guided learning 中文意思是什麼
guided learning
解釋
定向學習-
The ability of analysis, explore, resolve the problem are improved clearly, the skills and initiative of using resource collaboration learning self - guided learning also are meliorated
數據分析表明，通過教學試驗，學生在對問題的鑒別、探究和解決能力都有明顯提高，學生在協作學習、資源利用和自主學習方面的技巧、能動性都有不同程度的改善。 -
Finally, there are 2 conclusions : guided by the thought of classified instruction, the e - tutors " instruction mainly represents in developing online learning situation, promoting students " cognition level, training study strategy, enhancing cooperative ability and so on. though intension in e - tutors " instructions is different in different step, support to student ' s emotion is emphasized all along
研究表明：在分類指導的設計總思想下，網路教師的指導主要貫穿在「網路學習情境創設、促進學生認知水平的提高、學習策略的訓練、提高協作能力」等活動中，每個階段網路教師指導的強弱程度不一，但對學生的情感支持始終融合其中。 -
Guided learning programme addressing specific needs in the universitys self - study centre
在大學自學中心進行有輔導的差異化學習 -
The multi - media resources are main material guarantee in modern distance education, and also serve as the basis for realizing guided learning
摘要多媒體資源是現代遠程教育的重要物質保證，是有效實現導學群服務的基礎。 -
This thesis is guided by the modern education theory on " basing on human being, developing independently ". starting from the general program and principle of instructional design and applying system and control theory, go over the present physics instructional design in the flowing seven items : learning - task analysis, books content analysis, learner characteristics analysis, making teaching purpose, determination instructional strategy, media selection and operation, assessing performance, all of which show some phenomena that the past instructional design paid attention to the teachers mind and neglected students, not getting harmonious between teacher and students
本文以「以人為本、自主發展」的現代教育理念為指導，從教學設計的一般程序和原理出發，在學習任務（需要）分析、教材內容分析、學生特徵分析、教學目標的制定、教學策略的制定、教學媒體的選擇與應用、課堂教學評價等七個方面，應用系統論和控制論的觀點和方法、應用教學設計的原理和技術審視中學物理課堂教學設計，說明以往課堂教學設計中存在著重視教師心理，忽視學生心理的現象，從而沒有達到教師和學生心理上的共鳴。 -
In the teaching practice, we take the learning plan as the carrier of the model. because we intend to reflect a new idea of teaching guided through learning plan. the teaching thoughts is mainly about the students learning thoughts and restructures the students ' knowledge system. the students can finish the learning plan in step with the attending the research activities
在教學實踐中，我們將學案作為模式實踐的載體。旨在通過學案來體現一種教學思路，主要是學習的思路、理清課本知識和重新構建學生知識的思路，或是搭梯子式的思維引導。學生在參與探究性活動的同時，同步完成學案。 -
In the student - centered classroom, students will be guided to use language learning strategies for effective learning and to practice listening, speaking, reading, and writing individually, in pairs, or in small groups with audio - visual materials and resources from the internet
教學方式以啟發學生自我學習為主，在教師協助下，配合視聽教材及電腦網路資源的運用，安排學生，或個人或小組，加強聽講、會話、閱讀和寫作之練習，並佐以學習策略之訓練。 -
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 general idea of the mathematical learning - case teaching is that the mathematical class teaching should be on the basis of the student ' s practical activity and perform guided by the modern teaching conception of mathematics which appreciate the self - learning and the active development. to guide the students to learn by the case and to solve the problems by the cooperation and discussion among the students and teacher make the learning - case and teaching material, the student ' s learning and the teacher ' s guiding to combine together
數學學案教學的總體思路：數學課堂教學以學生的實踐活動為基礎，貫徹以學生自主學習，主動發展的現代教學觀，讓數學學案指導學生自學教材，通過生生和師生之間的合作討論來解決學生學習中遇到的問題，從而實現學案與教材、學生自學與教師指導的有機結合。 -
With natural observation, survey questionnaire and interviews and so on as the learning methods, the author tried to reveal their circumstances and features, and probed into some countermeasures to change the slow - learners guided in the humanistic perspective. in addition, the author put forward the recognition of mathematics study evaluation to them and the plan of enforcement, as well as the proposal to the development of the teachers, students and schools, which will be for the convenience of the future recognition and study of the slow - learner group
運用自然觀察法、問卷調查法和訪談調查法等研究方法，試圖科學地、具體地揭示他們各方面的情況和特徵，從以人為本的角度來探討后進生的轉化對策；並提出對數學后進生數學學習評價的認識與實施方案，以及對教師、學生和學校今後發展的建議；以利於今後對后進生群體的認識與研究。 -
Guided by the regularity of model education, the paper undertakes a thorough analysis and comparison between activities of learning from lei feng in nineteen sixties and actions of foreign volunteers. based on the full and accurate data collected through online inquiry, questionnaire investigation and depth interview etc., it analyses the current situation of model education in our country, points out problems that need to be solved such as the substitution of pluralistic value orientation with the single value orientation, insufficiency of meeting with masses " demands fully, the loss of principal status of model education, and manners and methods of model education that need to be further improved etc. moreover, it proposes suggestions on how to let model education play a better role, including that model education must be people oriented, plain and lasting, interest guided, and must bring collectivism education and self - education into full play etc
