助手标题  
全文文献 工具书 数字 学术定义 翻译助手 学术趋势 更多
查询帮助
意见反馈
   receiving learning 的翻译结果: 查询用时:0.006秒
图标索引 在分类学科中查询
所有学科
中等教育
更多类别查询

图标索引 历史查询
 

receiving learning
相关语句
  接受学习
     The course implement excessively emphasized on receiving learning and mechanical training but ignored students' individual differences and needs.
     课程实施过于强调接受学习、机械训练,忽视学生的个体差异和需求,很少倡导学生主动参与、乐于探究、勇于实践,获取新知识的能力;
短句来源
     The learning model which combines receiving learning anddiscovering learning happens to have the same view as mathematics inquiry actually.
     发现学习和接受学习相结合的学习模式,实际上与数学探究观是相一致的。
短句来源
  “receiving learning”译为未确定词的双语例句
     At the same time, the search discerns the difference between Inquiry Learning and discovering learning and that between receiving learning and research-like learning, so as to clarify the cognition about Inquiry learning.
     同时,本研究还就探究性学习与研究性学习、启发式教学以及发现学习等几组相关概念作了辨析,以澄清对探究性学习的认识。
短句来源
  相似匹配句对
     On Learning
     论学习
短句来源
     To Comment on the Right of Learning and Receiving Education
     论学习权与受教育权
短句来源
     The Change from the Receiving Education Right to the Learning Right
     试论受教育权向学习权的转变
短句来源
     Learning from Failure
     失败是成功之母
短句来源
     Receiving Systems
     接收系统
短句来源
查询“receiving learning”译词为用户自定义的双语例句

    我想查看译文中含有:的双语例句
例句
没有找到相关例句


AIM: To study the role of enriched environment and reinforcing learning in the recovery of memory function in patients with head injury. METHODS:Twenty three patients with head injury were selected from Department of Neurosurgery, Fourth Affiliated Hospital of China Medical University from Jan uary 2001 to December 2004, and they were all more than two month after operatio n with obvious dysmnesia.All patients were divided randomly into experimental gr oup (n=12) and control group (n=11).Patients in both...

AIM: To study the role of enriched environment and reinforcing learning in the recovery of memory function in patients with head injury. METHODS:Twenty three patients with head injury were selected from Department of Neurosurgery, Fourth Affiliated Hospital of China Medical University from Jan uary 2001 to December 2004, and they were all more than two month after operatio n with obvious dysmnesia.All patients were divided randomly into experimental gr oup (n=12) and control group (n=11).Patients in both groups were treated with re gular drug therapy and exercise of limb function, besides those patients in expe rimental group received learning training of enriched environment and reinforcin g memory.The reinforcing training, which included training of daily life, workin g association and interest assistance, was given by means of sound,video, pictur e album and wall pictures, and the pictures should be bright colored.The durati on of training was 45 minutes for each time, once a day and 4 to 6 times per wee k for 30 days.The key point of enriched environment was able to provide dynamic stimulations of color, sound and light. The memory function was evaluated by usi ng neurobehavioral cognitive status exam before and after training, respectively . RESULTS:All the patients finished the treatment, and were involved in the resu lt.The scores of memory in the experimental group increased significantly after training as compared with that before training (6.2±3.2,8.1±3.2,t=2.763,P< 0.0 5),while there was no significant difference in control group before and after t raining (6.2±1.8,6.9±2.0,t=0.812,P >0.05).The score of memory in experiment gr oup was obviously higher as compared with that in control group (t=2.764,P< 0.05 ). CONCLUSION:Enriched environment and reinforcing learning training are good for the recovery of the memory function in patients with head injury.

目的∶探讨丰富环境与强化性学习对颅脑损伤患者记忆功能的恢复作用。方法∶中国医科大学附属第四医院神经外科2001-01/2004-12收治颅脑损伤患者23例,所有患者均为开颅手术后2个月以上,有明显的记忆障碍。将患者随机分为实验组(n=12)与对照组(n=11)。对照组采用营养脑神经等药物治疗及肢体功能锻炼,实验组则在此基础上进行丰富环境与强化性记忆的学习训练。强化训练内容有日常生活训练,工作联想训练,兴趣帮助训练。方式采用录音,录像,画册,墙壁图片等,图片要求色彩鲜艳。训练时间为1次/d,45min/次,4~6次/周,30d完成。丰富环境要求以能够提供色彩、声、光等动态刺激为重点。训练前、后采用神经行为认知状态量表中的记忆力分值评估患者的记忆功能。结果∶按意向处理分析,23例患者均完成治疗,进入结果分析。实验组训练后记忆力评分较训练前明显提高(6.2±3.2,8.1±3.2;t=2.763,P<0.05),对照组训练前后记忆力评分无明显差异(6.2±1.8,6.9±2.0;t=0.812;P>0.05),两组训练后记忆分值比较实验组明显高于对照组(t=2.764,P<0.05)。结论∶丰富环境与强化性学习训练...

目的∶探讨丰富环境与强化性学习对颅脑损伤患者记忆功能的恢复作用。方法∶中国医科大学附属第四医院神经外科2001-01/2004-12收治颅脑损伤患者23例,所有患者均为开颅手术后2个月以上,有明显的记忆障碍。将患者随机分为实验组(n=12)与对照组(n=11)。对照组采用营养脑神经等药物治疗及肢体功能锻炼,实验组则在此基础上进行丰富环境与强化性记忆的学习训练。强化训练内容有日常生活训练,工作联想训练,兴趣帮助训练。方式采用录音,录像,画册,墙壁图片等,图片要求色彩鲜艳。训练时间为1次/d,45min/次,4~6次/周,30d完成。丰富环境要求以能够提供色彩、声、光等动态刺激为重点。训练前、后采用神经行为认知状态量表中的记忆力分值评估患者的记忆功能。结果∶按意向处理分析,23例患者均完成治疗,进入结果分析。实验组训练后记忆力评分较训练前明显提高(6.2±3.2,8.1±3.2;t=2.763,P<0.05),对照组训练前后记忆力评分无明显差异(6.2±1.8,6.9±2.0;t=0.812;P>0.05),两组训练后记忆分值比较实验组明显高于对照组(t=2.764,P<0.05)。结论∶丰富环境与强化性学习训练,有助于改善颅脑损伤后患者的记忆功能恢复。

Mathematical modeling realized the change of learning mode for students, Passive receive learning changed freedom explore, by oneself learning changed many interchange; Authority changed dialog on relation of the teacher and student; singular examine changed synthetic estimate.

数学建模活动使学生学习方式由“被动接受学习向自主探索学习,单独学习到多向交流学习”变迁;师生关系由权威到平等对话变迁;学习评价由单一考试向多元综合评价变迁.

 
图标索引 相关查询

 


 
CNKI小工具
在英文学术搜索中查有关receiving learning的内容
在知识搜索中查有关receiving learning的内容
在数字搜索中查有关receiving learning的内容
在概念知识元中查有关receiving learning的内容
在学术趋势中查有关receiving learning的内容
 
 

CNKI主页设CNKI翻译助手为主页 | 收藏CNKI翻译助手 | 广告服务 | 英文学术搜索
版权图标  2008 CNKI-中国知网
京ICP证040431号 互联网出版许可证 新出网证(京)字008号
北京市公安局海淀分局 备案号:110 1081725
版权图标 2008中国知网(cnki) 中国学术期刊(光盘版)电子杂志社