概念同化

在第三章中，笔者借鉴了发生学中的概念&同化与调节来阐述中国古典舞知识结构的生成与演化；

In the third chapter , the author uses for reference the concept in the occurrence subject , that are assimilation and modulation , to explain the generation and evolvement of the knowledge structure of the Chinese classical dancing ;

通过创设有利于概念形成、同化等建构数学概念的教学环境和课堂氛围，克服影响建构数学概念的消极心理因素，发扬促进建构数学概念的积极心理因素，帮助学生顺利建构数学概念。

Through setting up the teaching environment and classroom atmosphere beneficial for constructing conceptions , overcoming the negative factors of conception construction , and making most of the positive factors to prompt the construction , we can help students construct the mathematics conceptions successfully .

以表明多数作品质量不高，停留在概念化和雷同化水平上，缺乏新意和诗味，它对格律诗词的发展是极为有害的。

This indicates that most of these works are of low quality as well as too conceptual and similar to each other , and they are short of fresh opinions and poetic charms . This is extremely detrimental to the development of metrical poems .

数学概念的教学策略主要有：概念同化与概念形成相互渗透；

Approaches in teaching and studying mathematics conceptual : ( 1 ) Assimilation and formation of concepts ;

对生物学概念的含义、类型、获得方式（概念同化，概念形成）进行了研究，并在此基础上提出了概念教学的基本策略。

The article researched meaning , obtaining means ( assimilated concept , formation of concept ) type of biology concept , and put forward basic strategy of concept teaching .

第三部分，文章从心理学的角度，对概念学习的两种基本形式：概念形成、概念同化进行了分析。

The third part mainly introduces the normal theory of the mathematics conception learning , give us two basic modes of Conception Learning : Conception From and Conception Assimilation .

首先，本文以概念的心理学定义为基础，提出概念形成与概念同化是概念学习的两种基本方式，并以矩形概念的形成为例，阐述了概念形成的过程；

First of all , based on the psychology definition , this thesis puts forward two basic modes of Conception Learning : Conception Form and Conception Assimilation . For instance , take how the conception of " rectangle " comes into being to explain how a conception is formed ;

最后以学生学习异面直线的概念为例，进一步阐述：概念的建立，往往是概念形成与概念同化的有机结合。

At last , take the study of " Variant Beeline " to make further explanation that the combination of Conception Form and Conception Assimilation always makes a conception .