個別化學習 的英文怎麼說

中文拼音 [biéhuàxué]
個別化學習 英文
individualized learning
  • : 個Ⅰ量詞1 (用於沒有專用量詞的名詞) : 一個理想 an ideal; 兩個月 two months; 三個梨 three pears2 ...
  • : 別動詞[方言] (改變) change (sb. 's opinion)
  • : Ⅰ動詞1 (學習) study; learn 2 (模仿) imitate; mimic Ⅱ名詞1 (學問) learning; knowledge 2 (學...
  • 個別 : 1 (單個; 各個) individual; separately; specific 2 (極少數; 少有) very few; one or two; rare; ...
  1. 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方法、以自主與合作,接受與發現相結合為主要方法、以集體授課,個別化學習和小組相互作用相結合為主要教組織形式、以表現性評價為主,調查測驗為輔的教評價方法,以及以多媒體教室、電教實驗室、計算機室為主要教環境的信息技術課課堂教格局。
  2. After analyzing the limitation of the web - based learning assistant system in china and integrating the present level of internet, this research puts forward and then creates a web - based intelligent learning assisted system - ilas with the direction of the theories such as constructivism, adaptive learning and software engineering which is for teachers and students and realize the combination of individual, adaptive and interactive group learning

    本課題研究在詳細分析了當前國內網路幫助系統存在的主要缺陷后,結合internet的實際發展水平,在建構主義理論、適應性理論和軟體工程理論的指導下,提出並實現了一基於web ,面向師生,以實現個別化學習,適應性與互動式群體協同相結合的,並具有初步智能的幫助系統? ? ilas 。
  3. Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence. the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools. instead, we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching

    對文獻中提出的班級教組織條件下進行差異教的對策作了分析,對目前文獻中提出的按能力分組分層教進行了試驗研究,結果表明:這種教形式對生的數成績和心理都有消極影響,應該放棄;對合作進行了可行性分析,結論是:在當前重點高中大班額等條件下,合作不能作為差異教的組織形式;提出:班級授課組織內,適應差異的過程的強的形式,是目前重點高中數差異教可實行的最佳選擇。
  4. Thirdly, this article discuss the theory basis of distance instruction system of real streaming technology based on windows 2000, such as constructivism studying theory, individual studying theory and discovery studying theory

    第三部分論述了基於windows2000的real流媒體技術的遠程教系統設計的理論基礎,即建構主義理論、個別化學習理論和發現理論。
  5. The scheme is based on the asynchronous teaching and individualized learning model in internet. the system is loaded into ‘ the information system of educational administration ’ and tested. in the end the overall and security performance of the system and the prospect is analyzed deeply

    本文採用基於internet網異步講授和個別化學習模式的實現方案,設計了一種基於web的遠程教育系統,並載入了「湘潭大教務管理系統」做了測試,最後對系統的整體性能、安全性能以及研究的前景情況進行了深入地研究和分析,給出了系統運行的情況和性能分析結果。
  6. It is designed in macromedia dreamweaver mx with relevant plug - ins ( wysiwyg, what you see is what you get ). the system is powered by latest asp ( active server pages ) and microsoft access database technologies. the mols is based on the student ' s needs as starting point, incorporating multi - disciplinary knowledge as framework, taking

    該系統的設計是以各組成科的主要知識點為框架,面向員,通過運用在線課件,自測考試,站內搜索,互動討論和答疑留言以及模擬案例等主要功能,以實現個別化學習與互動式群體協同相結合的跨系統。
  7. The teaching models based on resources of the network are as follows : classroom instruction, individual independent study, web - based explorative learning, the case study, webquest, resource - type study, cooperative learning, appreciation, the network composition, spoken communication model and so on

    基於網路資源的教模式主要有課堂講授模式、自主模式、研究型模式、案例研模式、發現模式、資源型模式、協作型模式、欣賞陶冶型模式、網路作文模式、口語交際模式等。
  8. Internet - based learning guidance consists of all the internet - based teaching activities which aim at guiding self - teach learning and individualized learning

    摘要網路導是基於網路教環境下指導或引導生自主個別化學習的一切教活動。
  9. The principle of developing net - based instruction contents includes three parts. the first part is the combining of self learning and collaboration learning ; the second part is the combining of consecution and integration ; the third part is the combining of content and object

    網路教內容的開發原則主要是以下三方面:個別化學習與協作相結合、連慣性和整合性相結合、內容表現與行為目標相結合。
  10. In the personalized learning system, the difficulty of design and implementation includes two aspects : discovering personality from user learning behavior, retrieval among or filtering from learning objects and then composing personalized instruction

    本文研究的信息過濾技術用於網路環境,技術實現的難點體現在兩方面:用戶行為性識對象的檢索與發送。
  11. Give education at traditional area relatively, long - range education has a few such striking features : during whole study, teachers and students allows permanent depart ; educational orgnaization or organization pass study data and support to serve two respects to bring to bear on to the student ' s study influence ; use all sorts of technologies to media contacts teachers and students and bear the weight of curricular content ; provide two - way communication communication ; during whole study, do not set study collective permanently definitely, the student basically is with individual chemistry be used to is given priority to

