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    Cooperative Learning:Development History, Status Quo&Prospects
    合作学习:历史发展、现状及展望
    Part one is the review of research-based learning, which expounds the meaning and the basic features of the research-based learning, the significance, the theoretical basis and the historical development of implementing it in biological classroom from theoretical point of view. Meanwhile it defines several related concepts.
    从理论层面阐述了研究性学习的内涵和基本特征、生物学课堂教学中实施研究性学习的意义、生物学课堂教学中实施研究性学习的理论基础和研究性学习的历史发展,并对与研究性学习相关的几个概念进行了界定。
    This part is contributed to the probe into the history, the development, the connotation and the unique value of inquiry study.
    这部分着重论述探究性学习的历史发展、内涵、独特的价值以及探究性学习与探究性教学的关系。
    Knowledge,skills and understanding is peolple and changes in the past,historical interpretation,historical enquiry,organisation and communication.
    “知识、技能与理解”强调学生学习历史学科应侧重“理解历史的时序性”“知道和理解历史人物、事件及变化”“阐释历史”“探究历史”“组织和交流”五个方面。
    On Jiang Zemin's Dissertation about Studying History
    读江泽民同志关于学习历史的论述
    The Study of History and the Exaltation of Leaders' Character
    学习历史与提高领导干部素质
    The Values of Historical Education——A Brief Review of Effects of Studying History under the Condition of Qualities Education
    历史教育的价值——兼论素质教育下学习历史的作用
    On Improving Students′ Interests in the Course of History Pedagogy
    学生学习历史教学法课程兴趣探析
    An Analysis of the History Textbook for American Students in lnquiry Learning
    美国探究性学习历史教科书论析
    A Modified Table of Learning History
    对学习历史事件法的一种改进
    Learning diagnosis is to test the learners by means of testing andexercises which is checked by the measure theory, and evaluate the learner’sability and the master degree of the field knowledge on the base of the learner’sresponses, it is the important facts that the system dynamic organizes he learningcontents.
    学习诊断就是利用一些经过测量理论校定的测试练习题对学生进行测试,并根据学生的反应情况来估测学生能力以及领域知识的掌握程度,它是系统对学习内容进行动态组织的重要依据。 学习内容的适应性呈现是指适应性学习系统根据学习诊断的结果以及学生的学习历史记录,动态地组织与呈现与学习者当前学习能力最相关的学习内容。
    The results of Matlab programs show that this model is able to learn the law from history data perfectly and quickly.
    用Matlab程序训练、检验的结果表明,这种组合模糊神经网络可以很好地学习历史数据中的规律。
    The research discusses the development of inquiry learning following its historical route on the base of a great deal of material.
    在分析、综合大量文献资料的基础上,本研究沿着探究性学习的历史脉络讨论了探究性学习的发展。 从早期朴素主义到自然主义、经验主义、结构主义教育观,一直到当代的建构主义;
    Under the guidance of learning theory, science education theory and physics theory, the thesis discusses the aims, principles and models of instruction in PRPL, combined with the history of research-oriented study, the meanings and characteristics of PRPL.
    论文在学习理论、科学教育理论和物理学理论的指导下,结合研究性学习的历史、物理课题研究的涵义与特点,探讨了物理课题研究的教学目标、教学原则和教学模式。
    In chapter one, the history of research-oriented study is reviewed, and the meanings and characteristics of PRPL are analyzed.
    在第一章,回顾研究性学习的历史,分析物理课题研究的涵义与特点。
    Third, the thesis puts forward the improving measures, which include constructing the comprehensive learner personality model, using a flexible personalized course produced technique, enriching cognitive tools, perfecting evaluating system and stimulated methods.
    论文首先追溯了个性化学习的历史发展、阐述了个性化学习的本质特征、表现要素以及实现策略等,并在广泛调查网络学习支持系统研发现状的基础上,明确提出了本论文的研究重点——构建全面的学习者个性特征模型、简便灵活的个性化课程生成机制、完善的认知工具、全面的个性化评估体系及激励机制等。
    It's helpful for us to answer why the times calls back the study in research curriculum and how to implement it in practice if we can grasp the essential meaning, tell the relationship of study in research and study in research curriculum, ' analyze the difference between traditional subjects curriculum and study in research curriculum and last recall the history trace of study in research.
    把握研究性学习的本质内涵,识别研究性学习及研究性学习课程的关联,解读研究性学习课程和传统学科课程的本质区别,追溯研究性学习的历史脉络,有助于我们从根本上回答为什么时代呼唤研究性课程的回归,研究性学习怎样在实践层面具体操作的现实性问题,本文即从以上几个角度出发最后落脚于实施模式的建构,属实践性研究。
    Basing on the above theory, this thesis draws the following conclusions:(1)Whatever study in research is ,a way or a curriculum, it should begreatly advocated in schools.
    本文从研究性学习的历史与现在,研究性学习和传统学科课程,研究性学习的基本特征几个方面分析、解构,从而指出了研究性学习的本质内涵,得出如下结论:l)研究性学习不论作为方法还是课程都应大力在中小学提倡。
    This paper mainly adopts documental method, comparative method, inductive method and citing method. It first traces back to the historical origins of cooperative learning in and out of China, compares the new teaching modes with the old ones and reveals the background and the importance of carrying out cooperative learning of English in high schools.
    本文主要采用了文献法、比较法、归纳法和举例法,首先从古今中外对合作学习的历史渊源进行追溯,对新旧教学模式进行比较,揭示中学开展英语合作学习的背景,提出中学开展英语合作学习的重要意义。
    Under the teacher's instruction, students could discover the truth features of history, reveal the nature from appearance, raise their cognition from perception to ration, seek for necessity from contingency and summarize the outlook on science during their study on history.
    通过教师的引导,学生在学习历史时去发现历史的本相,从历史现象中去揭示本质,从感性升华到理性,在偶然中发现必然,在学习、研究历史过程中总结出科学观。
 

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