认识论信念

在Perry的开创性研究之后，众多学习观研究大致遵循质的整体学习观现象描述分析学和量的多维认识论信念两条路线。

After Perry 's initial work , most study followed in the way of qualitative research and quantitative research respectively based on phenomenology and epistemological beliefs .

教育实习生的个体认识论信念与教学信念在专业学科上存在着显著性差异。

There are no significant major differences in Student teachers ' epistemological beliefs and Teaching beliefs . 4 .

小学高年级学生科学认识论信念的结构与特点

Structure and Characteristics of Epistemological Belief of Science in Elementary School Students

研究生认识论信念对学习行为影响的实证研究

Empirical Study on the Influence of Postgraduates ' Epistemological Beliefs upon Learning Behavior

总的来说，随年级升高，认识论信念也越积极。

Overall , the higher the grade , the more positive the epistemological belief is . 5 .

概念生态圈主要包括反例、类比和比喻、认识论信念以及其他知识。

Conceptual ecology is made up of anomalies , epistemological commitments , metaphysical beliefs and concepts and other knowledge .

学生认识论信念不仅影响到学生的具体学习过程及最终的学习结果，而且对学生的终身学习有着重要的作用。

Students ' epistemological beliefs may influence the learning process and learning outcome , and is also related to lifelong learning .

大学生的学业拖延和自我调节不存在专业的差异，但是认识论信念在专业上存在显著性差异，文史专业的大学生认识论信念总分低于理工类学生。

Academic procrastination and self-regulated learning ability have no obvious specialty difference . But there exist significant specialty differences on epistemological beliefs .

认识论信念与自主学习之间存在着极其显著的相关，认识论信念的各个维度能够对自主学习构成极其显著的正回归效应，并能直接预测学生在学习上的自主性。

There is a significant correlation between epistemological beliefs and self-regulated learning , and each epistemological dimension can predict students ' self-regulation in learning .

认识论信念与自我调节学习能力存在显著的正相关，即大学生的认识论信念越积极，其自我调节学习能力越强。

While positive correlation is existed between epistemological belief and self-regulated learning ability , namely , the higher the enthusiasm , the stronger the self-regulated learning ability .

这种决策过程其实是一个元认知过程，它受到课堂语境、教师自身的认识论信念以及他们对教和学的观念所影响。

This decision-making process is meta-cognitive in nature , which is probably affected by classroom contexts , teachers ' own epistemological beliefs and their conceptions of teaching and learning .

在多年的学习生涯中，英语师范生在潜移默化中形成了自己的英语认识论信念和相应的教学观。

During many years of learning experience as a student , EFL teacher education students have unconsciously formed their own epistemological beliefs and corresponding conceptions of teaching and learning .

本文旨在对大学生的学业拖延进行现状描述研究，并研究认识论信念、自我调节学习与学业拖延的关系。

The purpose of the paper is to depict the status quo of academic procrastination and to research on the relationships among epistemological belief , self-regulated learning and academic procrastination .

研究四探讨了科学认识论信念、对科学的态度、推理能力、知识与科学探究的关系，并采用结构方程综合考察了不同任务条件下、小学和初中样本中各因素对科学探究的综合影响。

Study 4 , using the structural equation method , investigated further how the reasoning ability , the epistemological belief of science , and the attitudes toward science affected the science inquiry .

认识论信念是一个多维度的信念系统，认识论信念的各个维度是相互独立的，其具体内容可能会受到社会文化因素的影响。

The conclusions are as follows : Epistemological beliefs are a multidimensional system of beliefs , which has several independent epistemological dimensions , and the content of each dimension may be influenced by cultural factors .

第二部分首先对本研究需要的两个问卷进行了进一步的修编，通过研究二和研究三分别考察了学生科学认识论信念问卷与对科学的态度量表的结构和特点。

In the second part , also with the primary and secondary school student as subjects , Study 2 and study 3 were designed to investigate the structure and characteristics of epistemological-belief-of-science questionnaire and the attitudes-toward-science questionnaire respectively .

认识论信念则是近年来元认知研究领域一个新主题，是教育心理学家从心理学的角度对人的认识论进行研究时所使用的一个概念，是学习者进行学习活动的内在背景。

Epistemological belief , a newly developed topic in the domain of metacognition research , is a concept employed by psychologists when conducting epistemological studies psychologically . It is defined as the internal background for learners to perform learning activities .

国内外的相关研究已表明，学生的认识论信念深藏在他们的行为表现、认知过程、情感体验的背后，像一只无形的手，指引着学习行为，深刻影响着学习结果。

Foreign researches related to personal epistemology indicate that students ' epistemological beliefs are hided behind their cognition activities , the emotional feeling and behavior patterns , just like an invisible hand , to guide the learning process , thus affecting the learning result profoundly .

大学生的学业拖延程度不存在显著的性别差异，但女生受拖延的情绪困扰更严重且降低期望更高；大学生的认识论信念和自我调节学习能力在性别上不存在显著差异。

There are no significant differences in academic procrastination degree between boys and girls , but for girls the emotional disturbance is more serious and the desire to reduce it is higher . There are no gender difference in epistemological beliefs and self-regulated learning ability . 3 .

近年来，认识论信念日渐成为教育学家和心理学家研究的热点，由于前人从不同角度、运用不同方法对认识论信念进行研究，因此各个学者对此概念的理解有所不同，至今仍无统一界定。

In recent years , epistemological beliefs is becoming educators and psychologists ' hot research . As their predecessors from different views , using different methods study the epistemological beliefs , different scholars have different understanding of the concept , so it is still not uniformly defined .

在教育领域，知识论和认识论是构建整个教育大厦的理论基石，知识论和认识论问题是教育界要解决的基本问题，而学生的认识论信念就是其中的基石之一。

In the educational field , epistemology is the theoretical cornerstone of the whole education system , as well as basic problem to be solved ; students ' epistemological belief is one of the whole cornerstones .