learning by instruction 中文意思是什麼

learning by instruction 解釋
教育學習
  • 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...
  • by : adv 1 在側，在旁，在附近。2 （擱）在一邊，（放）到旁邊，（存）在一旁；收著。3 （由旁邊）經過，過...
  • instruction : n. 1. 教育，教導。2. 教訓，教誨。3. 〈 pl. 〉 指令，訓令，指示，細目。
  1. Aiming at overcoming such deficiency, this article gives pilot study and discussion on how to realize " distance intelligent instruction system based on web ". through collecting the learning action learning fashion ^ knowledge comprehension information, learning time, test result and many other factors dynamically and putting these factors analyzed by self feed back system, then, after deducing, we can get learning ability, learning character, learning effect and some other results quickly, these results are sources to form learning content dynamically in order to meet the requirements of individual education

    針對以上不足，本論文對如何實現「基於web的遠程智能學習系統」進行了初步研究、探討，通過動態收集學生的學習動作、學習方式、知識理解情況、學習時間、考試情況等諸多因素，經過自反饋系統的分析、推理，快速獲得學習者的學習能力、學習特徵、學習效果等反饋結果，為滿足個性化學習、動態形成最適合該學生的學習內容提供依據。
  2. 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。
  3. 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。
  4. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  5. In one hand, he / she is a student belonging to the same generation in the real world, on the other hand, he / she is also an assistant who help teacher tutor the student team. to students who to be tutored, peer leader may be more advanced or be fairly well matched in skill level. introducing peer leader during instruction can efficiently lead team members learning by imparting oneself ' s learning experiences, which not only help to make up the lack of tutoring teachers but also help to create new type relationship between teachers and students so as to exert students " principal part better

    在教學過程中引入導生角色，可以在傳遞個人學習經驗和體驗的基礎上有效引導學生的學習，這樣不僅有助於彌補網路教育尤其是研究性學習、團隊學習開展起來之後教師指導力量嚴重不足的狀況，而且有助於創造新型的師生關系，更好地發揮學生的主體作用，使學生不僅成為教學活動的主動參與者，而且成為教育改革和發展中一支最富創造性與活力的生力軍
  6. In the constructing of the diagnosis module using the technology of the combination of the fuzzy logic and neural network, which based on the fuzzy adaptive learning control network, a simple kind of capable method for consummate the structure and performance of network is introduced, which includes the rules extraction based on the maximum weights matrix and the parameters amendment based on genetic algorithm by floating - point coding. during the monitoring of the parts condition, the output of the condition monitoring system shows the good working condition of the executing agency by fuzzily deducing from the control instruction send by the auv ' s controller and motion status, and so offers the proof to complete mission and return safely

    在珍斷模塊建模中採用模糊邏輯與神經網路結合的技術，以模糊自適應學習控制網路為核心，提出了一種簡單可行的基於最大權值矩陣的規則提取及基於浮點數編碼的遺傳演算法的參數調整的，完善網路結構與性能的方法，並在狀態監測過程中，通過對由控制器輸入的水下機器人運動控制量以及運行狀態的模糊推理，得到執行部件（推進器或舵）的工作狀態優劣程度，為保證水下機器人完成任務，安全返回提供控制依據。
  7. The instruction based on this theory systematically combine the " learning from examples " and " learning by doing ". the fundamental form of the study model guided by the theory of learning from examples and solving by problems benefits the quality education

    示例演練教學法將「例中學」和「做中學」有機地結合起來，以「示例演練」作為基本的學習形式，是一種有利於素質教育的教學模式。
  8. Then it poses the framework of inquiry learning within networkenvironment from its instruction objects and features, operating process andinstruction strategy. as a new instruction model, inquiry learning withinnetwork environment is characterized by fresh instruction objects position, instruction elements constitution, instruction activities process, instructionorganization, instruction media design, and instruction evaluation. combinedspecific subject with inquiry learning within network environment would beconducted efficiently

