。根据信息加工的观点，当有机体对外界信息进行加工时，这些信息是以表征的形式在头脑中出现的。所以表征是客观事物的反映，又是被加工的客体。信息的编码和存储有视觉形象形式和言语听觉形式，抽象概念或命题形式。那些具有形象性特征的表征，也称表象，它只是表征的一种形式。 |
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