參與性學習 的英文怎麼說

中文拼音 [shēnyǔxìngxuéxí]
參與性學習 英文
participatory learning
  • 參 : 參構詞成分。
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  1. In this paper, we study the trading model based on the project " the network market ", which was implemented by the chongqing electronic commerce inc and us. aiming at the shortage of trading model in " the network market ", we employ game theory and multi - criteria decision theory, introduce the matchmaking schema based on price and quantity into electronic commerce application, bring forward a market matchmaking trading model including five phases : market matchmaking, reinforce learning, biliteral negotiation, contract signing, contract executing. the main work and conclusion as follows : considering the behaviour of multi - buyers with multi - sellers, we realise a matchmaking model based on the price and quantity through double auction mechanism under discriminatory and non - discriminatory price situation, analyse the incentive compatibility and competitive equilibrium of the mechanism

    主要研究成果如下:針對多個買家與多個賣家的交易行為，提出一種撮合交易模型?採用價格和數量作為撮合要素，以雙重拍賣機制為撮合手段，重點研究均價和差價形式下的實現機制，並對其激勵相容性和市場均衡進行理論分析?為增強市場效率，論文提出了一種針對雙重拍賣的學習機制，它以三參數學習模型為基礎進行改進，藉助交易歷史信息，實現交易代理的自我學習
  2. The target of the geography research study, primarily the target of experience, emphasizes the study process of students, the student participation directly and experience personally. therefore, combining with the contents and practice that can be proceeded in high school geography teaching, the general mode, cooperative mode, discoverable mode, applying mode and opening mede have been constructed, and illustrated by the active example of " the changes and causes of the phase "

    地理研究性學習的目標主要是體驗性目標，它強調學生的學習過程，學生的直接參與和親身體驗，因此結合中學地理可進行的研究性學習內容的實際，構建了中學地理研究性學習的一般模式、協作模式、發現模式、應用模式和開放模式，並通過「月相變化及成因」的鮮活示例加以說明。
  3. It faces to the whole students, advocates the positive participance of the whole students and let 100 % of students obtain the best development, study and research by learning cooperation, the learners can learn from others and learn how to communicate and cooperate in order to obtain high - level result

    面向全體學生，主張全體學生的積極參與，讓100的學生得到最佳發展，通過合作學習和研究，學習者可以取長補短，學會相互交流與合作，取得高質量的效果。研究性學習的理論基礎： 1 、接受學習和發現學習相結合的理論。
  4. The data for my thesis was collected during a collaborative action research project in which i worked with one teacher in a rural primary school of a minority poverty area in northwest china. we used methods of participant observation, in - depth interviews and object collection to trace the process of the implementation of research - based learning on the part of both the teachers and the students

    本研究選擇西北少數民族貧困地區的一所農村小學，與當地的一位教師組成協同行動研究小組，運用參與式觀察、訪談、實物收集等多種方法，對教師與學生開展研究性學習活動的過程進行追蹤。
  5. The aim of carrying out study of chinese by research - like means is to cultivate student ' s information handling ability ; develop the spirit of independent research and cooperation study ; cultivate scientific attitude and moral ; acquire active feeling and experience of participation in research and exploration ; own humanism care about the reality and future of social life

    實施語文研究性學習的目標主要在於培養學生的信息處理能力；發展獨立探究與合作學習的精神；培養科學態度和科學道德；獲得親身參與研究探索的積極情感體驗；具有對社會生活的現實與未來的人文關懷。
  6. In one hand, he / she is a student belonging to the same generation in the real world, on the other hand, he / she is also an assistant who help teacher tutor the student team. to students who to be tutored, peer leader may be more advanced or be fairly well matched in skill level. introducing peer leader during instruction can efficiently lead team members learning by imparting oneself ' s learning experiences, which not only help to make up the lack of tutoring teachers but also help to create new type relationship between teachers and students so as to exert students " principal part better

