learning of learn 中文意思是什麼
learning of learn
解釋
學會學習-
Other methods aiming at culture learning - to learn the salient feature of the host culture and proper behaviors - include such intercultural training techniques as information - giving, the method of simulations, the critical incident technique, the method of culture assimilators and experiential learning by doing
文化休克也可以通過適當的跨文化培訓得以減輕，比如向人們提供不同文化的信息來增強人們對其它文化的認識，或者讓人們參與典型實例分析來提高人們的文化敏感性等。 -
The latest catchword in educational circles is " constructivism ", applied both to learning theory and to epistemology - both to how people learn, and to the nature of knowledge
建構主義是教育界近來很流行的一個「詞」 ，它應用於學習理論和認識論等領域，涉及到學習方式以及知識的特性。 -
Cannot give your ' s attention into the reading, can turn off music, hope it didn ' t bother you to learn, even hope you will read it with carefulness, what with just a real learning english, and at appreciating then don ' t forget the method of using of sentence in the inside of the storry, wish you to read delectation. learening english progresses
無法入心閱讀的朋友，你可以關掉音樂，希望它沒有打擾你學習，更希望你會細心的讀，因為這樣才算真正的學習，領會故事的同時不要忘記看看裏面的句子的用法，祝你閱讀愉快.學習進步 -
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。 -
The results of the study indicate that motivation is strongly correlated with the other three components and plays a larger role in self - regulated english learning at secondary vocational school. moreover, the results of the study show three pairs of contradiction of motivational factors reflected on students at secondary vocational school : ( 1 ) students expect to learn english well but their poor foundation and lacking of confidence lead to their learning helplessness
作者又對動機因素中各成分進行了統計分析，發現在中等職業學校學生的英語自主學習中，動機因素各成分是以三對矛盾同時體現在學生身上： （ 1 ）學生期望能學好英語，然而他們的英語基礎差和缺乏自信導致其學習無助感。 -
The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving
第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。 -
It faces to the whole students, advocates the positive participance of the whole students and let 100 % of students obtain the best development, study and research by learning cooperation, the learners can learn from others and learn how to communicate and cooperate in order to obtain high - level result
面向全體學生，主張全體學生的積極參與，讓100的學生得到最佳發展，通過合作學習和研究，學習者可以取長補短，學會相互交流與合作，取得高質量的效果。研究性學習的理論基礎： 1 、接受學習和發現學習相結合的理論。 -
A delegation was sent to australia to learn about the development of elder learning, especially university of the third age
本會安排訪問團到澳洲考察長者教育活動，特別是第三齡大學的發展，並與業界及安老事務委員會分享經驗。 -
A delegation was sent to australia to learn about the development of elder learning, especially university of the third age ( u3a )
本會安排訪問團到澳洲考察長者教育活動，特別是第三齡大學的發展，並與業界及安老事務委員會分享經驗。 -
This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own
本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。 -
What " s more the teacher should give proper positive and negative examples. on the base of the congnition structure of the students, new contradiction appears to stimulate the students to learn with much more interest and strong learning motive
還要舉出適當的正例和反例，在學生的認知結構基礎上，形成新的矛盾，激發學生的學習興趣和較強的學習動機。 -
They learn to be traditional by celebrating the rites of birth, name - giving, head - shaving, first feeding, ear - piercing, first learning, coming of age, marriage and death
學會按照傳統方式慶祝出生，取名，剃頭，自食，穿耳，就學，生日，結婚和死亡。 -
Adopting the training pattern of “ theory - practice - retheory - repractice - summary ”, the main task of the first four semesters is to learn theory at school supplemented with relevant practice ; attaching importance to learning theory in the first half of the fifth semester, laying focus on the skills training and with a practical course being finished in the latter half of the fifth semester ; strengthening the studying of specialty in the first half of the sixth and seventh semester, with students practicing as substitutes in the foreign trade institutions & enterprises at the latter half semester ; in the eighth semester, on the basis of practicing as substitutes, students should complete the graduation fieldworks and graduation papers combining with actual posts
採用「理論? ?實踐? ?再理論? ?再實踐? ?專業崗位總結」培養模式，第一、二、三、四學期以校內理論學習為主，輔之以課程實驗實訓；第五學期的前半學期以專業理論學習為主，後半學期在校內集中進行專業操作技能訓練，並完成一門專業實踐課程的學習；第六、七學期前半學期強化專業學習，後半學期在外貿機構和企業頂崗實習；第八學期在頂崗實習的基礎上結合崗位實際完成畢業實習和畢業論文的撰寫。 -
In freudenthal " idea, firstly, the only correct way of maths - learning is to carry out the " re - creation ", that is, to find out or create what they need to learn by themselves ; secondly, the teachers " duty is to lead and help their students to carry through the " re - creation " through their teaching instead of teaching the ready - made knowledge to students
弗賴登塔爾認為，學生學習數學的唯一正確方法是實行「再創造」 ，也就是由學生本人把要學的東西自己去發現或創造出來；教師的任務是引導和幫助學生去進行這種再創造的工作，而不是把現成的知識灌輸給學生。 -
Focus on learning. instead of making a goal to achieve more in your job, decide instead to read and learn how to do one new thing each week
注重學習。不要為自己的工作定一個目標，以取得更多的成績，而是下決心每周讀書或者學會做一件新的事情。 -
The learners can also learn useful everyday expressions and dialogues to lay a solid foundation for further learning of chinese
學生在學習中還可以掌握基本的生活用語和對話，為進一步提高漢語水平打下良好基礎。 -
An experienced human operator may have little knowledge about a complex system but can still doing good job in system control and fault diagnosis by observing signals of inputs and outputs. therefore, the problem is, can we use some techniques of machine learning and artificial intelligent to mimic the human ability of " learn to control "
在實際工業生產中，工程技術人員在對系統機理和數學模型知之甚少的情況下通過觀察和經驗總結，仍然能夠對系統進行良好的手動控制和及時的故障診斷，因此完全可以採用機器學習的智能方法模擬人的這種通過觀察學習進行控制的能力。 -
The main objective is to make the student capable of “ learning to learn ”
主要的目標是教會學員「學會學習」 。 -
It has drawn close attention of the educational1 circles owing to its practical rationalization of integrating " learning to teach " with " learning to learn "
因其具有將「學會教學」與「學會學習」結合起來的實踐合理性而受到教育界的廣泛關注。 -
With the rapid development of it and the blasting increase of the total quantity of knowledge, every country regard the subject, " learning to learn ", as the core of 21st education voluntarily
面對科學技術的迅猛發展和知識總量的爆炸式增長，世界各國不約而同的將學會學習定為21世紀教育的核心。
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