    相對于傳統的面授教育,遠程教育有這樣幾顯著的特徵:在整期間,師生準永久性地分離;教育機構或組織通過材料和支持服務兩方面對生的施加影響;利用各種技術媒體聯系師生並承載課程內容;提供雙向通信交流;在整期間,準永久性地不設集體,生主要是以個別化學習為主。
  12. Distance education not only demands students to self - study, but also needs separation, individuation and achieving complete transmission in study mode

    摘要遠程教育不僅要求生自主,而且要求生分散個別化學習,實行模式的徹底轉換。
  13. Then, in this part, the author expounds the significance of researching this thesis and practical need of creating a webassign system from three aspects which include satisfying students " demands, perfecting existent homework online and satisfying the demands of academic achievement ' s evaluation based on new curriculum ideas

    從滿足個別化學習需要,彌補現有網路作業不足,適應新評定理念三方面著力闡述建構一適應新課程評定思想的在線作業系統的現實需要及研究意義。
  14. During the research, the author carried out the new methods. on the basis of combination of theoretical curriculum and practical curriculum, and the theory and the practice in curriculum structure, author puts forward the mode of the theory and practice unified teaching. it is instructed by the idea of ability - based teaching. on the basis of vocational analyses, form the mode of the curriculum system and set up the objections of three - section teaching, that is knowledge, ability and attitude. using the form of dividing students into groups, individualized teaching and individual form of organizational teaching to set up the interaction system of envaluation, through the method of co - operation and set up the main method of teaching mode of criterion evaluation and correcting in time. in the research, based on the theory suppose, the author used experiment methods as follows : 1 ) to develop curriculum and make up teaching outline and teaching plan, on the basis of analyzing of vocational post ability ; 2 ) to develop teaching resources on the basis of teaching materials ; 3 ) to draw attention on the ability - based on teaching ; 4 ) to carry out the teaching objections based on objective teaching ; 5 ) to get the aim both the teachers and students on the basis of applying the way of co - operation ; 6 ) to envaluate the teaching quality based on the ability of students

    通過整合術性課程與實踐性課程,使理論與實踐在課程結構上融為一體等理論假設基礎上,提出「理論與實踐一體」教模式的設想:把「能力本位」的教育理念作為指導思想;在職業能力分析的基礎上,形成模塊式的課程體系;確立知識、能力、態度三層面上的教目標;採取分組式教、 「的輔導等教組織形式;倡導師生合作的教方法;建立綜合能力評價體系,注重形成性評價和及時反饋矯正。在具體嘗試過程中採取了以下具體做法: 1 、以職業崗位能力分析為依據,開發課程、編寫教方案; 2 、充分開發和利用教資源; 3 、教師進行精心的課前準備,確定教目標、認真準備教現場、認真準備教清單; 4 、著眼于生技能的形成,合理安排教過程; 5 、師生合作,共同達標; 6 、以生能力形成為依據,評估教質量。
  15. On the other hand, for the individual learning, it provides e - portfolio as an evidence of personal learning process, which helps students with self - reflection

    個別化學習方面,電子擋的設立為每生提供了過程的記錄以及反思的空間。
  16. Modern opening long - distance education is characterized by encouraging students to do self - study through which such individual study can improve their learning ability

    摘要現代遠程開放教育的主要特點是以生自主為主,進行個別化學習,提高生的能力。
  17. The chief predominance of network education over traditional distance education is to give full play to the freedom of individual learning, and to the mutual communication of coordinated learning

    網路教育相比傳統遠程教育的最大優勢就是能夠充分發揮個別化學習的自主性和協作的互動性。
  18. An emerging trend in education worldwide is a movement of the focus from individual learning to cooperative learning. the study of computer supported collaborative learning ( abbr. cscl ) becomes very active

    在教育領域,人們將目光也由個別化學習轉向群體合作,因此,計算機支持的協同( computersupportedcollaborativelearning ,簡稱cscl )的研究變得非常活躍。
  19. With the gradual development and matureness of computer technology as well as the further research of learning theoretics and education theoretics, cai has transferred from stand - alone learning and individual learning to corporate learning and collaborative learning

    隨著計算機技術的逐漸發展與成熟以及對理論與教育理論的深入研究, cai (計算機輔助教)由支持者單機個別化學習向基於網路的共同、協作轉變。
  20. Teaching methods based on constructivism under the conditions of multimedia and internet can completely arouse a lot of sense organs of the students to study and fully stimulate the students " initiative and participation. they can help enlarge the capacity of a teaching period and really make the students study individually, study on their initiative and study with others. the teachers " and the students " using multimedia can show the entire effect of classroom activities and fully reflects the principal part of the students and the leading part of the teachers

    在這些教實踐過程中,我們深刻體會到建構主義理論在「提高者的積極性,培養者的能力」方面具有其它理論所無法比及的優勢;並且深深認識到建構式網路下的能體現「以生為中心」 ,很有利於培養迎接新世紀挑戰的高素質人才;建構式網路下的教手段能全面調動生的多種感官,充分激發生的積極性和參與性,增大課堂容量,真正實現個別化學習、自主、協作生、教師通過多種媒體的組合使用,能顯示課堂效果的整體效應,充分體現了生的主體地位和教師的主導作用。
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