問題解決學習 的英文怎麼說

中文拼音 [wèntíjiějuéxuéxí]
問題解決學習 英文
problem solving learning
  • 問 : Ⅰ動詞1 （請人解答） ask; inquire 2 （詢問; 慰問） question; ask about [after]; inquire about [aft...
  • 題 : Ⅰ名詞1. （題目） subject; title; topic; problem 2. （姓氏） a surname Ⅱ動詞（寫上） inscribe; write
  • 解 : 解動詞（解送） send under guard
  • 決 : Ⅰ動詞1 （作出主張; 決定） decide; determine 2 （執行死刑; 殺死） execute a person 3 （裂開; 斷開...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 問題 : 1 （需回答的題目） question; problem 2 （需研究解決的矛盾等） problem; matter 3 （事故或意外） tr...
  • 解決 : 1. （處理問題） solve; resolve; settle 2. （消滅） finish off; dispose of
  1. The design of design of learning activity are consisted of putting forward problem context, anglicizing problem, resolving problem and submit, evaluation of scheme to resolve problem

    學習活動的設計主要包括問題情境的提出、問題的分析、問題的解決以及問題解決方案的提交和評價。
  2. The second part discusses the problem - solving based learning and summarizes its characters and our blind sides in this field, and then develops our purposes of the thesis. the third part introduces two theoretic bases, problem - solving theory and constructivism

    第二部分在綜述問題解決學習研究歷史的基礎上，總結了問題解決學習的特點，分析了我國有關問題解決學習的研究現狀，提出本研究的目的和任務。
  3. This paper fundamentally presents a challenge for efl learners of all walks to cope with their psychological incompetence in se learning so as to help them find some extricable approaches to precipitate the incorrigible obstruction in se institutionalization

    本文主要討論英語學習者們怎樣認識和克服心理上的困難，以幫助他們找到有效的方法，解決學習口語過程中最關鍵問題，以提高口語能力。
  4. This paper is combined with the practices of engaged in higher mathematics teaching, expatiating how to educate analysis problem, problem - solving ability and self - educated abilities of academician, and how to encourage to urge on the academician the study with the fortitudinous spirit of the scientist

    本文結合從事高等數學教學的實踐，闡述如何培養提高大學生的分析問題、解決問題的能力及自學能力，以及如何用科學家的堅忍不拔的精神激勵鞭策大學生學習。
  5. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  6. Par method can explain the whole process of " problem - program " as well as improve substantially the programming skills of students ; about the implement technology, the popular generic paradigm is incorporated and the results in ai ( knowledge representation and automated reasoning ) are used, which enables the system to be a truly " open system " with infinitely many problems and solutions, instead of just a compilation of fixed ones ; about the function of the system, it incarnates the constructivism and it has excellent human - machine interface, concurrence, and openness

    Par方法可以說清「問題程序」的全過程，可以解決現有程序設計教學存在的根本問題，幫助學習者實質性地提高程序設計的能力；在實現技術方面，借鑒了當代流行的泛型思想，並將人工智慧在知識表示、自動推理等研究中形成的思想方法和成果應用於程序設計icai系統的開發，使得系統具有一個既有問題又有解答的無限題庫，這些解答是由自動推理產生的而不再是固定問題、答案的堆砌；在系統功能方面，充分體現了建構主義思想，具有良好的人機交互性、並發性和開放性。
  7. Then, according to the current situation of mathematics teaching, it advances four principle of the approach ( the principle of simplifying forms and emphasizing practical results ; the principle of creating settings and studying initiatively ; the principle of stressing the process and encouraging the exploring ; the principle of connecting with the reality and stressing the practice ). next, according to these teaching principles, it designs the class teaching frame of the approach, as follows : creating the right settings of the problems - presenting the basical teaching problems - solving the basical teaching problems - demonsting the examples - feedback and evaluation

    提出了「問題解決」教學的四原則（淡化形式，注重實效的原則；創設情景，主動學習的原則；突出過程，激勵探索的原則；聯系實際，注重實踐的原則） ，並根據教學原則，設計了「問題解決」教學的課堂教學結構：創設合適的問題情景? ?提出基本的數學問題? ?解決基本的數學問題? ?例題示範? ?反饋評定。
  8. While performance technology has grown up in the world of workplace, there is no reason why its fundamental principles and many of its processes can not be applied in both educational and social settings. as to the pt ' s influences on the future development of instructional technology. the writer ' s conclusion is that : instructional technology should broaden itself from schooling background to social and other non - educational settings ; should move from focusing on tools, resources, processes and methods to learning and working outcomes ; from emphasis on instructional solutions to focusing on non - instructional solutions as well as instructional solution ; from paying attention to individual learning to larger macr o - management concerns and " systems thinking ; from reactive problem solving to proactive approachs. in the mean time, the writer does some reflectings about the electronic performance support systems ( epss ) movement

    關于績效技術對教育技術學未來發展的影響，本研究認為績效技術將促使教育技術學發生以下五個根本性的轉變? ?從只是關注學校教育情境中個體的學習向同時關注社會情境、工作場所中績效改進的擴展，從只是關注教學型問題解決方案向同時關注非教學型問題解決方案的轉變；從熱衷於過程與資源，向關注學習和工作結果的轉變；從注重方法向同時注重問題本身的轉變；從熱衷於設計和開發向注重設計和開發前的分析、規劃及後期評價的轉變；從主要關注微觀教學過程與資源的研究向同時關注宏觀教育問題解決的轉變。
  9. For example, schoenfeld, goldin, and de corte analyzed mechanism of mathematics learning and problem solving, respectively