    按照此教學模式，從學習需要分析、學習內容分析、學習者特徵分析、學習環境、學習過程、學習評價等方面入手，對《計算機文化基礎》課研究性學習進行了教學設計，構建了研究性學習的網路平臺，並在焦作師范高等專科學校進行了教學實踐。
  9. Web course is combination of instruction contents and instruction activities about a certain subject realized by web. it comprises two parts, one is instruction content recognized according to specific instruction objective and instruction strategy, other is network teaching - assistance environment. web course is different from traditional cai and the web version of cai, which posses feature to embody e - learning advantage

    網路課程就是通過網路表現的某門學科教學內容及實施教學活動的總和，它包括兩個組成部分：按一定的教學目標、教學策略組織起來的教學內容和網路教學支撐環境，它與傳統的多媒體課件和網路版cai課件不同，具有一些體現網路教育優勢的特點。
  10. The author thinks that, under the instruction of the individualized reading ideas, we may innovate current reading instruction and improve the efficiency of it by implementing dialogic reading instruction, calling for multiplex learning manners, creating various reading instruction mode, establishing multiplex appraise system for reading instruction

    論文認為，在個性化閱讀觀指導下，我們可以從樹立閱讀教學的對話理念，提倡多元閱讀學習方式，實施多種閱讀教學模式，建構多元閱讀教學評價體系等方面來改革我國當前的閱讀教學，提高閱讀教學效率。
  11. In this paper, i try to construct a new model of mcai, which the core was to create learning environment based on problem exploring, to create problem space, to present and find problem and to explore independently learning by means of researching anchored instruction, generative learning theory, problem - based learning, finding learning and multimedia computer and internet. the design on problem - based exploring mcai base on the newest research of learning theory, instruction design and development soft of cai

    問題探索型mcai以「探索性學習」為設計基礎，通過對建構主義的「拋錨式」教學法、維特羅克的生成學習理論、布魯納的發現式學習和barrow的問題式學習理論等的研究，藉助于多媒體計算機網路技術，力圖建構以「創設問題探索的學習環境、創建問題空間、呈現或發現問題、學生自主探索」為核心的新型mcai設計模式，通過增加cai課件開發中的探索性學習成分來突破傳統cai設計的局限性。
  12. Application of multimedia television instruction system in learning and teaching by information communication

    中學政治課利用多媒體輔助教學的多元效應
  13. Learning, conditions of learning, instruction, external events of instruction, etc. ) and the inner - framework of his theories ( e. g. learning theory, instructional theory and principles of instructional design, etc ) so as to thoroughly comprehend gagne ' s essential thoughts. this chapter includes five parts : gagne ' s biography and his works ; gagne ' s views on learning theory and instructional theory, his principles of instructional design, and the theoretical system centered by the theory of conditions for effective learning

    第二部分從教育技術學視角對加涅理論體系的總體考察與評價（包括第二章、第三章、第四章）第二章加涅理論體系的總體考察通過對加涅理論體系的總體考察，力圖揭示加涅理論體系中重要概念之間（學摘要習、學習內部條件和外部條件、教學、教學事件等） 、各理論之間（學習理論、教學理論、教學設計理論）的內在聯系，嘗試以概念結構圖的方式展示它的整體結構，從而解讀他的核心思想，並予以評介。
  14. The author thinks these views are the combination of the attitudes to, the relatively stable idea and the basic instruction of job selection, formed in the process of learning and practicing by students themselves, contemporary, subj ective, and various. the views mainly include the ideal aim, motivation, relev ant knowledge, value inclination, and ways of realizing ; the views affect in c onducting the goals to job selection, constructing knowledge structure, sorting out useful knowledge, adjusting behavior, regulating professional morality, and prompting profession adaptation. there is a law in the formation and develop ment of these views

    筆者認為，大學生擇業觀是在校大學生，在讀書學習和社會實踐過程中形成的，對如何選擇職業這一實踐活動的較穩定的認識、態度和基本的指導思想，具有時代性、主體性和差異性的特點；大學生擇業觀主要包括擇業理想目標、擇業心理動機、擇業認知狀況、擇業價值取向、擇業實現途徑等五個方面;大學生擇業觀的作用表現在指導擇業目標、建構知識結構、過濾擇業認知、調整擇業行為、規范職業道德、促進職業適應等方面;大學生擇業觀的產生、形成、發展過程遵循一定的客觀規律性。
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