learner characteristics 中文意思是什麼
learner characteristics
解釋
學習者特徵- learner : n. 學習者；初學者。 an advanced learner 程度較高的學習者；進修者。
- characteristics : 產品性能描述
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This thesis is guided by the modern education theory on " basing on human being, developing independently ". starting from the general program and principle of instructional design and applying system and control theory, go over the present physics instructional design in the flowing seven items : learning - task analysis, books content analysis, learner characteristics analysis, making teaching purpose, determination instructional strategy, media selection and operation, assessing performance, all of which show some phenomena that the past instructional design paid attention to the teachers mind and neglected students, not getting harmonious between teacher and students
本文以「以人為本、自主發展」的現代教育理念為指導，從教學設計的一般程序和原理出發，在學習任務（需要）分析、教材內容分析、學生特徵分析、教學目標的制定、教學策略的制定、教學媒體的選擇與應用、課堂教學評價等七個方面，應用系統論和控制論的觀點和方法、應用教學設計的原理和技術審視中學物理課堂教學設計，說明以往課堂教學設計中存在著重視教師心理，忽視學生心理的現象，從而沒有達到教師和學生心理上的共鳴。 -
Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement
在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。 -
The latter part of chapter five, focusing on the study of fit between learning strategies, job characteristics, task environment and learner ' s characteristics, expands the roles organization should assume in order to facilitate individual learning, and analyzes the relation between the roles played by the human resources departments and individuals learning effectiveness
在第五章的後半部分，著重研究學習策略與工作性質、任務環境以及不同特徵學習主體之間匹配關系，闡述了組織在個體學習中應承擔的角色，分析了人力資源部的角色以及作用的大小同員工學習效果之間的關系。 -
The contents of instructional design involves defining learning objective, describing learner ' s characteristics, designing the contents of special subject, evaluating sslw and organizing instructional exercises and so on. the purpose of system design is to exhibit the result of instructional design which takes the form of sslw, including the system construction and function design of the website, the design of the navigation strategy, interactive design and interface design etc. making means to compile the website with program language. there are four phrases such as composing script, development, testing and modification and evaluation
教學設計的對象是專題知識內容，其設計過程的要素包括學習目標確定、學習對象特徵描述、專題知識結構設計、評價診斷與教學活動建議等，並說明教學設計中應注意的一些實際問題；系統設計的目的是將教學設計的結果以專題學習網站的形式呈現，包括網站的功能結構設計、導航策略設計、交互設計、界面設計等；製作與開發是指用程序語言與腳本語言完成專題學習網站的編寫工作，使之包能夠運行子網路環境，大致分為四個階段：編寫製作腳本、製作階段、測試修改階段與評價階段。
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