| 1. | Conditions for meaningful study and instruction strategy
发掘情感策略的实验研究 |
| 2. | Classification of affective goals of classroom teaching
运用心理匹配策略和发掘情感策略 |
| 3. | On the affective analysis of teaching materials and its handling strategies
赋予情感策略的实验研究 |
| 4. | The study is developed from o ' malley & chamot ' s framework of learning strategies , in which metacognitive strategies , cognitive strategies and social / affective strategies are included
本研究围绕o ' malley和chamot的学习策略框架展开，将学习策略分为元认知策略、认知策略和社会情感策略三个层次。 |
| 5. | Yet they found that learners used social / affective strategies less frequently and concluded they have little effect on language . therefore , social / affective strategies are ignored in this study
他们发现学习者使用社会情感策略的频率较低，并推论此类策略对外语学习的影响甚微，因此本研究对此忽略不计。 |
| 6. | According to the learners " cognitive process hi learning , this text classifies english learning strategies into : metacognitive strategies , cognitive strategies , affective strategies and communicative strategies
本文根据学习者的认知心理过程，把学习策略分为：元认知策略、认知策略、情感策略和交际策略。 |
| 7. | According to the data , a valid regression equation is founded and the path analysis is processed . the conclusions are follows : ( 1 ) there is s descending tendency to the development of learning strategy
本研究建立了回归方程并进行了路径分析，得出如下结论： ( 1 )高中生的英语学习策略逐年下降，主要表现为认知策略和情感策略的下降。 |
| 8. | In all there are 42 items in the language learning strategy questionnaire , of which 9 for the affective strategy , 11 for the managing and evaluating strategy , 17 for the cognitive strategy and 5 for the communicative strategy
问卷题目(见附录)共42项，其中涉及情感策略9项、管理与评价策略11项、认知策略17项、交际策略5项、问卷采用5分等级制记分。 |
| 9. | However , a medium is needed in order to turn students " knowledge into listening ability . listening strategies , i . e . metacognitive strategies , cognitive strategies and social / affective strategies , can help them to achieve the purpose
元认知策略、认知策略和社会情感策略等听力策略却是将这些知识转化为能力的中介，他们对中学生英语听力能力起着决定性的作用。 |
| 10. | The last part is the practice of teaching . with the help of the theories of pedagogy and psychology , we took different methods of teaching according to different situations . and we have gained much useful information about the strategies of attention , emotion , learning physics concepts , the rules of study , solving problems and doing physics experiments and so on
介绍了我在教育学、心理学理论的指导下，针对纂硕士学位论文人l ^ si ，汇r ’ s ’ 11jes ] 5不同的教学内容，采取相应的教学形式，分别对物理学习所涉及的注意的策略、情感策略、物理概念学习策略、物理规律学习策略、物理解题策略以及物理实验策略进行训练的情况。 |