    在教學過程中引入導生角色，可以在傳遞個人學習經驗和體驗的基礎上有效引導學生的學習，這樣不僅有助於彌補網路教育尤其是研究性學習、團隊學習開展起來之後教師指導力量嚴重不足的狀況，而且有助於創造新型的師生關系，更好地發揮學生的主體作用，使學生不僅成為教學活動的主動參與者，而且成為教育改革和發展中一支最富創造性與活力的生力軍
  7. According to the modern education theory, we should adopt the following tactics in teaching the concept of chemistry : 1. use the vivid visual image to let the students gain the knowledge of the concept ; 2. create the atmosphere and let the students take part in the formation of the concept of chemistry ; 3. revise the old knowledge while learning the new one to realize the assimilation of concept ; 4. proceed step by step, lead the students deepen and develop the concept ; 5. give prominence to the understanding of the key words of the concept, get deeper understanding ; 6. pay attention to the relation between the concepts ; 7. optimize the study strategy and enhance the cognition standard, i. e. in the teaching of the concept of chemistry, we must pay great attention to the usage of various kinds of teaching method, including visual experiment, visual language and cai courseware, in order to help the students to understand the concept ; use the question to stimulate students " thoughts, give free rein to students " corpus, and let the students take part in the teaching process actively ; guide the students to remember new concepts and the help of their old knowledge ; pay attention to the levels of the concept, deepen and develop the concept continuously, use various ways to strengthen the meaning of the key words, help the students to master the concepts connotation, and give a clear extension, guide the students to found the concept system

    也就是說，在化學概念的教學中，要注意充分運用各種直觀教學手段，包括實驗直觀、語言直觀和cai課件直觀，幫助學生理解概念；注意運用問題啟動學生思維，發揮學生的主體性，使學生積極參與教學過程；要指導學生利用原有認知結構中適當的概念圖式來學習新概念；注意概念教學的層次性，不斷深化和發展概念；注意通過各種方式強化概念中關鍵字、詞的意義，幫助學生準確把握概念的內涵，清晰界定概念的外延；注意引導學生在應用中建立概念系統，形成合理的概念結構。同時在概念教學中還要注重學習方法的傳授和學習策略的形成，進行適當的元認知訓練，優化學生的學習策略，提高其元認知水平。根據化學概念的教學策略，化學概念的基本教學程序為:創設問題情境，引入概念;組織問題解決，建立概念;引導知識整理，概念系統化;指導練習應用，概念具體化。
  8. The reception learning style would not transformed into project - based learning, unless the spectator theory of knowledge is replaced by the participant theory of knowledge. the educational history has proved this point

    教育歷史實踐業已表明，只有在參與者知識觀取代旁觀者知識觀之後，學習方式才獲得從接受學習向研究性學習轉換的可能。
  9. By doing so, we can stimulate students ' participation in english learning and finally improve their english study and perfect our english teaching

    才能調動所有學生的積極性和參與性，提高其學習興趣從而達到全面提高教學效果進而提高教學質量的目的。
  10. It has a really practical significance for us teachers who are experiencing teaching personally to research the integration of subjective teaching and the project learning this project has raised the entire train of thinking on tactical integration of the project learning and chemistry curriculum according to the experience of teaching practice, and this project has also offered some examples that others can refer, using the method of acting research, around the integration of the project learning and chemistry curriculum, presupposing the fact of the project learning in yongchang no. 1 senior high school, adopting the method and experiences of the project learning from jiangsu province, shanghai and other places

    作為教學第一線的教師，探索學科課程與研究型課程的整合具有非常重要的現實意義。本課題圍繞研究型課程與化學課程的整合，採取行動研究的方法，在分析研究永昌一中開展研究性學習實際情況的前提下，借鑒上海、江蘇等地開展研究性學習的一些做法，提出了研究型課程與化學課程整合的總體思路，根據教學的實踐經驗提出了整合的策略，給出了一些可供參考的案例。
  11. " teaching - helping - releasing " for the purpose of motivating students " initiative to participate in classroom activities. the teacher plays a leading role in taking the teaching steps of " preview - perception - problem solving - detail explanation - practice " in the three periods of " before class - during class - after class ". after the experiment for a semester, the students have made all - round progress

