因此，有必要对大学生的幸福观入行时期性的认知与建构。
Therefore, it is necessary to cognize and construct in temporal spirits college students 'views of happiness.
第三章从心理学的角度论述了信息技术与物理课程整合的理论基础：信息加工论和认知建构论。
The third chapter discusses bases of theory of integration of IT and physics curriculum that contains information processing theory and cognition constructivism.
问题是现实存在与认知和理想状态之间的冲突，问题意识的形成是认识主体与外界交互建构的过程。
Problem is the conflict between the objective being and subjective cognition and ideality. The forming of problem consciousness is a course of constructing in the interacting with the outside.
认知语境有别于传统的语境概念，它是一个心理建构体，其与传统语境概念最大的差异就在于它具有很强的建构性。
Cognitive context is a psychological construct which differs from the traditional concept of context, and its particularity lies in its strong constructiveness.
阐述了建构主义学习理论、情境认知与学习理论等情境教学借鉴的理论依据；
And then the author explains the relevant theoretical supports such as constructivism study theories, situated cognition and study.
阐述了建构主义学习理论、情境认知与情境学习理论等情境教学借鉴的理论依据。
Explain the theoretical foundation which is applied in situation teaching, as constructive doctrine study theory, situation cognition and situation study theory and so on.
本文主张从认知心理学角度建构翻译认知心理学，并概述了翻译认知心理学的目的、内容与方法。
Based upon the cognitive psychology, this paper aims to draw a blueprint of cognitive psychology of translation, including its research purpose, object and methods.
本文回顾分析国外地方理论研究进展，从地方依附感的旅游学认知架构与旅游形象建构角度，探讨游客地方依附感的形成与感知意象差异。
This article reviews the basic connotations and progresses of place theory in using the traveling research from abroad, and analyzes the place attachment apply to the research of tourism image.
“意象”与“识解”是两个意义相近的认知语法术语，用来表示以不同方式建构某一情景的认知能力。
Imagery and construal are two synonymous notions in cognitive Grammar, referring to peoples cognitive ability to construe a situation in alternate ways for purposes of thought or expression.
学生这种图式建构式语言认知系统与教师的相应三个水平系统应该处于平等的交际状态。
The language cognitive system of the construction of the schemata of the students should be located at equal level of the communication with the relevant three level of the system of the teachers.
不过李松松强调的是手法、技巧，而不是影像的主题，对观者而言，内容认知与欣赏影像建构之间，形成了强烈的对比与张力。
But by highlighting technique over subject, li creates a tension between a recognition of the content and an appreciation for the construction of the image as a work of art.
其次，运用隐喻认知理论对委婉语进行解释，描述了英语委婉语的意义建构与认知阐释。
It first gives a brief introduction to the metaphorical theories. Then it explores its cognitive interpretations for English euphemism.
其次，运用隐喻认知理论对委婉语进行解释，描述了英语委婉语的意义建构与认知阐释。
It first gives a brief introduction to the metaphorical theories. Then it explores its cognitive interpretations for English euphemism.
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