activity theory of learning 中文意思是什麼

activity theory of learning 解釋
學習活動論
  • activity : n. 1. 活動；活躍；動作；活動力；能動性。2. 活性；放射性。3. 機能，功能。4. 〈美國〉機構。5. 〈pl. 〉 活動范圍。
  • theory : n. 1. 理論，學理，原理。2. 學說，論說 （opp. hypothesis）。3. 推測，揣度。4. 〈口語〉見解，意見。
  • of : OF ＝Old French 古法語。
  • learning : n 學，學習；學問，學識；專門知識。 good at learning 善於學習。 a man of learning 學者。 New learn...
  1. Based on the study theory of constructional formation and with the regard to the students themselves, this paper proves into the efficient methods of the language learning, and puts forwards the ways for problem discussion, role played in the specific scene and researches of minor projects, which will efficiently improve the language leaning environment and stimulate the students ' study activity and initials

    摘要根據建構主義學習理論，從學生本體角度探討有效的語言學習方法，提出了問題討論法、情景角色法、小課題研究法等重構意義的學習方法，並注重改善語言學習環境，激發學生學習的主動性和積極性。
  2. If be opposite, the study of the basic theory of the basic knowledge of the party, marxism is harvested somewhat, can adopt the form that the thought reports, get on understanding of study experience, thought to raise the problem with the not clear understanding that reachs existence newly to knit a specification to leading party group ; if be opposite, the course of the party, guiding principle, policy or a central task of period have what view, oneself attitude can demonstrate in thought report, clarify oneself viewpoint ; if entered significant activity or study certain and serious article, the education that can get oneself writes leading party group to knit ; when if encounter, producing great politics event domestic and internationally, want to improve substaintial to incident knowledge through learning, banner brightly organizes the position that indicates his to the party ; if individual interest was encountered to be the same as collective interest, state interest in his daily life, produce contradictory problem, can have oneself what idea, the case that how be treated and handles organizes a report to the party ; to make leading party group knits the closest to oneself thought circumstance to understand somewhat, be about the thought state oneself, had what progress, put in what problem and the plan that will increase henceforth to wait it is clear to write. . the last share that reports in the thought, can write go up to oneself request to what leading party group knits and hope, if hope party organization strengthens the education to oneself and education, point out the effort henceforth direction is waited a moment

    如對黨的基本知識、馬克思主義的基本理論的學習有所收獲，便可以通過思想匯報的形式，將學習體會、思想熟悉上新的提高及存在的熟悉不清的問題向黨組織說明；如對黨的路線、方針、政策或一個時期的中心任務有什麼看法，可以在思想匯報中表明自己的態度，闡明自己的觀點；假如參加了重要的活動或學習了某些重要文章，可以把自己受到的教育寫給黨組織；如碰到國內外發生重大政治事件時，則要通過學習提高對事件本質的熟悉，旗幟鮮明地向黨組織表明自己的立場；如在自己的日常生活中碰到了個人利益同集體利益、國家利益發生矛盾的問題，可以把自己有哪些想法，如何對待和處理的情況向黨組織匯報；為了使黨組織對自己最近的思想情況有所了解，就要把自己的思想狀況，有了哪些進步，存在什麼問題以及今後提高的打算等寫清楚… …在思想匯報的最後部分，可寫上自己對黨組織的請求和希望，如希望黨組織加強對自己的培養和教育，指出今後的努力方向等等。
  3. Making use of others " research results on the aestheticized teaching, based on the relevant human quality structure theory in contemporary quality education, the humanism learning theory by rogers, aesthetics and education aesthetics theory, the author comprehends the chemical teaching process as the unity of cognition behaviour process, evaluation behaviour process and aesthetic behaviour process and co nstructs the aestheticized chemical classroom teaching model, which includes five basic teaching links such as entrance into the state, demonstration & observation, small group activity, teacher - student dialogue and appraisal & feedback