    其次，為突出學生參與教學過程的能動性、主動性，從宏觀上提出「教?扶?放」三階段教學實施過程，並將「預習?感知?解疑?精講?練習」等教學步驟，設計到「開課前?教學中?教學后」三個教學環節中，明確教師主導作用的發揮程度和作為教學組織者、指導者的要求。
  12. Through nearly two years of study and discussion, i appraised die results of research study by means of questionnaires, interviews, aptitude tests, and files. i put forward the teaching methods, approaches and principles to change students " learning methods so as to offer theoretical and practical references for nature biology teaching

    本人通過近兩年的研究和探討，藉助問卷法、訪談法、能力測驗法、檔案夾法，對探究性學習的實施效果進行評價，提出了改變學生學習方式的教學方法、途徑和教學原則，進而為今後的生物教學提供理論上和實踐上的參考與借鑒。
  13. The course was challenging and required thorough studying of the material as well as participation

    課程具有很大的挑戰性，不僅要求我們全面深入的理解學習資料，同時還特別強調學院的參與性。
  14. Certify 25 uk artists in ltta innovative methodologies engage 2, 500 students fully in active, participatory learning

    讓2500名學生加入此活潑和富參與性的學習
  15. To enhance interactive and participatory learning by putting digital technology into the hands of museum users, which is just a first step to interpret the role of digital artefacts in museums of the 21st century

    運用電子科技詮釋及展示文物，以加強互動性及參與性學習，回應廿一世紀的博物館在電子科技發展上面對的挑戰。
  16. In addition, some studies have showed that there was no difference between traditional instruction and online learning in terms of standard achievement test

    此外，有的研究表明：在標準參照測量中採用基於網路的協作研究性學習的學生與通過傳統方式講授進行學習的學生並沒有表現出統計學認可的顯著性差異。
  17. There are at least 14 factors that can impose influence on one " s learning motive directly or indirectly, factors including the factor of presentation, the factor of novelty, the factor of variety, the factor of task, the factor of relativity, the factor of challenge, the factor of cooperation, the factor of expectation, the factor of tutor, the factor of encouragement, the factor of participation, the factor of friendly intercourse, the factor of attribution and the factor of self - adaption. these factors are called environmental motive variables

    對學習環境的構建是通過控制14種直接或間接影響學習動機的因素實現的，這14種環境動機因素包括：直觀性因素、新異性因素、變化性因素、任務性因素、針對性因素、挑戰性因素、協同性因素、期望性因素、指導性因素、鼓勵性因素、參與性因素、交往性因素、歸因性因素、自適應因素。
  18. It is emphasize the initiative, social ized and circumstances study and carry on teaching activities in a kind of atmosphere of solving the real problem. on the point of view of post modernism subject concept, the goal of the subject may not anticipated, the content may not be a stable and absolute one. kveryone is explorer and designer of the subjects, and the subject is a process of exploring the new knowledge

    建構主義課程觀是一種與探究性學習密切相關的課程設計理念，強調學習的主動性、社會性、情境性，試圖在解決真實問題的情境中進行教學；后現代主義課程觀則認為課程的目標不是預先確定的，課程內容不應是穩定的和絕對的，所有的課程參與者都是課程的開發和設計者，課程是師生共同探索新知的過程。
  19. This visa is for those who will be engaged in non - academic or vocational study or training at an institution in the united states

    是專為赴美參與非學術性的或職業性的學習或培訓。
  20. Teaching methods based on constructivism under the conditions of multimedia and internet can completely arouse a lot of sense organs of the students to study and fully stimulate the students " initiative and participation. they can help enlarge the capacity of a teaching period and really make the students study individually, study on their initiative and study with others. the teachers " and the students " using multimedia can show the entire effect of classroom activities and fully reflects the principal part of the students and the leading part of the teachers

    在這些教學實踐過程中，我們深刻體會到建構主義學習理論在「提高學習者的學習積極性，培養學習者的學習能力」方面具有其它學習理論所無法比及的優勢；並且深深認識到建構式網路下的化學教學能體現「以學生為中心」 ，很有利於培養迎接新世紀挑戰的高素質人才；建構式網路下的教學手段能全面調動學生的多種感官學習，充分激發學生的學習積極性和參與性，增大課堂容量，真正實現個別化學習、自主學習、協作學習；學生、教師通過多種媒體的組合使用，能顯示課堂效果的整體效應，充分體現了學生的主體地位和教師的主導作用。
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