情境

The study uses literature survey, multidimensional scaling analysis, and questionnaire survey. First, the researcher divides visual situated websites into six styles, and randomly chooses samples from these ones. Through on-line questionnaire survey, the study discusses user perception on the eight constructive elements of the interfaces in visual situated websites and on the operation items as "usability","pleasure","interaction","immersion", and "memorability".

本研究采文献调查法、多元尺度法与问卷调查等法，首先将视觉情境式多媒体网页分类为六种风格，并从中挑选代表性样本，以随机抽样进行网路问卷调查，探讨使用者对於视觉情境式多媒体网页介面八项构成元素，以及使用者对操作之「使用性」、「愉悦性」、「互动性」、「沉浸性」、「易记性」等项目的看法。

By Correlation and Multi-regression analysis, we investigated the relationship between dispositional achievement goal orientations and working memory span.

研究二以245 名中学生为样本，通过指导语诱发情境目标，考察了情境目标对工作记忆广度的影响，以及任务难度、被试原有工作记忆广度在其中的作用。

P×P and P were two major non-Bayesian algorithms. 6 Less than 25% of the participants used frequency. In those who got other results except P , much more people used probability. Experiment 2 had a randomized multigroup posttest design. There was only one factor named implied condition which had five levels: not imply, imply P, imply addition, imply division and imply all. The results showed that: 1 All the implied conditions significantly improved the participants' performance. When under the condition of implying division, the participants derived the best results. 2 31.9% of the participants got correct answer, 73% of who used frequency to rewrite the information. 3 78% of the participants could apply one or several of the four concepts: probability of "not the event", multiplication rule, addition rule and condition probability.

结果表明：1 被试的估计受问题内容的影响，权威型问题情境容易使被试高估，非权威型问题情境使被试的高估现象大大减少；数据结构和提问形式对被试估计不产生影响。2 有近5%的被试能正确估计P，其中 73%使用频数对信息进行再表征。3 贝叶斯推理中各分步骤的困难程度由低到高分别是：乘法、P、加法、除法。4 有50%的被试能运用对立事件概率、概率乘法、概率加法、条件概率这四个概念中的一种或者几种。5 使用最多的两种非贝叶斯算法是P×P和P。6 不到25%的被试使用频数；求得除P以外各类结果的被试中，使用概率的人数远多于使用频数的。

To the questions which got a much complicated context and a comparatively nonfigurative space-time relation, the attachment of graphics will markedly facilitate to answering questions for the examinees having secondary ability level. At the same time, if the context and space-time relation are very simple, the graphics don\'t work. If we didn\'t pay attention to the details of the graphics, it may lead to the examinees\' misunderstanding to the questions and increase the difficulty.

对于情境复杂，时空关系抽象的问题来说，有无辅助示意图对中等水平的考生会产生显著的影响；对于情境清晰，时空关系简单的试题来说，有无辅助示意图对考生不会产生显著的影响；示意图的细节问题处理不当，可能会误导考生选择错误的解题策略，从而影响试题的难度。

Arrival of information age require people learn study of independence, on the basis of to is it is it set up on a complicated one , meaningful problem among the situation learning to mean to learn independently issue, is it on positive angle of person who solves problem , is it is it reflect student true world situation bad to construct the question to face to go directly to put, through solving the complicated practical problem , train students' question to ask the tactics of solving , develop the basic discipline knowledge foundation and basic skill at the same time .

信息时代的到来要求人们学会自主性的学习，基于问题的学习是自主学习的一种，它是把学习设置于复杂的、有意义的问题情境中，将学生置于积极的问题解决者的角度，直接去面对反映真实世界情境的劣构问题，通过解决复杂的实际问题，培养学生的问题求解策略，同时发展基本的学科知识基础和基本技能。

In order to overcome the separation between inside knowledge (take intelligence as the center)and the outside knowledge, to avoid rigid thinking and the check and supervision of the authority, and to strengthen the adaptation and the suitability for complicate context of education, in view of surmounting the Chinese traditional thinking of "center" and "use", according to "fusion of horizons", the practice is the "deep description" of education facts and the solution for education problems with "experiment and reform", the construction and generation of true education knowledge through "doubt and dispute", and the explanation and expression of rational education theories based on "texts and* words".

在中国现代教育研究中建构科学精神和科学规范则要突显"人"的主动建构和"文"的情境性互动，以动态生成的观念超越中国传统惯有的"体""用"思维，基于"视界融合"，展开主体性的教育科学研究实践，通过"实验与改造""深描"与优化教育问题和事实、通过"怀疑与争论"建构和生成教育知识的真理性、通过"文本与话语"解释与表达教育理论合理性，从而克服内源性知识和外源性知识的分离，避免思维的僵化和权威的制约，增强对复杂教育情境的适应和适切性。

In narratology,"narrative context" is used to clarify the complicated relations between relater and story in the narrative text.

叙事情境是叙事学中一个重要概念，常用来阐明叙事文本中叙述者与故事之间的种种复杂关系。传统叙事理论认为，构成叙事情境的要素有三项：叙事人称、叙事聚焦、叙事方式。

Using the procedure of Gudjonsson Suggestibility Scale,the experiment simulated the process of eyewitness memory by presenting the study materials in visual form and testing the subjects in groups.

本研究借鉴GSS的测验程序，以学习材料视觉呈现、团体实验的形式，在人工条件下模拟了目击者记忆过程，通过操纵材料呈现时间(20秒、40秒)与测验次数两个变量，考察了该情境下错误记忆的内在机制及其动态变化特点。并进一步研究该情境下受暗示性与社会期望、自尊、心理控制源以及视觉想象生动性的关系。

CAI courseware can lead to the testee's diversified situational interest. Courseware with novelty and moderate challenge will increase the testee's situational interest. Pleasure factor in courseware I can explain the 47% of the whole variables, while Pleasure factor in courseware II can explain the 56% of the whole variables.

课件制作的新颖性和适度的挑战性有利于个体情境兴趣的提高，而个体学习过程中的即时愉悦感和探索倾向在很大程度上决定其情境兴趣体验水平，在课件Ⅰ中，愉悦感因子可以解释总体变量47％的(R~2=0.47)，在课件Ⅱ中可以解释总体56％的变异性(R~2=0.56)。

On the theoretical basis of the teaching situation and interrelated problems that some educators at home and abroad do research on, and in accordance with the present situation of middle school chemis...

论文就国内外部分教育专家对教学情境及其相关问题的理论研究基础之上，针对当前中学化学教学现状，从化学学科特点出发，结合课堂教学实践，就中学化学教学中情境的创设这一问题做了两方面的工作。

In the negative and interrogative forms, of course, this is identical to the non-emphatic forms.

。但是，在否定句或疑问句里，这种带有"do"的方法表达的效果却没有什么强调的意思。

Go down on one's knees;kneel down

屈膝跪下。。。下跪祈祷