procedural block

procedural block的基本解释

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程序块, 过程块

与procedural block相关的网络例句 [注：此内容来源于网络，仅供参考]

The conclusions of the study were as follows: 1 Prompts to self-explain promoted procedural learning, procedural near transfer, procedural far transfer. But prompts to self-explain didn"t promoted students" success on the conceptual assessment. 2 Direct instruction on a correct procedure and the cause lead to greater procedural learning, procedural near transfer, procedural far transfer than direct instruction on a correct procedure only. The difference was remarkable. But it didn"t promote students" success on the conceptual assessment. 3 Self-explanation promoted the invention and using of various correct procedures. The subjects, which under direct instruction on a correct procedure and the cause condition, made further use of correct procedures and more averagely. Both self-explanation and instruction of the cause strengthened correct procedures and weakened incorrect procedures.

通过实验一和实验二，研究得出如下结论： 1、问题解决中促进学习者自我解释，对程序的学习、程序的近迁移、程序的远迁移有促进作用，但对概念知识没有促进作用； 2、教授一个程序及原因与只教授一个程序相比，对程序的学习、程序的近迁移、程序的远迁移的促进作用，前者显著优于后者，但对概念知识没有促进作用； 3、自我解释促进了多种正确程序的发现和使用，教授一个程序及原因条件下的被试使用正确程序的种类增多而且使用频率平均化，自我解释和教授原因都抑制了错误程序的发现和使用。

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。

The strike of Huanghai block and Huaihai block in the east mainly tends towards north-east, while the strike of Shanxi block and the eastern edge of Ordos block in the west mainly tends towards north-west.(3) According to the feature of Moho, the crust of the research zone can be divided into six parts in the Shanxi block, Moho looks like a nearly north-south sunk belt, and the crust is thick; at the southern edge of the Inner Mongolia block and in the south of Yanshan block, Moho presents the structural features of fold belt, tending nearly towards east-west; at the eastern edge of Ordos block, the structure of Moho is relatively complex with nearly northwest folds.

3根据莫霍面的形态特征，研究区地壳可大致划分为6个区块；在山西地块范围内，莫霍面呈近南北向的凹陷带，地壳厚度大；内蒙古地块南缘和燕山地块南部，莫霍面表现出褶皱带的构造特征，其延展趋势为近东西方向；鄂尔多斯地块东缘，莫霍面构造相对复杂，呈近北西向凸、凹相伴的褶皱；黄淮海地块为莫霍面隆坳区，隆、坳相间排列，构造较复杂，但从整体上看，这是全区莫霍面最浅的隆起区段；鲁西台背斜主要为莫霍面断陷区，其断陷带沿枣庄－曲阜一线向北西方向延伸。

与procedural block相关的网络解释 [注：此内容来源于网络，仅供参考]

procedural deconstruction：程序解构

正义程序:procedural justice | 程序解构:procedural deconstruction | 程序正义:Procedural Justice

procedural illegality：程序违法

程序知识:procedural knowledge | 程序违法:procedural illegality | 程序性知识:procedural knowledge

procedural immunities：程序上的豁免

procedural committees;程序委员会;; | procedural immunities;程序上的豁免;; | procedural law;程序法;;