difference in learning 中文意思是什麼

difference in learning 解釋
學習的性別差異
  • difference : n. 1. 差異，差別。2. 不和，爭論。3. 【數學】差，差額。4. 【邏輯學】特殊性。vt. 〈罕用語〉區別，使有差別。
  • in : adv 1 朝里，向內，在內。 A coat with a furry side in有皮裡子的外衣。 Come in please 請進來。 The ...
  • 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. The project - learning curriculum must lay different particular emphasis on different learning - stage. it is because that the students of different ages have great difference in intellectual structure, body and mind character, lifer exprience., knowledge - level.,

    由於小學、初中、高中不同年齡段的學生在知識結構、身心特點、生活閱歷、認識水平和理解能力等方面存在著極大的差異，這就決定了研究性學習在不同的學段應有不同的側重。
  2. ( 2 ) the gender factor makes significant difference in learning strategy ; there is a significant positive correlation between learning strategy and learning achievement

    （ 2 ）在性別差異方面，高中男生的學習策略、學習動機和策略意識顯著低於女生；英語學習策略與英語學習成績水平呈極其顯著的正相關關系。
  3. There is not notable difference between undergraduate peer leader and graduate ones in leading behaviors. and team members affirm the role of peer leaders in leading effect. it is a successful teaching strategy for peer leader to lead student team learning, which can better improve individual development for both peer leader and team member

    研究生身份的導生和本科生身份的導生在引導行為和引導感受上不存在多方面的顯著差異，而在引導效果方面，學生比較認同導生角色的存在，導生引導團隊學習是一種成功的雙向建構教學策略，該策略同時對導生和被指導的學生的個人成長與學習發展產生良好的影響。
  4. 6 there is remarkable difference of learning adaptability in speciality type. it indicates : science > arts > art and re. but correspondingly the improvement is imbalance at each dimensionality and gene level

    （ 6 ）在專業類型上，存在顯著的學習適應性差異，總體上表現為理科>文科>藝體，但在各維度與因子水平上則發展相對不平衡。
  5. The book analyzes the difference of pronunciations between chinese and korean, helping korean students to know clearly and correct rapidly the mistakes in pronouncing chinese while avoiding rigidly memorizing the pronunciations of initial consonants or simple or compound vowels of chinese, laying a solid foundation for further learning

    本書通過分析漢韓兩種語言語音的差異，讓留學生明了自己的發音錯誤，並知道自己錯在哪裡，不必囫圇吞棗地死記一些聲韻母的發音，使他們快而順利地改正自己的發音錯誤，為說地道的漢語打下良好的基礎。
  6. Finally, the paper has designed the program of bp neural networks, neural networks based genetic algorithms and hybrid intelligence learning algorithms in vc + +, and applied those algorithms to the xor problem, the function approximating problem and the explaining high difference seismic data problem. the experiment results have showed that hybrid intelligence learning algorithm for training neural networks is better, faster and more accurate than bp algorithm and genetic algorithm

    最後，用vc + +語言設計了bp神經網路、基於遺傳演算法的神經網路和混合智能學習法神經網路實現和進行計算機模擬運行程序，並分別將它們應用於解決異或、函數擬合和高解析度地震資料解釋等問題，從實踐中證明混合智能學習法神經網路與bp神經網路和基於遺傳演算法的神經網路相比有更好的運算性能、更快的收斂速度和更高的精度。
  7. In real robotic manipulators there are many constraints such as max torque of motor, rotation angle of joint, difference in length of the working time span. these constraints are not in accordance with the assumption of iterative learning algorithm and so bring difficulties to the application of it

    但是，機械手在現實工作中存在很多的限制，比如：電機最大轉矩的限制、關節轉角的限制、工作時間區間不等長等，這些不滿足迭代學習演算法標準前提假設的現實情況，給迭代學習演算法的應用帶來了一定的困難。
  8. Though xml based on metadata relaxes the difference of heterogeneous metadata to some extent, it is difficult to integrate learning resources of different authors and the precision of query is not satisfying for the short of semantic. this thesis makes a tentative exploration to personal analyzing and instructing method in ontology - based e - learning by combining ontology technology and jena ’ s rules based ontology accessing mechanism. it provides an analyzing and instructing mechanism facing on semantic, in order to put forward a solution to realize e - learning individuation

    本文結合wi （ webintelligence ）中的ontology （本體）技術和jena （由hp公司的brianmcbride開發，起源於早些時候sirpacapi的工作，其定義了很多的介面來訪問和處理ontology文件）基於規則的本體訪問機制，對基於本體e - learning的個性化分析與指導方法進行了初步的探索和嘗試，並給出了一種面向語義的分析與指導機制，為實現e - learning的個性化提出了一個可行的解決方案。
  9. To sum up, the article puts forth four ways to carry this out : a ) to respect the reality, admit the difference, keep an open mind ; b ) to pay more attention to the islamic culture in the moral education for hui college students ; c ) to establish systems or organizatins to settle moral conflict ; d ) strengthen the teachers " learning and cultivation of the history and the culture of the hui minority at the hui minority living area

    為此，本文提出了實現回族傳統道德現代轉化的四種途徑:尊重現實、承認差異、開放心態;在回族大學生德育課程構建中注重民族文化內容;建立道德沖突解決機制;加強回族地方高校德育師資回族歷史文化知識學習和培養。
  10. The distinct difference between supervised learning and unsupervised learning lies in whether the example consists of the pre - processed output value

