认知的

Chapter two, the theoretical basic of the metacongnition in Physics, stating that the theory of Autobus instructive study and the theory of architectural study, Piaget basic constructional learning theory and Vygotsky Social Construction are the psychological base of the metacongnition in Physics teaching, while Lifelong Education Theory and the Theoretical Research of the Subjectivity Education are the pedagogy basic of the metacongnition in Physics teaching.

第二章是元认知物理教学的理论基础。阐明了元认知的基本理论，奥苏伯尔的有意义学习理论、以及皮亚杰的建构主义学习理论和维果斯基社会建构理论是元认知物理教学的心理学基础，终身教育理论、主体教育理论是元认知物理教学的教育学基础。

A series of studies suggested that metacognition plays a important role in concept formation, deductive reasoning and resolving insight problem, and a series of contradistinctive experiments about training of strategies and metacognition in process of learning, confirmed the feasibility and essentiality of training of metacognition.

它既体现了人在认知活动中的意识性、反省性、自主性，同时通过元认知知识、元认知体验、元认知监控等一系列元认知机制，将零碎分散的关于人类认知的研究发现综合成一个完整的人类认知的图画。

The recognition performance of face racial recognition is the best than face gender recognition and joint property recognition. Asymmetrical perception effect in human face area is appeared in facial recognition.

人脸种族属性的认知绩效最好，性别属性和联合属性的认知绩效相对较差，脸部区域形成人脸认知的知觉不对称效应。

Cognition-evaluating approach: The redefinition of cognition includes giving promise of not hurting oneself to close friends. The avoidance of cognition includes going to sleep, watching television, and staying at the beach.

认知评估取向的因应策略－分为（1）认知再界定：包括○1跟好友约定好不再伤害自己（2）认知的回避：包括○1睡觉○2看电视发呆○3到海边发呆。2。

The self-consciousness of person is the highest stage of development of human consciousness, and is the kernel of personality.

自我意识是人类意识发展的最高级阶段，是人格的核心。元认知是人们对自我认知的认知。

As the cognition about cognition,metacognition is self-experience,self-observation,self-control and self-regulation of thinking actions.

元认知作为对认知的认知，是个体对思维活动的自我体验、自我观察、自我监控和自我调节。

Hence, adequate or absolute knowledge is only an ideal that can be approached, but not realized, although Husserl continued to think that it served as the telos of cognition.

所以，充足认知或绝对认知，只是去靠近的目标，而不是现实——尽管胡塞尔一直认为它用于认知的终极目标。

Metacognition plays an important role in many different recognitive activities, especially during teaching in the classroom.

元认知在许多不同的认知活动中都起着重要作用，在课堂教学中，元认知的作用尤显重要。

People accumulate the disciplinarian knowledge and use them to social practice. The process of application will make social economic movement deviate from the original track, which will force people to study to form new cognition. The new cognition will be used to people's practice again, which will make social economic movement deviate from the new formed track again…The process of forming new cognition and then disavowing it only accounts for one thing that people's cognition is time and space restricted, onesided and uncompleted.

另外人们从学习中获得的规律性的认知，又将这些认知用于实践：那么具有能动性的社会实践又会使事物的运动偏离原来的认知方向，形成对原来规律性认知的一种否定；这又迫使人们通过学习形成新的认知，新的认知又运用于人的实践，又对后来新的规律性认知形成一种否定……对规律性认知的否定之否定只能说明一点，人们的认知是受时空制约的，是片面的、不完全的。

These deficiencies result from the facts(1)that the subjectivity of policyimplementers can vary policy information in constructive and distorting cognition;(2)that policyimplementing subjects are not well-learned;and(3)that the referents of linguistic symbols withpolicy information are not definite.

产生这些认知缺陷的原因主要在于：1、政策认知的主体性特征会通过建构性认知和扭曲性认知致使政策信息在认知过程中发生变异；2、政策执行主体的知识素质偏低；3、承载政策信息的语言符号指代关系具有不确定性。

Do you know, i need you to come back

你知道吗，我需要你回来

Yang yinshu、Wang xiangsheng、Li decang,The first discovery of haemaphysalis conicinna.

1〕 杨银书，王祥生，李德昌。安徽省首次发现嗜群血蜱。