練習策略 的英文怎麼說

中文拼音 [liànxícèlüè]
練習策略 英文
rehearsal strategy
  • 練 : Ⅰ名詞1 （白絹） white silk 2 （姓氏） a surname Ⅱ動詞1 （加工處理生絲） treat soften and whiten s...
  • 策 : Ⅰ名詞1 （通「冊」 古代寫字用的竹片或木片） bamboo or wooden slips used for writing on in ancient ...
  • 略 : Ⅰ名詞1 （簡單扼要的敘述） summary; outline; brief account; résumé: 節略 memorandum; aide mémoire;...
  • 練習 : 1. （反復學習） practise; practice 2. （習題或作業等） exercise
  • 策略 : 1 （制定的行動方針和斗爭方式） tactics 2 （講究斗爭藝術） tactful 3 [數學] （對策） policy; strat...
  1. On the basis of theories of discriminational skill, physical model and learning strategy and the requirement to identify and found physical model correctly and use the method of physical model proficiently, this paper discusses the discriminational skill of students theoretically when they learn establish physical model. based on the theory of the method of physical model and the theory of the knowledge about strategy, it illuminates the essentiality of training students the discriminational skill theoretically when they learn establishing physical model and the feasibility of teaching students correlative knowledge about strategy, it bring forwards the actualizing principle. teaching model, steps, several frondose strategies and things we should pay attention to. in teaching experiment, it studies and compares the traditional teaching of establishing physical model with the method in this paper. finally, it summarizes the effects and brings forward correlative teaching advises

    本文在辨別技能、物理模型和策略學習等理論的基礎上，並根據在解決物理問題時正確識別、建立物理模型、熟練使用模型方法是學生應該具備的基本物理素質的要求，對物理建模學習中學生的辨別技能作了理論探討，闡明了在物理建模教學中培養學生辨別技能的重要性和對學生的建模學習中相關的策略性知識的教學的可行性，提出了物理建模教學中培養學生辨別技能的實施原則、教學模型、步驟和幾個具體的策略以及注意事項，然後進行教學實驗，將傳統的建模教學和本文中的建模教學進行對比研究，最後總結了其效果，提出了相應的教學建議。
  2. Finally, there are 2 conclusions : guided by the thought of classified instruction, the e - tutors " instruction mainly represents in developing online learning situation, promoting students " cognition level, training study strategy, enhancing cooperative ability and so on. though intension in e - tutors " instructions is different in different step, support to student ' s emotion is emphasized all along

    研究表明：在分類指導的設計總思想下，網路教師的指導主要貫穿在「網路學習情境創設、促進學生認知水平的提高、學習策略的訓練、提高協作能力」等活動中，每個階段網路教師指導的強弱程度不一，但對學生的情感支持始終融合其中。
  3. For the formative evaluation, study portfolios were set up for each subject in forms of self - evaluation, collaborative - evaluation, and teacher - directed evaluation. summative evaluation was carried out in the form of oral post - test with peng qigui ' s test as its main instrument. the conversations were recorded by microphone into tapes and the amount of the use of the communicative strategies was counted, by which communication strategy competence was measured

    策略訓練的效果以形成性和終結性兩種評價形式進行，形成性評價採用建立學生學習檔案，以自評，互評和師評三種方式定期進行；終結性評價以實驗后測試的形式，採用彭啟貴（ 2000 ）為測試工具，將交際內容錄音，整理，統計並評價交際效率。
  4. The maneuvers of cultivating students " inner speech ability are : thinking. with phonation, quizzing by oneself, enhancing mathematical language training, enhancing mathematics reading and optimizing variety training

    培養學生內部言語能力的具體策略有：出聲思考、自我提問、加強數學語言訓練、加強數學閱讀、優化變式練習。
  5. And the other of the teaching and study is as, teaching theme setup, directional self - study, detailed direction, level practice, correction and improvement. its stratagem and operation form is : make various education background into one group to study together ; set different aims to reach the targets gradually ; give lessons with different levels to develop the students " capacity

    分層遞進教學是根據學生學習可能達到的水平和客觀差異性，把教學對象、課堂教學目標和教學活動的層次化，其教學模式：導入課題、定向自學、交流導學、分層練習和矯正提高。其策略和操作形式是：異質建組、合作學習；目標分層制定，分步達標；分層施教，自主發展。
  6. 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。
  7. In the student - centered classroom, students will be guided to use language learning strategies for effective learning and to practice listening, speaking, reading, and writing individually, in pairs, or in small groups with audio - visual materials and resources from the internet

    教學方式以啟發學生自我學習為主，在教師協助下，配合視聽教材及電腦網路資源的運用，安排學生，或個人或小組，加強聽講、會話、閱讀和寫作之練習，並佐以學習策略之訓練。
  8. The author ' s questionnaire surveyed 1, 100 students from senior one, no1 middle school of huangpi, wuhan. the study analyzed the learning strategy state of chinese middle school students, and provided some approaches in strategy training. hopefully, all this may serve as a theoretic basis and actual reference in helping middle school teachers with their teaching improvement