    借鑒他人對審美化教學研究的成果，以當代素質教育有關人的素質結構理論、羅傑斯的人本主義學習理論、美學及教育美學理論為基礎，將化學教學過程理解為認知活動過程、評價活動過程、審美活動過程三者的統一，構建了化學課堂審美化教學模式。這一模式包含創美入境、演示觀察、小組活動、師生對話、評價反饋五個基本教學環節。
  4. On the basis of the properties of inquiry learning and the history of the development of instructional design theories, a theoretical frame of instructional design on inquiry learning was brought up, using activity theory and constructivism theory as predominate. at the same time, according to the practice of the middle school chemistry teaching, in this paper essential elements of instructional design on inquiry learning was concretely analyzed, and the design of the teaching process was principally d iscussed. through some typical cases, some strategies on instructional design were found out, and several noteworthy problems in practice were put up

    本研究在分析探究學習的特徵和教學設計理論的發展過程的基礎上，提出一個以行為理論和建構主義為主導的基於探究學習的教學設計的理論框架，同時結合中學化學教學實際，具體分析了探究學習的教學設計的基本要素，著重研究了教學過程的設計；通過實例研究，初步探索出了教學設計的若干方法策略，並提出了實踐中應注意的幾個問題。
  5. Apos theory is a theory of studying constructivism, which aims at studying the learning process of mathematics concepts. the theory points out : while the students are studying the mathematics concepts, they are going through four - stage psychological construction - activity, process, target and diagrammatic form

    Apos理論是針對于數學概念學習過程研究的一種建構主義的學習理論，該理論指出：學生學習數學概念要經歷活動、過程、對象、圖式四個階段的心理建構。
  6. The research shows that, the perceptions of self - regulation of teachers are not perfect. most of teachers do n ' t know what is the self - regulation ; they accept the theory of self - regulated learning with pleasuare ; they do n ' t evalate correctly ; they do n ' t make it clear that it ' s the teachers " duty to cultivate students " self - regulated learning through the classroom teaching activity. they wrongly believe that students themselves and their families cause students " low ability of self - regulated learning

    本研究結果表明，大部分中學教師對接受自主學習的理念持積極態度，有運用自主學習理念引導學生學習的願望;但中學教師對自主學習的認識上有欠缺，對相關知識了解較少;部分教師認為自主學習會導致學生間成績分化（評價） ;一部分教師培養學生自主學習能力的責任意識不強，存在被動應付的現象;還有的教師認為，學生自主學習能力提高的根本因素在於學生本人的努力和家庭的教育引導，與課堂教學關系不大。
  7. The theory sills of play instruction are the research of psychology, learning theory, brain science and activity doctrine of marxism

    游戲教學的提出以心理學理論研究、學習理論研究、腦科學研究和馬克思主義的活動學說為理論基石。
  8. On one hand, according to the problems that have existed for a long time in high school politics teaching and the new curriculum standard, the thesis comprehensively constructs a high school politics teaching mode activity - research - development teaching mode, which is based on the marxian theory of practice, leontjef s theory of activity, student oriented educational theory and constructivism learning theory. the construction of this teaching mode has also taken other aspects into consideration, such as connotation definition, function effect, the possibility and necessity of implementation, teaching principles, teaching procedures, teaching strategies and the conditions of implementation, etc. through free research activities between the groups, the students can develop their capabilities, comprehensive qualities and personalities

    一方面，本文以長期以來中學思想政治課教學中存在的問題以及新《課程標準》為由，以馬克思主義實踐論，列昂捷夫的活動心理學理論，主體性教育理論，建構主義教學理論基礎為依據，從內涵界定，功能作用、實踐的可能性與必要性，教學原則，教學程序，教學策略，實施的條件等方面，全方位地構建了中學思想政治課活動-探究-發展教學模式。
  9. According to the modern education theory, students " learning principles and the arrangement characters of the text book, i designed a six - link new lesson teaching mode : ( 1 ) check that leaks and fill a vacancy to perfect the structure ; ( 2 ) establish the situation to comply with the students independently ; ( 3 ) probe by experiment and solve the problem independently ; ( 4 ) recombine the activity, internalize and divide layer ; ( 5 ) feedback and evaluate, innovate by reflective thinking ; ( 6 ) strengthen the practice, divide layers to suit the students

    根據有關的現代教育理論、學生學習知識的規律以及高中數學教材的編排特點，設計出出新授課六環節教學模式： （ 1 ）查漏補缺，完善結構； （ 2 ）創設情境，自主順應； （ 3 ）實驗探索，自主解決； （ 4 ）重組活動，分層內化； （ 5 ）反饋評價，反思創新； （ 6 ）強化實踐，分層處化。
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