接受學習 的英文怎麼說

中文拼音 [jiēshòuxuéxí]
接受學習 英文
reception learning
  • 接 : Ⅰ動詞1 （靠近;接觸） come into contact with; come close to 2 （連接; 使連接） connect; join; put ...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 接受 : accept; acceptance; reception; take; embrace
  1. It was the typical spectator theory of knowledge, which was mooched by john dewey. the spectator theory of knowledge has prescribed the reception learning as the basic learning style for a long time

    於是，緣自古希臘自然哲學家的旁觀者知識觀經蘇格拉底等人的維護使「接受學習」長時間地主導了人類的求知方式（學習方式） 。
  2. 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。
  3. The study unexpectedly found that the learning style supported by socrates is the classical " reception learning ". on the contrary, the sophist suggested a " project - based learning " to some extend

    本研究多少有些意外地發現，蘇格拉底倡導的學習方式乃是經典性的「接受學習」模型，倒是他所極力批判的智者派所倡導的學習方式具有濃厚的「研究性學習」的異彩。
  4. It also changed the active learning into active listening or active reception. the participant theory of knowledge proposed the approach of project - based learning. the approach of project - based learning has been accepted in the curriculum reforming of elementary education in china

    考察的結論之一是，旁觀者知識觀的流行使「接受學習」成為基本的學習方式，也使歷來的教學在強調學生的「主動性」時只是落實為單一的「主動聽講」或「主動接受」 。
  5. In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice

    最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。
  6. The research started with the investigation among the 120 skeleton teachers in the honghe prefecture and 130 new students in our school. as a result, in allusion to the phenomenon that the teachers and students are now still verdant, a transitional teaching model can be brought forward to form an intergradation from the traditional passive study model to the exploring teaching one

    研究首先從我州部分州級骨幹教師（分佈全州個市縣共120餘人）及我校130餘名新生進行調查展開，針對教師、學生對探究教學、學習普遍生疏的現狀，以主體教育理論、認知心理學理論、科學哲學思想為理論基礎，依據物理學科特點，參照國內外部分有效的探究教學模式，提出可促進學生由傳統講授?接受學習向探究學習過渡探究教學模式。
  7. They will study on their own initiative look into the study content and study together instead of studying passively before

    一改往日的被動式接受學習為自主的、探究式、合作學習。
  8. To remould traditional receptive learning and adopt inquiry learning has been eye - catching in the reform

    改變傳統以接受學習為主的學習方式，倡導探究學習的學習方式成為本次課程改革的亮點。
  9. Comparison between the geographical probe learning and the meaningful accepted learning is aimed at stressing their own dominant position, separately, and the complementanity of the two

    對地理探究學習和有意義接受學習加以比較，旨在突出它們各自的優勢及二者的互補性。
  10. But it is not half enough to relay on the activities on a special subject two or three periods a week to thoroughly overcome the present situation of mechanical study and passive study

    然而要從根本上改變學生單純接受學習的現狀，僅靠每周2 3課時的專題研究活動是遠遠不夠的。
  11. The physics curriculum standard of compulsory education has been promulgated and implemented. as a result, the change of learning style and the adoption of inquiry learning are rather imperative

    長期以來，人們都認為探究學習和接受學習方式之間是對立的，而對它們之間的關系未做深入的探索。
  12. J. p. guilford ' s theory of open - mindedness secondly, the theory of inquiry learning is according to the following theories : 1. the theory of the connection of acceptance learning and finding learning 2

    探究式學習理論1 、接受學習和發現學習相結合的理論。 2 、皮亞傑建構主義學習理論。 3 、羅傑斯人本主義學習理論。
  13. 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。
  14. This dissertation mainly on the relationship between reception learning and inquiry learning in physics instruction. it reviews the development of inquiry learning as well as confirms importance of the research topic

    在本論文的前言部分對探究學習作為一種學習方式的出現作了回顧，並對探究學習方式和學習接受學習方式關系研究的現狀作了簡要的說明。
  15. Customer agrees to take delivery of the learning services on the date （ s ） reserved

    用戶"同意按預定日期接受"學習服務" 。
  16. In the knowledge economy era enterprising spirit and practical ability are the elementary factors which can affect the whole nation ' s development. so the new basic education curriculum innovation advances changing the status quo which overemphasizes receptive learning, memorizing and practicing mechanically. it advances a way of learning which is automous, cooperative and inquiry learning

    在知識經濟時代，創新精神與實踐能力成為影響整個民族生存狀況的基本因素，因此，新一輪課程改革提出要改變教學過于強調接受學習、死記硬背、機械訓練的現狀，大力倡導自主、合作、探究的學習方式，建立和形成旨在充分調動學生主動參與、發揮學生主體性的探究教學成為了此次課程改革中的一個亮點。
  17. In order to have a better understanding on how to implement the inquiry leaning, this paper studies the relationship of both inquiry learning and reception learning. therefore, the dissertation will be divided into three parts

    最早是奧蘇貝爾關注並研究了探究學習和接受學習的關系，他的理論研究的結論從純探究學習到純接受學習，其間應是接受學習中有探究學習，探究學習中有接受學習的混合學習。
  18. In the second part, some ideas will be presented respectively, on knowledge accumulation, teacher ' s instruction, and students " inquiry, the final and non - final conclusion of learning contents, the confirmation of inquiry and reception learning, universality of reception learning and prominence of inquiry learning, the combination of two kinds of evaluation, the form of knowledge structure and the further inquiry of knowledge, to discuss the handle of the reception and inquiry learning

    而不能認為接受學習是一種落後的學習方式，也不能認為探究學習就應取代接受學習。論文的第二部分以教學中的一些認識入手，對處理兩種學習方式中的知識積累、教師指導、內容的定論和不定論的看法、知識結構的形成與知識點的深入探究等等的8個方面對探究學習和接受學習關系的處理作了論述。
  19. The first part will concisely contrast inquiry learning with reception learning in ten respects, namely knowledge learning, skills training, competence development, understanding the learning, the treat of attitude and affect, evaluation, relationship between teachers and students, the goal of the development, experiment as well as the textbooks, so as to provide the reference for the physics curriculum standard. inquiry learning and reception learning are two different learning styles, however, the effect on the accumulation of students " knowledge and the development of skills, affect as well as attitude is distinctive and complementary

    本論文的第一部分，針對教學中對學習方式的影響的10個方面，即從對學習的理解、知識的學習、技能的訓練、能力的培養、情感態度價值關的發展、培養目標、師生關系的處理、教科書和實驗材料的利用、教學環節的安排、評價的目的內容和方式將探究學習與接受學習進行了比較，這個比較只對它們的行為特點、關注的方面或導致的結果等進行對比，這只是為掌握探究學習的特點，在教學中實施探究學習提供參考。
  20. In the preface of this article, the realistic significance of sparkpluging the students to carry out the inquiry learning is fully dissertated, based on elementary education courses reform. that is to change the actuality of passive learning, learning by rote or training by rote, be propitious to develop the ability of searching and disposing information, the ability of obtain new knowledge, the ability of analyzing and solving problems and the ability of communicating and cooperating as well

    本文前言部分從「基礎教育課程改革」這一宏觀背景出發，論述了倡導學生進行探究性學習的重大現實意義：能夠改變課程實施過于強調接受學習、死記硬背、機械訓練的現狀；有利於培養學生搜集和處理信息的能力，獲取新知識的能力，分析和解決問題的能力以及交流與合作的能力。
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