通过意义建构（meaning construction）和语法组织（grammatical organi． sation）这两个认知结构，我们可以将熟语研究与认知语言学的模式 相结合，为解释熟语内在的创...
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...具;教学设计;意义建构 [gap=6666]Keywords: Activity Theory; Cognitive Tools; Instructional Design; Construction of Meaning ...
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...教授玛丽琳·奥尔森的论文《陈志勇〈夏天的规则〉的认知和认知分布理论研究》运用叙事的认知理论，探究意义建构（meaning making）是怎样在绘本这种艺术形式上进行运作的。
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It is talked about that one’s mother tongue is the basis for one’s meaning construction.
语言是意义建构的基础,也是意义建构的材料,甚而可以看作是意义建构的工具。
参考来源 - 对意义建构的再认识The learning theory of constructivism calls for teacher-instructed and student-centered learning. The learning situation of constructivism includes four elements: context, collaboration, conversation and meaning constructing.
建构主义学习理论提倡的学习方法是教师指导下的、以学生为中心的学习；建构主义学习环境包含情境、协作、会话和意义建构等四大要素。
参考来源 - 建构主义理论在课件开发中的应用与实践·2,447,543篇论文数据，部分数据来源于NoteExpress
它们属于基本隐喻范畴：(3)其意义建构过程是动态的概念整合过程。
They are Primary Metaphors. (3) Their processes of meaning construction are dynamic processes of conceptual integration.
建构主义学习理论把“情境”、“协作”、“会话”、“意义建构”作为学习环境的四要素。
Constructivism learning theory considered "context", "cooperation", "conversation" and "meaning construction" as the four basic factors of learning environment.
合成空间理论可以用于阐释谚语理解的意义建构和推理机制，为理解实时谚语提供了一种新的视角。
The blended space theory may interpret the meaning construction and reasoning mechanism of proverb comprehension, and provides a new perspective for the on-line proverb comprehension.
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