    這兩種方法最大的區別就在於學習樣本是否包含有預先規定好的輸出值。
  11. The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level. compensation strategy, metacognitive strategy and cognitive strategy received relatively higher level of usage, while memory, affective and social strategy were reported to be used less frequently. to find out whether there is any difference in strategy use among high, middle and low proficiency students, anova was employed to analyze the variance of learning strategies among groups of different proficiency

    在比較高中低分組策略運用和高考成績之間的關系時，我們發現高考成績高分、中分和低分組的學生在使用認知、補救、元認知、社會策略時有顯著差異，英語成績高的學生在使用這些策略的頻率上顯著高於低成績組的學生，而在記憶策略和情感策略的運用頻率雖無顯著差異，但也是高分組高於低分組。
  12. The results of study showed that there are gender difference in math learning of the students in tongwei middle school, which mainly exists in the following aspects : first, physiological difference in heredity and division of the functions of brain ; second, the intellectual difference in the way of memory and thinking ; third, the prejudice and unfairness against girl students in educational aspects and surroundings

    研究結果表明，通渭縣中學生數學學習中存在著性別差異，差異主要表現在：生理因素方面有遺傳和大腦半球分工的差異，智力因素方面存在記憶方式和思維方式的不同，教育因素和環境因素方面分別存在對女生的偏見和不公平。
  13. The findings manifest that there is no significant difference in choosing learning styles among senior middle students in different grades, that is, the learning styles do not necessarily ameliorate with the grade increasing

    在具體的學習方法上，要有針對性地加強對學生的指導，特別是學習的計劃性、時間的管理安排、復習方式的習慣養成、學習方法、有效聽課等方面加強專項輔導。
  14. ( 1 ) compare means analysis shows there is significant difference in the effects of learning factors, personality factors and child rearing factors

    第四章是研究結果： （ 1 ）方差分析表明，學習因素、人格因素及家庭教養方式在學習困難上有顯著性差異。
  15. The author phose two classes of junior one students from shangrao no. 2 high school as experimental group and contrast group, and finally discovered that after the inquiring learning, the two groups appeared obvious or extremely remarkable difference in making a hypotheses working out a plan, executing the plan and communicating except patting questions and obtaining results. from this, the author can conclude that metacognition training is effective and plays positive effect in the inquiring learning. in the aspect of co - operation spirit, the difference is not marked, but exists diverse understandings, so can conclude that the effect of metacognition training is deep

    結果發現兩班學生在探究學習后，除提出問題和得出結論兩環節差別不大外，其它「作出假設、制定計劃、實施計劃、表達交流的差異均呈顯著或極顯著現象，說明元認知訓練是有效的，對探究學習效果起正面影響；在合作精神方面差異不顯著，但各自理解不一，說明元認知訓練的影響是深層次的。
  16. According to gender difference in math learning of middle school students, the improving measures of learning from others " strong points to offset one ' s own weakness mainly covers : first, either teachers of students should properly understand the gender difference ; second, to widen girl students " spatial imagination ; third, to develop girl students " memory through understanding and in image ; forth, to strengthen girl students " training of logical thinking ; fifth, to improve girl students " emotion quotient

    針對中學生數學學習中的性別差異，應採取的取長補短的改進措施主要有：師生對性別差異要有正確地認識。提高女生空間想象能力探索，發展女生理解記憶，充分利用女生的形象記憶，加強女生的邏輯思維訓練，提高女生情感智商。
  17. This thesis takes the middle school students as subjects and uses self - regulated learning for middle school students as measuring instrument to explore the developmental tendency of the ability to carry on the self - regulated learning and the relationship between this ability to the academic achievement. the conclusions are as follows : ( 1 ) there are different levels in the ability to use these dimensions, which make up of the self - regulated learning, to engage in the learning. ( 2 ) the grade factor makes significant difference in the development of the ability to carry on the self - regulated learning

    本研究以中學生為研究對象，以自我調節學習問卷為測量工具，探討了中學生自我調節學習能力的發展及其與學業成就的關系，並得出結論如下： （ 1 ）中學生的自我調節學習能力在各個學業調控維度上的發展水平不同； （ 2 ）中學生自我調節學習能力發展的年級差異顯著； （ 3 ）中學生自我調節學習能力發展的性別差異顯著； （ 4 ）中學生自我調節學習能力的發展在重點學校與普通學校、城市學校與農村學校之間存在著極其顯著的差異； （ 4 ）中學生的自我調節學習能力與學業成就之間存在著顯著正相關，且對學業成就高低有較好的區分性。
  18. 2. their performance goals orientation differ significantly in grades, while their learning goals orientation have no remarkable difference in grades

    職校生成績目標存在極顯著的年級差異，而學習目標年級差異不顯著。
  19. Self - regulated learning which is acknowleged by more teachers can make an important difference in students " future development. through many years " teaching observation and case studying, i feel students whose high self - regulated capability have a better mark than those are weak, and the former part prefers learning in a self - regulated way

    筆者通過多年的教學觀察和個案調查，感受到自主學習能力強的學生，學習成績一般要優于自主學習能力弱的學生，而前者更願意以一種自主的方式學習；中學教師對自主學習的認知、態度、評價等因素會影響學生自主學習能力的培養和提高。
  20. The method of bispectrum reconstruction detects fracture zones by learning the difference of frequency components because fracture can change the frequency components of seismic responses. the theory of time - frequency analysis computes the difference in the gradient direction of time - frequency spectrum

    雙譜重構的方法就是根據裂縫會改變地震波頻率成分的基本想法，通過求取具有不同頻率成分的地震波的差異來實現對裂縫發育帶的檢測的。
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