聯想學習論 的英文怎麼說

中文拼音 [liánxiǎngxuéxílún]
聯想學習論 英文
association theory of learning
  • 聯 : Ⅰ動詞（聯結; 聯合） unite; join Ⅱ名詞（對聯） antithetical couplet
  • 想 : 動詞1 （思索） think; ponder 2 （推測; 認為） suppose; reckon; consider; think 3 （希望; 打算） w...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 聯想 : associate; connect in the mind
  1. Our 2006 game schedule is available through the link : upcoming games. you are encouraged to come with family and friends for team support

    不論您是前壘球老將，想重溫汗流浹背、馳騁球場的感覺，或是新手想學習新的球技，都歡迎您與球隊長楊弦龍聯系。
  2. In this paper an artificial neural network ( ann ) approach, which is based on flexible nonlinear models for a very broad class of transfer functions, is applied for multi - spectral data analysis and modeling of airborne laser fiuorosensor in order to differentiate between classes of oil on water surface

    由於ann方法適合於處理非線性系統，具有自組織、自學習、自適應和聯想能力，故通過對樣本反復訓練，能辨別各類樣本特徵差異，本論文的核心工作就是將人工神經網路（ ann ）的方法應用於激光遙感光譜數據的智能分析。
  3. We should improve the efficiency of our study and further insist on the general method of integrating theory with practice, fully used the learned new theories, new knowledge, new skills put fully in use and try our best to improve our ability of solving problems and initiating with the theories, especially around the key point on building an opening, civilizing, developing shangrao, we should also combine the theoretical study with the emancipation of our mind, with the implementation of decisions of the municipal party committee and the city government, with the settlement of practical problems containing in the course of developing, with the reform of our subjective world, and then speed up the course of “ turning mind to matter ”, to turn our knowledge into productive force and initiative force

    我們要提高學習效果，必須進一步堅持理論聯系實際的好學風，把學到的新理論、新知識、新技能充分運用到工作中去，努力提高運用理論解決實際問題的能力和創新能力，尤其要圍繞建設開放、文明、發展的上饒這個主題，主動把學習理論與推進思想大解放相結合，與貫徹落實市委、市政府重大決策相結合，與解決發展中存在的實際問題相結合，與改造自己的主觀世界相結合，加快「精神變物質」的進程，使學習力轉化成生產力和創造力。
  4. Engineering drawing has always been labeled as a practical subject. a combination of geometrical, building. mechanical and electrical drawing, it relates between theory and the picture of reality. engineering drawing will provide an accurate and complete ptcture for every object tn terms of shapes and sizes. usually, it is taught using the face - to - face teaching mode even in an odl environment. due to its nature, some students may find difficulty in imagining and interpreting the drawings. however, the availability of sophisticated technology provides the opportunity for the learning of engineering drawing to be enhanced via online. a web - based system for teaching and learning engineering drawing was developed based on a constructivism model. the web - based system is tailored for several topics of engineering drawing such as orthographic projection, sectional view, isometric and oblique drawing at the secondary level. the learning strategy consists of multiple phases beginning with introduction, concept learning, engineering drawing method, application and exercises. during introduction, students will be exposed to an overview of the topic followed by learning of specific concepts. the system provides a learning environment that allows engineering students to view objects from different angles, such as third angle projection and first angle projection as well as views of plans, side and front elevations. after learning about the concepts, students wilt be guided through the various steps in drawing methods for each topic via animations and simulations. learners are able to view any section repeatedly. examples of real application of engineering drawings were also given using graphic, animations and video. to evaluate students understanding, exercises were given at the end of each session