    其中schoenfeld 、 goldin 、 decorte等人分別從不同角度，探討了數學學習與問題解決的內部機制。
  10. This paper reveals a topic that shows problems of the current english software, which may contribute to the students " distresses in a small advanced level of english study due to the communication breakdowns and technical difficulties in a lan - based environment. this study further enhances the understanding of the instructional design issues, pedagogical and learning theories, and communication practices on net that can improve lan - based educational software design in english study. in the paper, we discuss the guiding learning theories, which will be the key concern in the instructional design of english educational software and point out the theoretical change from stimulinresponse theory to constructivism

    在基於對當前指導英語教育軟體設計的各種理論的研究的基礎上，其中包括對建構主義，刺激反映理論，教學設計理論，局域網及虛擬課堂建構理論，及軟體設計理論等分析，本文試圖從認知角度分析學習理論對軟體設計的重要指導作用，著重強調了英語教育軟體的教學理論由刺激反映理論向針對以學生為中心，激發學生的創造力，探索能力，與問題解決能力的建構主義學習理論的過渡。
  11. And then it illustrates the principles and the area to choose the contents for inquiry learning and form three ways of inquiry learning for senior biology teaching, based on it : inquiry and discovery learning, problem - settled learning and inquiry experiment design

    然後闡明了探究內容選擇的原則和范圍，並以此為基礎構建了高中生物探究式教學的三條重要路徑：探究發現學習、問題解決學習和探究實驗設計。
  12. An experimental study on meta - cognition development based on problem - solving study

    基於問題解決學習的元認知開發實驗研究
  13. Inquiry is an essential way for the problem - solving and lies in each step more or less. the meaning construction of chemistry knowledge is our aim

    知識的意義建構是問題解決學習的結果，在問題解決的各個階段都會發生知識的意義建構。
  14. The various forms of constructivism teaching process - explorative learning, cooperative learning, context learning and problem - solving learning - all accord with the essential characteristics of constructivism teaching process

    建構主義教學過程的不同形式? ?探究性學習、合作性學習、情境學習和問題解決學習的教學過程? ?都符合建構主義教學過程的本質特徵。
  15. In the fifth section, for the purpose of application, the general model and the template of rbtl and two typical templates - - problem - solving learning and webquest, and some relevant cases are provided

    第五章在充分討論基於資源的主題學習結構的基礎上，綜合歸納了基於資源的主題學習模式，並為教學的實踐應用開發了兩種典型的設計模板? ?問題解決學習和webquest ，且提供了相關案例。
  16. At present our research on the problem - solving based learning is not systemic, and research on chemistry is much less. in view of these, we select this topic and expect to improve the research on the education theory and practice through our work

    目前我國對問題解決學習的研究缺乏系統性，對化學學科問題解決學習的研究則更少，鑒於此，我們選擇了這個題目，期望能促進化學教學理論與實踐研究的進一步發展。
  17. So, it is very important to adjust and control their cognition and emotion to cause physics problem solve better, and then deepen physics problem - solving instruction it, as a tool to construct a learning environment to help learners walk out this hard period in physics problem - solving, can utilize its unique function

    因此，如何調節、控制學習者在這困難叼期的認知灑動和悄感體驗，從l （ lj 』促使學習者更好地解決物理問題，把物理問題解決教學引向深化，則是十分關鍵的。信息技術作為物理問題解決學習環境的構建工具在這方面可以發揮其獨特的作用。
  18. The essay widely observes features and problems of the pursuit of our country ' s new curriculum integration, in comparison with integrated curriculum ' s development path and implementation ( experiment ) in america and japan. in comparison with special curriculum, it makes a mid - cosmic and microcosmic research on the integrated currivulum ' s teaching features. it has an initial try to build the model of teaching of the " problem - based learning "

    本文通過與美國、日本的綜合課程的發展路徑與課程實施（實驗）的比較，宏觀審視我國新一輪課程綜合化追求的特徵及問題；進而通過與分科課程的比較，在中觀和微觀層面探析綜合課程的教學特徵，初步嘗試構建綜合課程的「基於問題解決學習」的教學模式。
  19. In order to probe into the intension of innovative mathematical study, three works have been done. first, we analysized a series of conceptions closed to innovative mathematical study such as " research study " at home and " investigate study ", " discovery study " and " problem solution study " at abroad, at the same time, i analysized the local scholars " three kinds of definition about innovative mathematical study. through distinguishing, comparing and refine, the definition of innovative mathematical study has been appeared

    為了探討創新性數學學習的內涵，本研究做了三項工作：首先，本文對與創新性學習相近的一系列概念，如國內正在推行的「研究性學習」 ，國外的「探究學習」 、 「發現學習」和「問題解決學習」等，進行了逐一辨析，同時分析了國內學者對「創新性學習」的三種定義，通過鑒別、比較與提煉，結合數學學習的學科特點，給出了創新性數學學習的定義。
  20. Aiming for the phenomenon that our traditional teaching takes the ability of an entrance examination for the destination and students are not able to learn. under guide of metacognitive theory, and consulting experiences acquired in the other subjects, which is about the application and practice of metacognition. i carry out my research on aspects below : teachers " metacognitive level, students " learning interests, learning aim, metacognitive knowledge, metacognitive monitor, problem - solution, ability of learning migration and so on, so as to probe how to develop students " metacognitive skill in everyday teaching in class

    針對我國的傳統教學以培養學生應試能力為目標，學生學習能力低下的現象，應用元認知理論做指導，並參考其他學科有關元認知應用及實踐的經驗，對學生的學習興趣、學習目標、元認知知識、元認知監控、問題解決、學習遷移能力等方面進行研究，探討在以課堂為中心的日常教學中，培養和開發學生的元認知知識和運用元認知知識提高學習技能的作用及方法。
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