learning of problem solving 中文意思是什麼
learning of problem solving
解釋
解決問題的學習-
The second part discusses the problem - solving based learning and summarizes its characters and our blind sides in this field, and then develops our purposes of the thesis. the third part introduces two theoretic bases, problem - solving theory and constructivism
第二部分在綜述問題解決學習研究歷史的基礎上，總結了問題解決學習的特點，分析了我國有關問題解決學習的研究現狀，提出本研究的目的和任務。 -
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。 -
While performance technology has grown up in the world of workplace, there is no reason why its fundamental principles and many of its processes can not be applied in both educational and social settings. as to the pt ' s influences on the future development of instructional technology. the writer ' s conclusion is that : instructional technology should broaden itself from schooling background to social and other non - educational settings ; should move from focusing on tools, resources, processes and methods to learning and working outcomes ; from emphasis on instructional solutions to focusing on non - instructional solutions as well as instructional solution ; from paying attention to individual learning to larger macr o - management concerns and " systems thinking ; from reactive problem solving to proactive approachs. in the mean time, the writer does some reflectings about the electronic performance support systems ( epss ) movement
關于績效技術對教育技術學未來發展的影響，本研究認為績效技術將促使教育技術學發生以下五個根本性的轉變? ?從只是關注學校教育情境中個體的學習向同時關注社會情境、工作場所中績效改進的擴展，從只是關注教學型問題解決方案向同時關注非教學型問題解決方案的轉變；從熱衷於過程與資源，向關注學習和工作結果的轉變；從注重方法向同時注重問題本身的轉變；從熱衷於設計和開發向注重設計和開發前的分析、規劃及後期評價的轉變；從主要關注微觀教學過程與資源的研究向同時關注宏觀教育問題解決的轉變。 -
For example, schoenfeld, goldin, and de corte analyzed mechanism of mathematics learning and problem solving, respectively
其中schoenfeld 、 goldin 、 decorte等人分別從不同角度，探討了數學學習與問題解決的內部機制。 -
The main characteristics of problem - based learning are : ( 1 ) learning is student - centered ( 2 ) learning occurs in small student groups ( 3 ) teachers are facilitators or guiders ( 4 ) problems form the organizing focus and stimulus for learning ( 5 ) problems are authentic and ill - structured ( 6 ) problems are a vehicle for the development of real - world problem - solving skills ( 7 ) new information is acquired and skills are trained through problem - solving process ( 8 ) evaluation is authentic and performance - based. after describing the features of problem - based learning, this thesis compares problem - based learning with other instruction models - lecture, direct instruction, case methods, discover - based inquiry, problem - centered learning, simulation and gaming and mantle of the expert ( roles ) on three aspects : ro
這種教學模式的基本特徵是： （ 1 ）是一種以學生為中心的教學方法； （ 2 ）學習形式是以一個學生小組為單位； （ 3 ）教師是輔助者、引導者； （ 4 ）以問題為中心組織教學並作為學習的驅動力； （ 5 ）問題是真實的、劣構的； （ 6 ）問題是發展學生實際解決問題能力的手段； （ 7 ）在問題解決的過程中獲得新的知識、培養能力； （ 8 ）真實的、基於績效的評價。 -
Based on cognition theory and information technology, the paper build a simulated brain model to aid creative design by integrated artificial intelligent, expert system, fuzzy logic, and knowledge mining based on database over internet. the brain model including a memory structure to save information and knowledge, and a thought strategy with some certain levels to guide activities, therefore, the intelligent activities such as learning, problem - solving and creative design could be treated as the process that utility memory in control of thought strategy
人腦模型體系包括了在思維策略控制下的學習、設計問題解決、創新等活動，並以語義網路與神經網路結合研究並實現了知識記憶結構，在此基礎上研究了產品構成知識的生成技術，使模型可方便實現自學習、自組織、聯想存貯等特性。 -
On the meaningful learning of mathematics problem solving
數學解題的有意義學習 -
In the experiment, students " learning strategies level and their study interest can be improved, as well as students " problem solving ability can be strengthen by means of passing - on physics learning strategies in the light of physics knowledge
在本實驗條件下，結合學科知識進行物理學習策略的傳授可以提高學生的學習策略水平和學習興趣，增加學生的解題能力。 -
The experiment was based on the theory of cooperative study in the groups. the purpose was to improving students " learning strategies level and students " study interest, and strengthen physics " problem solving ability through mutual cooperation and common advance of junior students with different strategies level
本實驗是以小組合作學習理論為基礎，通過不同策略水平的初中生相互合作共同促進，以期最終提高學生的學習策略水平、學習興趣及物理解題能力。 -
A unit of learning represents more than just a collection of ordered resources to learn ? it includes a variety of prescribed activities ( eg problem solving activities, search activities, discussion activities, peer assessment activities ), assessments, services and support facilities provided by teachers, trainers and other staff members
一個學習單元不只是代表有次序的學習資源集合，它還包括由老師，培訓者和其他的職員提供的活動（如問題解決活動，搜索活動，討論活動，同等評估活動） ，評估，服務，和支持設施。 -
Several questions are found in the current mathematics curriculum evaluation : ( 1 ) attach great importance to the function of screening and selection, but underestimate the function of inspiration and promotion ; ( 2 ) attach great importance to the evaluation of basic knowledge and basic skills but underestimate the evaluation of mathematics thinking, problem - solving and emotions and attitudes ; ( 3 ) attach great importance to the evaluation of teaching process but underestimate that of learning process ; ( 4 ) attach great importance to the standardized written exams but underestimate the multi - dimensional evaluation methods
