Generative resources are mainly derived from the students （sometimes from the teachers）, which is dynamically generated in the students＇ practice, self-inquiry, and cooperative communication. Gifted children refer ...Generative resources are mainly derived from the students （sometimes from the teachers）, which is dynamically generated in the students＇ practice, self-inquiry, and cooperative communication. Gifted children refer to a group of children who have such characteristics as high IQ （intelligence quotient）, strong creativity, and good personality. Their intelligence and capability have great potential for further development. As cognitive ability is one of the prominent characteristics of supernormal children, the lecturers can not only pay attention to teaching knowledge （facts teaching）, but also need provide proper opportunities for them to develop their aggressiveness, creativities, and challenges when teaching these children. Because students are active in thinking, in the classroom, students often have some unexpected ideas, that is, the generation of the classroom, in the face of this situation, teachers should be how to do？ A joke between students in the class, sparked the interest of a classmate, and then under the teachers＇ guidance, they invented a chemistry experiment instrument Ω type pipe, illustrated the importance of the teachers focus on creating teaching.展开更多
This paper shows that metaphoric competence depends heavily on the psychological processes of associative recognition and analogical reasoning, and that to form interactive mental image can activate these psychologica...This paper shows that metaphoric competence depends heavily on the psychological processes of associative recognition and analogical reasoning, and that to form interactive mental image can activate these psychological processes. Students＇ cognitive styles were found to affect their tendency and ability to use these strategies. Students can be trained to use metaphoric strategy, just as to use grammar rules, to help them in second language studies.展开更多
个体认知及其交流传播,往往离不开其所在群体认知的影响,个体认知能力的养成、人际认知交流的实现,都处于特定群体传播交流环境中,并受群体认知的影响。这意味着群体认知不是个体认知的简单相加,而是另有其规律和面临的问题。从认知交...个体认知及其交流传播,往往离不开其所在群体认知的影响,个体认知能力的养成、人际认知交流的实现,都处于特定群体传播交流环境中,并受群体认知的影响。这意味着群体认知不是个体认知的简单相加,而是另有其规律和面临的问题。从认知交流障碍的角度来研究认知传播,是一个非常具有实践和理论价值的角度。就认知传播作为一种人际间的行为而言,除了有个体性的认知交流障碍症,还有群体性的认知交流障碍症,而群体性这个至关重要的传播要素,却恰恰是脑科学等非文科学科研究的盲区。为此,本文借鉴Joseph A Wszalek的法律认知交流模型,从获取交流信息、内化交流信息与交流信息互动三个模块考察群体认知传播障碍,形成AII群体认知传播模型,以描述不同群体的认知传播及其障碍,希望能够使用该模型来预测可能的群体认知障碍,提出系统性干预方案,以改善群体认知传播。展开更多
文摘Generative resources are mainly derived from the students （sometimes from the teachers）, which is dynamically generated in the students＇ practice, self-inquiry, and cooperative communication. Gifted children refer to a group of children who have such characteristics as high IQ （intelligence quotient）, strong creativity, and good personality. Their intelligence and capability have great potential for further development. As cognitive ability is one of the prominent characteristics of supernormal children, the lecturers can not only pay attention to teaching knowledge （facts teaching）, but also need provide proper opportunities for them to develop their aggressiveness, creativities, and challenges when teaching these children. Because students are active in thinking, in the classroom, students often have some unexpected ideas, that is, the generation of the classroom, in the face of this situation, teachers should be how to do？ A joke between students in the class, sparked the interest of a classmate, and then under the teachers＇ guidance, they invented a chemistry experiment instrument Ω type pipe, illustrated the importance of the teachers focus on creating teaching.
文摘This paper shows that metaphoric competence depends heavily on the psychological processes of associative recognition and analogical reasoning, and that to form interactive mental image can activate these psychological processes. Students＇ cognitive styles were found to affect their tendency and ability to use these strategies. Students can be trained to use metaphoric strategy, just as to use grammar rules, to help them in second language studies.
文摘个体认知及其交流传播,往往离不开其所在群体认知的影响,个体认知能力的养成、人际认知交流的实现,都处于特定群体传播交流环境中,并受群体认知的影响。这意味着群体认知不是个体认知的简单相加,而是另有其规律和面临的问题。从认知交流障碍的角度来研究认知传播,是一个非常具有实践和理论价值的角度。就认知传播作为一种人际间的行为而言,除了有个体性的认知交流障碍症,还有群体性的认知交流障碍症,而群体性这个至关重要的传播要素,却恰恰是脑科学等非文科学科研究的盲区。为此,本文借鉴Joseph A Wszalek的法律认知交流模型,从获取交流信息、内化交流信息与交流信息互动三个模块考察群体认知传播障碍,形成AII群体认知传播模型,以描述不同群体的认知传播及其障碍,希望能够使用该模型来预测可能的群体认知障碍,提出系统性干预方案,以改善群体认知传播。