    工程制圖一直被認為是一門實踐性學科，其整合了幾何學、建築、力學、電子制圖等，從而將理論與現實圖像聯系起來，工程制圖能為每個不同形狀、尺寸的物體提供精確的、完整的圖像.通常，即使在開放與遠程教育環境中，工程制圖的教學也是通過面對面的教學模式來進行的.由於其特殊性，一些學習者可能難以想象並解釋這些圖像.然而，尖端的技術使得可以通過在線的方式加強工程制圖的學習.研究者基於建構主義模式開發了一個面向工程制圖教學和學習的網路系統.該系統適用於幾種工程制圖，例如展開圖、刻面圖、等角圖和斜角圖.學習過程包括導論、概念學習、工程制圖方法，以及應用與練習等階段.在導論階段，系統為學習者提供了專題簡介，然後是概念學習階段.系統所提供的學習環境允許工程專業的學生從三維透視、一維透視、平面圖、側立面、正立面等不同角度來觀察物體.經過概念學習階段后，系統將引導學生通過動畫和模擬學習每個專題中制圖方法的不同步驟，學習者也能重復觀察任何剖面.另外，還通過圖像、動畫和視頻等方式展示真實的工程制圖應用案例.最後，為了評價學生的理解能力，在每部分內容後面都附有相關的練習
  5. Neural network not only has the ability of dealing with complex pattern, associating, extrapolating and memorizing, but also has strong ability of self learning. it can catch up on the fault that heuristic rule can ’ t make diagnosis conclusions because of its noncompleteness. so neural network is appropriate to the fault diagnosis systems

    神經網路不但具有處理復雜模式及進行聯想、推測和記憶功能，而且還有很強的自學習能力，能克服由於啟發式規則的不完備而無法做出診斷結論的缺陷，因而它非常適合應用於故障診斷系統。
  6. Vocabulary size has always been a big concern for the english learners. it is also one of the most important parameters to measure ones english level. english learners make every effort to build up their vocabulary. in this paper, one aspect of vocabulary, that is word association knowledge has been proved to facilitate vocabulary retention, to enlarge ones vocabulary size. therefore, both the width and depth of vocabulary should be integrated into vocabulary teaching

    詞匯量的大小一直是英語學習者所關心的，也是衡量英語學習者英語水平高低的重要指標之一，所以英語學習者也嘗試各種方法來擴大詞匯量.本文討論的是詞匯的一個方面，即詞匯聯想義知識在詞匯記憶、擴大詞匯量方面的作用.通過實驗證明詞匯聯想義知識與詞匯量的相關性較高，因此，詞匯教學過程中應該引導學生同時開發詞匯的深度及廣度
  7. Part six reports the conclusion : 1 ) compared with classroom rote repetition, the classroom schematic word presentation is significantly different in textbook new word retention, extra new word increase and old word consolidation ; 2 ) the difference of the post investigation on schematic association for the experimental class is reported much greater than for the control class ; 3 ) the more schematic the subjects associate words, the higher they score in post word test. part seven is the implications and limitations of this study. also some suggestions for further study is given

    基於以上分析與討論，本文得出以下結論： 1 ）教師課堂口授圖式聯想詞匯方式與課堂進行詞匯表背誦方式相比，圖式詞匯聯想方式在課本新詞匯學習方面、課外詞匯擴大方面和舊詞鞏固方面，都比詞匯表背誦學習具有顯著差異，尤其在舊詞鞏固方面差異更顯著； 2 ）控制班在實驗前後的圖式詞匯聯想調查成績無顯著差異，實驗班在實驗前後的圖式詞匯聯想調查成績差異顯著，表明圖式詞匯聯想教學能提高詞匯測試成績； 3 ）實驗后，圖式詞匯聯想調查成績越高的學生，詞匯測試成績也越高
  8. Chapter two a transfer view on physical concept teaching this chapter is trying to expound the positive transfer in stimulating students " physical concept study from five aspects of physics teaching, that is, succession to the existent scientific cognition and development of the previous concepts with discarding thesis useless, designing of the common factors and realization of the positive transfer, innovation of the studying methods and demand on efficiency, reflection on physics study and transfer conformity, as well as emphases on the teaching situational factors and intensification of studying transfer

    第二章物理概念教學的遷移觀本章嘗試從科學認知的聯想與前概念的揚棄、共同因素的設置與正遷移的實現、學習手段的改新與高效率的追求、物理教學的反省與既遷移的整合、注重情境因素與學習遷移的強化等教學的五個方面加以討論，努力促進學生物理概念學習的積極遷移。
  9. Then, the author demonstrates how to study on the gagne ' s thoughts in the paper : based on reviewing gagne ' s thoughts on learning theory, instructional theory, principles of instructional design, the author tries to make clear of the relationships among important conceptions, and the inner - framework and connections of his theories, so as to grasp the essentials of his theories. next, the author analyzes gagne ' s thoughts in the course of the development of american educational technology. based on theoretical comparison and analysis, the author discusses the significance of gagne ' s contribution and thoughts to the field of educational technology now and in the future in order to comprehend his thought thoroughly and shape a right attitude on the emerging new technologies and notions for chinese practitioners

