查询词典 problem solving

CBFEC emphasizes direct correspondence of concepts in EC with its software architecture for ease of understanding and using; minimal coupling with specific problem structure for easy adaptation it to solve a large number of wholly different problems; interface-centered design for extendibility. To achieve those objects, the problem-solving method of EC is analyzed and the problem-solving procedure of EC is divided into three interactive aspects: population-based stochastic searching mechanism, problem specific information to implicitly guide the stochastic searching, and the observation and control of the computation procedure of EC. Then the key concepts of EC are identified in those three aspects; the normal implementations of those concepts are summarized; the interfaces represents those concepts in software are abstracted; the collaborations of components through those interfaces are designed. CBFEC is implemented on mainstream component software platform COM/DCOM (Component Object Model/Distributed COM from Microsoft), which includes interfaces definitions, commonly using EC components implemented those interfaces, such as Simply EA component, Steady State EA component, EA component, EA component, Population component, Tournament Selection component, Linear Ranking Selection component, Nonlinear Ranking Selection component, Random Number Generator component, etc, and the collaborations of those components through those interfaces.

具体的做法是把演化计算看作是基于组件的软件工程的一个应用领域：首先分析了演化计算求解问题的一般思路和方法，把演化计算问题求解过程分为："设计基于群体的随机搜索机制"、"研究问题的性质并以此隐含地定义算法的搜索方向"和"求解过程的观察与控制"三个部分；然后分别找出各个部分中的关键概念，总结这些概念现有的一般实现方法，抽取其本质，以此结合设计模式来定义组件软件的接口；通过分析演化计算各个概念之间的相互联系来设计组件软件间通过接口的进行交互的方式；最后还在目前一种主流组件软件开发平台COM／DCOM（微软提出的组件对象模型）的基础上实现了常用的演化计算组件，如简单演化算法组件、稳态演化算法组件、演化算法组件、演化算法组件、种群组件、锦标赛选择策略组件、线性排名选择策略组件、非线性排名选择策略组件、随机数发生器组件等等。

Depending on the nature of the job, the tasks might include individual or group work, written and/or oral input, written and/or oral output, in-tray, analytical work, individual problem solving, group discussions, group problem solving, tasks which match business activities, personal role-play and functional role-play.

视乎工作性质，任务可能包括个人或小组的工作，书面和/或口头意见，书面和/或口头输出，文件盒，分析工作，解决个别问题，小组讨论，集体解决问题，任务这符合商业活动，个人的作用，发挥职能作用，发挥。

The Advantages of MATLAB for Technical Programming MATLAB has many advantage compared to conventional computer languages for technical problem solving.Among them are: 1 ease of use MATLAB is an interpreted language,like naby versions of Basic.Like Basic.Like basic,it is very easy to use.The program can be used as a scratch pad to evaluate expressions typed at the command,or it can be used to execute large prewritten programs.Programs may be casily written and modified with the built-in integrated development environment,and debugged eith the MATLAB debugger .

优点MATLAB的编程技术MATLAB语言有很多优势，比传统的计算机语言技术问题solving.among 他们是： 1易用MATLAB是一种解释语言，像naby版本basic.like basic.like基本的，是很容易取得事半功倍的公关焦可作为刮垫评价用语打字，在指挥，还是它可以用来恩读取大型试过programs.programs可二硫化碳文字修饰内置的集成开发环境，调试和底部的MATLAB德 bugger 。

The unipolar cognitive thinking has a variety of performances such as the cognitive one-sidedness of the subject and the object of moral practice; the unipolarity of morality problem-solving objects; the unipolarity, caused by the sheltered negative impact of multi-cultural values, of moral problem-solving countermeasures; the cognitive unipolarity of the relation between administrators and teachers.

这种认知思维的单极性有种种表现，主要表现为：师德实践主、客体认知的片面性，师德问题解决对象的单极化；多元文化价值消极影响的消除被遮蔽，进而导致师德问题解决对策的单极化；管理者与被管理者之间关系的认知单极化。

Both students were given addition and subtraction word problems problem-solving pretests and were interviewed afterwards to further analyze their problem-solving abilities and attitudes so as to refer to remedial instruction.

摘要 本研究旨在探讨将绘本融入拟题教学活动，对两位国小二年级学童进行加减文字题补救教学后，其解题能力与学习态度之改变情形。

Adopting speech record analysis by making a sound while thinking ,aiming at Organic Chemistry test questions and doing a lot of individual case analysis, The author summarizes the successful problem-solving thinking strategy for outstanding students of Organic Chemistry questions then edites the successful problem-solving thinking strategy for outstanding students as a teaching plan and trains consciously the students in the experiment team adhibiting the problem-solving thinking strategy for Organic Chemistry in the usual teaching practice activities to find out the characteristics of students" problem-solving thinking activity in Organic Chemistry and to improve the students" ability of problem-solving in Organic Chemistry rapidly.