本文從對榜樣教育、觀察學習、模仿等相關概念的辨析入手，通過對榜樣教育的過程和條件的分析把握榜樣教育的規律，並用榜樣教育的規律作指導對六十年代學雷鋒活動和國外志願者行動進行了較為透徹的分析和比較，在通過網上查詢、問卷調查和深度訪談等方式取得翔實資料的基礎上，分析了我國榜樣教育的現狀，指出了我國目前榜樣教育存在著用單一的價值取向代替多元化的價值取向、沒有充分滿足群眾的需求、榜樣教育的主體地位有所失落和榜樣教育的方式方法有待進一步改進等問題，並就如何更好地發揮榜樣教育的作用提出了榜樣教育應以人為本、應平實而持久、應以利益引導為基礎及應充分發揮群體教育和自我教育的作用等見解。 -
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 -
This essay mainly deals with how to help junior and senior school students overcome their difficulties in their mechanic learning, as they have many pre - science conceptions and mistaken cognitions. guided by the educational psychology, we may try testing the students such ideas by diagnosis. so we can know the basical contents of the students pre - science conceptions and mistaken cognitions by comparing and analysing the testing results of junior grade two and three, senior grade one and two. the sources and characteristics of such ideas are summ arized. some ways of how to correct the mistaken cognitions are also presented. at the same time, it points out that pre - science conceptions are the students " spiritual wealth, teachers must change senses about this, value the students " ideas and be instructions, helpers and promoters in correcting the students " such mistaken conceptions
本文主要是針對初、高中學生學習力學的過程中，存在許多的與科學概念相異的前科學概念和錯誤認識，給物理教學帶來了極大的困難。因此，試圖在教育心理學理論的指導下，對學生產生這些想法採用診斷法進行測試，並通過對初二、初三、高一、高二測試結果進行對比分析得出了初中生、高中生中所存在的前科學概念和錯誤的基本內容，總結了它們的來源和基本特徵，提出了糾正此類錯誤認識的措施和具體方法，同時指出前科學概念也是學生的精神財富，教師要改變觀念，尊重學生，做糾正學生前科學錯誤概念的指導者、幫助者、促進者。 -
In may 2002, the author was appointed to manage the dacheng hotel by sichuan demotic congress. he had guided the staff to carry out a series of effective measures successfully, holding the mind of sincere, devoted, holding together and learning to construct the culture of the hotel. they still strengthened the managing thought that the customers who were at the first place should be serviced at pains. they kept establishing and perfecting all kinds of bylaw and job prescribe so as to assure the effective, in - order, normative running
2002年5月，筆者受省人大辦公廳委託，開始全面接手對大成賓館的管理經營工作，帶領全體員工，臥薪嘗膽，艱苦創業，實施了一系列有效的改革措施，始終堅持以「誠信、敬業、團結、學習」的企業文化建設為核心，強化「用心服務、顧客第一」的經營理念，堅持建立和完善各項規章制度、工作規范，保證企業高效、規范、有序的運行;堅持「以人為本」的人本思想，充分調動全體員工的工作積極性。 -
This joy of learning, according to montessori, is an innate driving part of any child ; when properly guided and nurtured it results in a well - adjusted person who has a purpose and direction in his or her life
隨著孩子的學習進步，他們自己內心就會產生對學習的興趣和願望，這就是促使他們學習的內驅力。蒙特利索認為，在學習中體驗到的樂趣，對每個孩子來講都是學習的內驅力。 -
The instruction based on this theory systematically combine the " learning from examples " and " learning by doing ". the fundamental form of the study model guided by the theory of learning from examples and solving by problems benefits the quality education
示例演練教學法將「例中學」和「做中學」有機地結合起來，以「示例演練」作為基本的學習形式，是一種有利於素質教育的教學模式。 -
The design of the experiment tried to be guided by structural learning theory, aim at developing autonomous innovational study, and greatly improve the results of biology teaching by building a classroom teaching system of embodying the diversification of teaching means, the opening characteristic of the teaching space and the autonomy of students " study. the design of the experiment also tried to explore the effective ways and concrete measures of improving the results of biology teaching according to the characteristics of the physiological development of the students, explore the feasibility of the investigation of biology teaching in senior grade three under the pressure of the university entrance examination and the point of entry between the examination - taking education and all - round education
實驗設計力求以建構主義學習理論為指導，以自主創新性學習培養為目標，通過建構體現教學手段多樣化、教學空間開放性、學生學習自主性的課堂教學體系，大面積提高生物教學成績；根據學生心理發展的特點探索提高生物教學成績的有效途徑和具體措施；探索在高考壓力下，高三生物教學研究的可行性和「應試教育」與「素質教育」的結合點。 -
These five phases embody a core thought - - guided discovery learning. as for the curriculum evaluation of the pbl, the paper first recommends the newest international curriculum evaluation viewpoints, then analyzes the value tropism of the curriculum evaluation of the pbl, finally introduces a practical program of the pbl from our school
對于研究性學習的課程評價，本文先介紹了最新的國際課程評價觀，接著分析了研究性學習課程評價的價值取向，最後介紹了一個來自我校實踐的研究性學習課程評價方案。 -
" the prolongation of the mou is going to enforce and promote further our relations, partnerships and exchanges of the technology, industries and learning, and guided by the mutual interest and benefit, " mr makela said
備忘錄的延續將在互惠互利的基礎下，進一步加強香港與芬蘭在科技、工業、教育方面的關系，並促進兩地的合作和交流。
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