reception learning 中文意思是什麼
reception learning
解釋
接受式學習-
It was the typical spectator theory of knowledge, which was mooched by john dewey. the spectator theory of knowledge has prescribed the reception learning as the basic learning style for a long time
於是，緣自古希臘自然哲學家的旁觀者知識觀經蘇格拉底等人的維護使「接受學習」長時間地主導了人類的求知方式（學習方式） 。 -
The study unexpectedly found that the learning style supported by socrates is the classical " reception learning ". on the contrary, the sophist suggested a " project - based learning " to some extend
本研究多少有些意外地發現，蘇格拉底倡導的學習方式乃是經典性的「接受學習」模型，倒是他所極力批判的智者派所倡導的學習方式具有濃厚的「研究性學習」的異彩。 -
It also changed the active learning into active listening or active reception. the participant theory of knowledge proposed the approach of project - based learning. the approach of project - based learning has been accepted in the curriculum reforming of elementary education in china
考察的結論之一是，旁觀者知識觀的流行使「接受學習」成為基本的學習方式，也使歷來的教學在強調學生的「主動性」時只是落實為單一的「主動聽講」或「主動接受」 。 -
The reception learning style would not transformed into project - based learning, unless the spectator theory of knowledge is replaced by the participant theory of knowledge. the educational history has proved this point
教育歷史實踐業已表明，只有在參與者知識觀取代旁觀者知識觀之後，學習方式才獲得從接受學習向研究性學習轉換的可能。 -
This dissertation mainly on the relationship between reception learning and inquiry learning in physics instruction. it reviews the development of inquiry learning as well as confirms importance of the research topic
在本論文的前言部分對探究學習作為一種學習方式的出現作了回顧，並對探究學習方式和學習接受學習方式關系研究的現狀作了簡要的說明。 -
The first part is about discussing theories of inquiry learning, with the current situation of physics teaching, the author expounds the practical significance to change the old study mode of students and train students to put up inquiry learning, compares inquiry learning with reception learning, discusses the theoretical basis of inquiry learning, discovery learning of bruner, significance learning of ausubel and constructivism being the psychological basis, the theory of lifelong education and the theory of principal part being the pedagogical basis
第一部分是關于研究性學習的理論探討，從物理教學的現狀出發，闡述培養學生進行研究性學習的現實意義，將研究性學習與接受性學習作比較，闡明了研究性學習的理論基礎，布魯納的發現學習理論、奧蘇伯爾的有意義學習理論以及建構主義的學習理論是研究性學習的心理學基礎，終身教育理論、主體教育理論是研究性學習的教育學基礎。 -
For synchronous distance learning, both delivery and reception schools shall have a teaching assistant, administrator, or technician present to assist with the class
同步遠距教學授課時，無論主、收播學校均應有助教、行政或技術人員協助教學。 -
The dissertation includes three standpoints : firstly, to check the internal relations between the learning approach and the theory of knowledge. the spectator theory of knowledge determines the reception learning
本論文努力在三個方面表達自己的觀點：第一，系統考察學習方式與知識觀之間的內在聯系。 -
In order to have a better understanding on how to implement the inquiry leaning, this paper studies the relationship of both inquiry learning and reception learning. therefore, the dissertation will be divided into three parts
最早是奧蘇貝爾關注並研究了探究學習和接受學習的關系，他的理論研究的結論從純探究學習到純接受學習，其間應是接受學習中有探究學習，探究學習中有接受學習的混合學習。 -
In the second part, some ideas will be presented respectively, on knowledge accumulation, teacher ' s instruction, and students " inquiry, the final and non - final conclusion of learning contents, the confirmation of inquiry and reception learning, universality of reception learning and prominence of inquiry learning, the combination of two kinds of evaluation, the form of knowledge structure and the further inquiry of knowledge, to discuss the handle of the reception and inquiry learning
而不能認為接受學習是一種落後的學習方式，也不能認為探究學習就應取代接受學習。論文的第二部分以教學中的一些認識入手，對處理兩種學習方式中的知識積累、教師指導、內容的定論和不定論的看法、知識結構的形成與知識點的深入探究等等的8個方面對探究學習和接受學習關系的處理作了論述。 -
The first part will concisely contrast inquiry learning with reception learning in ten respects, namely knowledge learning, skills training, competence development, understanding the learning, the treat of attitude and affect, evaluation, relationship between teachers and students, the goal of the development, experiment as well as the textbooks, so as to provide the reference for the physics curriculum standard. inquiry learning and reception learning are two different learning styles, however, the effect on the accumulation of students " knowledge and the development of skills, affect as well as attitude is distinctive and complementary
本論文的第一部分，針對教學中對學習方式的影響的10個方面，即從對學習的理解、知識的學習、技能的訓練、能力的培養、情感態度價值關的發展、培養目標、師生關系的處理、教科書和實驗材料的利用、教學環節的安排、評價的目的內容和方式將探究學習與接受學習進行了比較，這個比較只對它們的行為特點、關注的方面或導致的結果等進行對比，這只是為掌握探究學習的特點，在教學中實施探究學習提供參考。
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