    通過對武漢市黃陂一中高一年級1 ， 100名學生的問卷調查，分析了中學生目前的英語學習策略狀況及其形成目前策略狀況的原因，提出了在英語教學中進行學習策略訓練的辦法，以給廣大中學英語教師在實際教育教學的改革中，提供理論方面的依據和具體實施的參考。
  9. Previous work mainly focused on ola for homogeneous ensembles, such as neural networks ensembles

    在此提出了基於異構模式的觀察學習策略，通過訓練、觀察、再訓練三個階段完成學習。
  10. The second section compares the respective grammar features of english and chinese. due to the negative transfer of their mother tongue, chinese middle - school students committed many grammatical mistakes. the third section analyses these mistakes and classifies them into four categories : omission, disorder, misplacement and misaddition

    第一節簡單說明了中學英漢對比分析的內容與原則；第二節對比英語和漢語的語法特徵；第三節從遺漏、錯序、誤代和誤加四個方面對中學生在學習英語浯法時由於母語負遷移而出現的錯誤進行了大量實例分析：第四節討論在課堂訓練中應用對比分析的策略；第五節對比分析對中學英語教學的作用及局限性。
  11. The causes of the errors are different ranging from the interference of the first language, the ignorance of the target language ' s rules, the overgeneralization of those rules, the learners " learning and communicating strategies and even the teachers " training ways for their students

    其次，依據中介語理論對高中英語學習者錯誤的原因進行問卷調查與分析。學習者構建中介語主要採用五大手段即母語遷移、對目的語規則的概括過度、學習過程中的學習策略和交際策略以及教師的訓練遷移。
  12. 18th annual acm sigir conf. research and development in information retrieval sigir 95, seattle, washington, usa, 1995, pp. 21 - 28

    2提出靜態學習訓練查詢和動態學習歷史查詢的混合學習策略，構建候選網路語言模型。
  13. The causes consist of the following : the ambiguity of the grammatical functions of words, negative transfer of mother language ; false analogy of the target language rules ; negative transfer of drilling and learning strategies ; negligence of cultural difference

    造成搭配錯誤的原因主要在於對詞的語法功能沒有清楚的理解、來自於母語的干擾、對目的語規則的泛化運用、習得過程中的訓練遷移和學習策略、忽略中英文化差異。
  14. A comparative study of the learning strategy training modes for the children with learning disabilities

    學習困難兒童學習策略訓練模式的比較與研究
  15. The experimental analysis data of english listening practice patterns for college students and the thinking on the related learning strategies

    大學生英語聽力訓練模式數據分析及學習策略的思考
  16. In training of back - propagation neural network, parameter adaptable method which can automatically adjust learning rate and inertia factor is employed in order to avoiding systemic error immersed in a local minimum and accelerating the network ' s convergence ; introduced the further optimization of the network ' s structure, it gives the research result of selection of the hidden layers, neurons, and the strategy of re - learning, compared the sums of the deviation square of this algorithm with conventional bp algorithm, as a result, the approach accuracy and the generalization ability of the network were extremely improved

    在對前饋神經網路的訓練中，使用參數自適應方法實現了學習率、慣性因子的自我調節，以避免系統誤差陷入局部最小，加快網路的收斂速度；提出了優化bp網路結構的實驗研究方法，並給出了有關隱含層數和節點數選擇以及再學習策略引進的研究結果。將該演算法同傳統bp演算法的預測偏差平方和進行比較，結果證實網路的逼近精度及泛化能力均得到了極大的提高和改善。
  17. Students completed an instructional woodball lesson, and the effects of cooperative learning and motivational factors were examined across the posttest

    本課程內容採用木球運動之信息、技能練習、回饋等合作或個別學習策略進行教學實驗。
  18. To solve his interaction problem with the other agents, natural language processing algorithms and reinforcement - based learning strategies ( leading to an artificial life approach ) have been developed to train the software agents to adapt themselves to the profile of the human agent. the natural language processing fchapter v ^

    為解決他與其它agent的相互關系問題，我們提出了自然語言處理演算法和強化式學習策略（這兩種方法產生的效果類似於人工生命）來訓練軟體agent ，使其具有人類agent的輪廓。
  19. Chapter three : national requirement and the present state of chinese middle school students " learning strategies. chapter four : causal analysis that forms the present state of the students " learning strategies. chapter five : approaches on the training of students " learning strategies

    第五章我國中學生英語學習策略狀況極其形成的原因分析一第六章對中學生英語學習策略的訓練方法及其實施建議引言部分介紹了英語學習策略研究的意義。
  20. The paper surveyed the historical origin of the idea and the backgrounds of the rise of the learning strategy research, and reviewed some facets such as its concept, structure, feature and teaching ; the paper investigated and analyzed the present status of the learning strategy, the learning habits and the thinking process of problem solving of senior middle school students ; the paper also committed a theorical and practical study about the instruction and training of chemistry concepts learning and problem solving strategy in senior middle school students

    文章追述了學習策略思想的歷史淵源，學習策略研究興起的時代背景，對學習策略的涵義、結構、特徵、學習方法、學習策略的教學等進行了綜述；對高一學生學習策略的應用現狀、學習習慣及解題思維過程進行了調查分析；對在高一化學中實施化學概念學習策略和化學解題策略的教學與訓練進行了理論及實踐研究。
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