    接下來，是論文展開加涅思想研究的教育技術學視角：在系統考察加涅的學習觀、教學觀、教學設計觀、教育技術觀的基礎上，以概念結構圖的方式嘗試著揭示出加涅理論體系中重要概念之間、各理論之間的關聯及其內在結構，從而解讀他的核心思想；隨后將其學術思想放在美國教育技術學歷史發展的進程中考察和把握，通過理論的比較與分析，對加涅在推動美國教育技術學發展方面所作出的貢獻予以概括性的評價，並進一步探討加涅思想對本學科發展的現實與未來意義，從而使我國學術界對加涅的評價更趨全面，同時也有利於我們客觀、冷靜地面對當前不斷涌現的新技術、新理念；最後結合本研究所獲得的對加涅思想的理解，就我國學科發展中出現和存在的幾個重大理論問題進行分析和探討，試圖為我國教育技術學的學科發展提出具有建設性的意見。
  10. The dissertation point out at length that the dynamic activities such as stratagem flexibility, organization network, operation synchronization are the main ways for the enterprises on the supply chain ? at the same time, through analyzing the stratagem conformity capability, organization harmony capability, operation control capability, studying innovation capability, the dissertation present the evaluation model of the capability system for the core enterprise

    學習創新能力的系統分析，嘗試性地提出了一套評價供應鏈上核心企業實施供應鏈管理能力系統的指標體系?最後，本論文應用基準分析的基本思想和sur方法，對重慶美聯國際倉儲運輸代理有限公司的具體業務進行了案例分析，在理論和實踐上進一步印證本論文所研究的內容
  11. This paper simulate oxidation - deoxidize reaction, o enzyme catalysis and the origin of life. the stella mode of oxidation - deoxidize reaction can help student understand chemistry reaction in integer, train student understand correlation from the all and the one. stella simulation help us to research enzyme catalysis promoter stable state former dynamics, and to observe the basic measure of the whole response or some response directly, and offer effective datum that can be used to analysis complicated response mechanism, because of too many relevant disputes of origin of life, to introduce student various kinds of theories maximally, we use stella software to imitate, strive to give students the ultimate thinking space, make them to be able to verify their idea in the models. in this course, teachers and students can observe the result and test the theory through simulation, learn what to happen when the former hypothesis and scene changed, and turn the study way of infusing and absorbing into discussion study, make study especially thinking ability of student get improvements by a large margin

    氧化還原體系的stella模型能使學生對復雜的化學反應有整體理解，培養學生從整體的角度理解各種物質間的相互作用聯系； stella幫助我們對酶催化反應穩態前動力學進行研究，可以直接地觀察整個反應的基本步驟或局部反應，提供可用於分析復雜反應機制的有效數據； stella創建的生命起源的模型，力爭給學生最大的思維空間，使他們可以在模型中驗證他們的想法，在此過程中，教師和學生可以通過模擬以試驗理論、觀察結果，並學習到原有假設或情景改變時會有什麼情況發生，將灌輸性、吸收性的學習方式變為討論式學習，使學生的學習特別是思維能力得到大幅度的提高。
  12. Based on other research, the author pays his main attention to the feature of associative memory for chaotic neural network and researches ' on the following three aspects : i ) research on the parameter effecting on associative memory properties. ii ) research on the structure effecting on many - to - many associative memory properties. iii ) research on the successive learning ability

    在他人研究基礎上，本論文深入探討了混沌神經網路的聯想記憶特性，著重研究了以下三個方面： （ 1 ）網路參數對聯想記憶特性的影響； （ 2 ）網路結構對多對多聯想的影響； （ 3 ）混沌神經網路的連續學習能力。
  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。
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