然后，将优生成功解题的思维策略编成教案，在正常的教学实践活动中，有意识地对实验组学生进行有机化学问题解决思维策略训练，以了解学生有机化学解题思维活动特征，促进学生有机化学问题解决能力的迅速提高。实验以株洲六○一中学高三年级理科两个班的学生为被试，以自编《高中有机化学问题解决能力检验的前测和后测试题》和自编《高中生有机化学解题思维策略训练教程》各1套等为材料，通过6周的教学训练，收集训练前、后有机化学测试成绩等数据，采用SPSS10.0进行统计分析，得出如下研究结论： 1、对高三年级学生进行有机化学解题思维策略训练能有效地提高其有机化学解题能力。

However, no age differences were found in score of efficiency of practical problem solving;(3) The educational level had obviousinfluence on N and H scores,(4) The percentage in using strategy for guessing thepicture and how many bines could the aim pictures be reached had very significant age differences;(5) The N score of problem solving of prachcal life was correlated with using strategy for guessing pictures and how many bines could the aim picture be reached;(6) The results suggested, age differences on problem solving in practical life was smaller than in the laboratory.

青年至老老年组猜图猜中的人数有明显的年龄差异；除中年与老年组相差不大外，较年轻组均比较年长组明显多些；提问题用策略百分率也看到非常明显的年龄差异。（5）现实生活问题解决的N分与猜图第几次猜中和用策略百分率有显著的相关。（6）结果还提示现实生活问题解决比实验室内问题解决的年龄差异小些，也即老年人解决现实生活问题的能力保持尚好。

According to Goos's and Galbraith's model of problem solving (1996), only one interviewee had the features of all three stages. This student also demonstrated a better understanding of how to transfer newly gained knowledge to weather forecast exercises. The other four interviewees, who did not have the features of all stages, need teachers' facilitation to build their problem-solving skills in order to make optimal learning using the instructional simulation developed by this study.

根据Gooth and Galbraith（1996）的三阶段解题模式分析晤谈资料，发现只有一位受访者具备所有解题阶段的特徵，此位首访者亦展示如何将所学应用到新的学习情境，（Reno的及时天气预报），其他四位受访者则需要教师的协助，来发展解题技能，才可能受益於「气流过山与成云降水模拟」所设计的学习环境。

The main characteristics of problem-based learning are:(1) Learning is student-centered(2) Learning occurs in small student groups(3) Teachers are facilitators or guiders(4) Problems form the organizing focus and stimulus for learning(5) Problems are authentic and ill-structured(6) Problems are a vehicle for the development of real-world problem-solving skills(7) New information is acquired and skills are trained through problem-solving process(8) Evaluation is authentic and performance-based.

同任何一种教学模式一样，基于问题的学习有着独一无二的优点，但本身也存在一定的不足。受中国传统文化的影响，中国的学生大多胆子太小，缺乏主见和创见，解诀问题的能力相对较差，学生的这些学习特点，从一定程度上阻碍了基于问题学习的具体实施。基于此分析，本文提出了一些适当的解决措施。

We selected from 222 students at first grade in a primary school as subjects. A One to One intervention was given in the subjects by using self-made program computer programs. This study is composed of two experiments. The first experiment discusses the effect of self-explanation which guided by different direct instruction in problem solving on procedural learning, procedural transfer and conceptual understanding. The purpose of this experiment was to test whether self-explanation can promote transfer and which is the most the most effective combination of self-explanation and instruction. The second experiment, based on the results of the first experiment, compared the effect of self-explanation of different types in problem solving on procedural learning, procedural transfer and conceptual understanding. There are two methods: explain aloud, explain without voice. The purpose was to compare which effect is better?

以222名小学一年级学生为被试，经过筛选后，采用自编的计算机程序对被试一对一实验，研究由两个实验组成，实验一探讨问题解决中不同教授条件下引导的自我解释，对程序的学习、程序的近迁移、程序的远迁移和概念知识的影响，探讨是否自我解释能够促进迁移以及与哪一种教授条件相结合是更有效的；实验二根据实验一的研究结果，比较问题解决中引导的不同形式的自我解释，对程序的学习、程序的近迁移、程序的远迁移和概念知识的影响，探讨出声的自我解释和不出声的自我解释哪个效果更好。

They weren't aggressive, but I yelled and threw a rock in their direction to get them off the trail and away from me, just in case.

他们没有侵略性，但我大喊，并在他们的方向扔石头让他们过的线索，远离我，以防万一。

In slot 2 in your bag put wrapping paper, quantity does not matter in this case.

在你的书包里槽2把包装纸、数量无关紧要。