審視現存數學課程評價，可發現其問題主要集中於：重評價的甄別與選拔功能，輕評價的激勵與發展功能：重對「雙基」的評價，輕對數學思考、問題解決、情感與態度的評價；重對「教程」的評價，輕對「學程」的評價：重標準化紙筆考試，輕多角度評價方法。 -
Drawing lessons from the successful experiences of self - educated and guided teaching, problem - solving teaching and case - guided teaching, the article presents some new ideas about the creative education in a few aspects : the level of creativity, the center of class activity, the emphasis of teaching, the capacity of the meta - cognition and so on. then, a new mathematical teaching mode - - the mathematical learning - case teaching was put forward in which the mathematical learning - cases guide the students to learn mathematical teaching materials and the teacher gives the student instruction individually in necessary and cultivates the creative will and emotion
借鑒自學輔導教學、問題解決教學、學案導學等教學模式的成功經驗，本文從創新的水平、課堂活動的中心、教師工作的重點和學生的元認知能力等幾個方面對創新教育進行了思考和研究，提出了一種新的數學教學模式? ?數學學案教學模式，以數學學案引導學生自學數學教材，教師進行個別輔導和情意培養。 -
The various forms of constructivism teaching process - explorative learning, cooperative learning, context learning and problem - solving learning - all accord with the essential characteristics of constructivism teaching process
建構主義教學過程的不同形式? ?探究性學習、合作性學習、情境學習和問題解決學習的教學過程? ?都符合建構主義教學過程的本質特徵。 -
We should change our opinion of mathematics instruction from " teaching problem solving " to " learning through problem solving ", promote the construction of knowledge through the process of problem solving, and so promote the development of thinking of problem posing and problem solving of students. we also advocate building community of learners to break the isolate classrooms to promote interaction on problem solving
就這種意義而言，數學問題解決自身的因素、策略、技能容易被視為靜態、客觀的知識，這導致不少教師的數學教學就是對這種知識的加工、傳遞，其結果是在學生的「數學工具箱」中，除了已經學習過的各種數學事實與數學程序之外，不過是增加了數學問題解決的技巧。 -
In view of problem - solving theory and constructivism, problem - solving based learning is regarded as a process of meaning construction of chemistry knowledge, the center of which is chemistry problem and the base problem - solving style is inquiry
整合問題解決和建構主義學習理論，我們將基於問題解決的化學學習理解為以化學問題為中心，以探究性學習為基本問題解決方式的化學知識的意義建構過程。 -
The development of constructivism and situated learning and cognition call for " do mathematics ". the problems which lie in the theoretical study and practice imply the necessary, importance and urgence of problem solving study. in chapter 2, we focus our attention on the theoretical study of problem solving in the past 20 years in usa, and try to find important clues from their opinions and methods
數學觀念的發展，也在召喚一種數學教學觀念、方法的轉變； 20世紀80年代後期在西方興起的建構主義及其相關的情境認知與學習理論對傳統的學習與教學改革帶來許多有益的啟示，一種與傳統數學學習與教學不同的「做數學」的理念已經深入人心。 -
Instructional design on mathematical problem solving is a systematic process applying theory and technology related to modern mathematics learning theory, mathematics instructional theory and psychology, diffusing theory and instructional media. to analyze instructional question of problem solving, to determine instructional objectives and requirement, to design strategic scenanrio, trying out scenario for instructional question resolving, to evaluate trying out result and improve design based on the evaluation
數學問題解決的教學設計是運用現代數學學習論、數學教學論與心理學、傳播學、教學媒體論等相關的理論與技術，來分析問題解決的教學問題，確定教學目標和需要，設計解決教學問題的策略方案、試行方案，評價試行結果並在評價基礎上改進設計的一個系統過程。 -
A research on the representation of problem - solving of children with mathematics learning disability
數學學習障礙兒童解決不同性質問題的表徵研究 -
This research is established in education technology and try to solve this problem by contract method. the study designed from five respects of problem - solving skills, encompass the ability to select problem, to plan ; to be resourceful in seeking help from others ; and to think critically, creatively, reflectively, and flexibly, trying out alternate solutions to both cognitive and social problems. and attempted to apply gbs ( goal - based scenario ) into elementary education for fostering student problem - solving skills, constructed a synthesis learning environment, include schoolroom, community and network. moreover achieved practice teaching based on network platform
本研究立足於教育技術領域，從培養學生問題解決能力的五個方面（發現問題的能力；預見問題解決的方法，做計劃的能力；搜集有價值信息的能力；開展調查、研究的能力；歸納報告、總結發表的能力）入手，將企業中培養實際技能的培訓模式gbs （ goal - basedscenario ，基於目標的行動計劃）引入中小學的教育實踐中，構建了一種融課堂、社會、網路三者為一體的綜合學習環境，並實現了以網路平臺為支持的教學實踐。 -
The paper surveyed the historical origin of the idea and the backgrounds of the rise of the learning strategy research, and reviewed some facets such as its concept, structure, feature and teaching ; the paper investigated and analyzed the present status of the learning strategy, the learning habits and the thinking process of problem solving of senior middle school students ; the paper also committed a theorical and practical study about the instruction and training of chemistry concepts learning and problem solving strategy in senior middle school students
文章追述了學習策略思想的歷史淵源，學習策略研究興起的時代背景，對學習策略的涵義、結構、特徵、學習方法、學習策略的教學等進行了綜述；對高一學生學習策略的應用現狀、學習習慣及解題思維過程進行了調查分析；對在高一化學中實施化學概念學習策略和化學解題策略的教學與訓練進行了理論及實踐研究。
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