calculations based on wishful thinking

calculations based on wishful thinking的基本解释

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如意算盘

与calculations based on wishful thinking相关的网络例句 [注：此内容来源于网络，仅供参考]

Non-intentionalists respond that what distinguishes wishful thinking from self-deception is that self-deceivers recognize evidence against their self-deceptive belief whereas wishful thinkers do not (Bach 1981; Johnston 1988), or merely possess, without recognizing, greater counterevidence than wishful thinkers.

非意图主义者做出回应是将情愿式思考和自我欺骗区分开的是自我欺骗者认识到了与他们自我欺骗信念对立的证据；而情愿式者却没有(Bach 1981；Johnston 1988)，或仅仅是拥有却没有认识到比情愿思考者更大的对立正据。

The first part is the author"s special viewpoint about the thinking ability, such as the meaning, the essence, the classification and the operating process. The second part describes the relations between developing thinking ability and the urgent needs of country, society and individual development from five aspects. The third part is about the connection and differences of thinking ability, intelligence, ability, creativity and the constructivism theory. The forth part analyses the teachers" nine injudicious actions that will influence the students" thinking ability. The fifth part discusses the students" seven bad learning behaviors that will cause the degradation of thinking ability. The sixth part is about the unsuitable policies or actions adopted by school, society or family that will cause the degradation of the students" thinking ability. The seventh part discusses the countermeasures that can maintain and develop the students" thinking ability. The eighth part brings forward twelve countermeasures that can exercise the student"s thinking ability in chemistry teaching. The last part gives a brief account of the task.The author expects that this article can enhance the coteries" attention to the students thinking ability.

本文共分九个部分，第一部分对思考力的含义及其本质、分类和运行过程提出了作者的观点；第二部分从五个方面阐述培养思考力与国家、社会、个人发展的迫切需要之间的关系；第三部分简要叙述了思考力、智力、能力、创造力与建构主义理论之间的联系和区别；第四部分分析了教师的九种不当行为对学生思考力水平的影响；第五部分分析了学生的七种不良学习行为导致思考力下降的因素；第六部分叙述了学校、社会和家庭的不当政策或行为导致学生思考力水平下降的原因；第七部分着重从八个方面阐述了保持和发展学生思考力的对策；第八部分提出了在化学教学中训练学生思考力的十二种对策；最后在结束语中对本课题主要观点进行了概述，以期望引起教育界同仁对学生思考力培养的重视。

Rational thinking contribute to a better understanding of a harmonious society. In the process of building a harmonious society, it has also brought about changes in the specific way of thinking-thinking from the illusory to pragmatic thinking, isolated from closed to open thinking, either-or thinking to seek the same dialectical thinking, agitation from the fanatical thinking Victoria to green thinking.

理性思维有助于正确地解读和谐社会，在构建和谐社会的过程中，它也带来了思维方法的具体变革－从虚幻思维转向务实思维、从孤立封闭思维转向开放思维、从非此即彼思维转向辩证求同思维、从激越狂热思维转向绿色思维。

与calculations based on wishful thinking相关的网络解释 [注：此内容来源于网络，仅供参考]

ab initio calculations：从头计算

从头计算:ab initio calculations. | 远场计算:Calculations for far-fields | 施工过程计算:Construction Procedure Calculations

wishful：想望的

wishful thinking 如意算盘 | wishful 想望的 | wishfully 渴望地

critical thinking：批判性思维

信息化教学设计所强调的"高级思维"(Higher-Order Thinking),与此类似的提法有"批判性思维"(Critical Thinking)、"创造性思维"(Creative Thinking)、"建构性思维"(Constructive Thinking)等,是指学生认知活动中发生的较高层次上的思维活动.