problem solving learning 中文意思是什麼
problem solving learning
解釋
問題解決學習-
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 conclusions indicate that trl outperformed the control group in attitude, ability, and knowledge, these two instructional forms have prominent differentiations, the research has the conclusions that : a ) trl can nurture students " attitude towards learning, enrich students " knowledge, increase their ability and making them integrating learning strategies, b ) trl can promote students " co - operative learning, make them explore actively, and it is effective to foster mutual understanding and friendship between the han nationality and the minor nationality, c ) trl can set up an learning environment to achieve students " learning aims, such as nurturing attitude, stimulating motivation, increase students " knowledge level, d ) trl is an effective way to enhance students " learning abilities, such as information - collecting, question - probing, problem - solving, e ) trl is an important way to integrate school education with social environment, to
因此在中等職業學校實施研究性學習，不但十分必要，而且完全可能，其目的在於改變學生以單純地接受教師傳授知識為主的學習方式，為學生構建了一個開放的學習環境，提供了多渠道獲取知識、並將學到的知識加以綜合應用於實踐的機會，促進他們形成積極的學習態度和良好的學習策略，培養了他們的多種社會實踐能力，以便於他們能更好地適應21世紀發展的需要。本研究以哈密地區衛生學校2001級（ 1 ）班社區醫士專業學生為實踐對象；以小組合作研究為組織形式；以課內與課外相結合為實踐途徑；以強調對所學知識、技能的實際運用，注重學習的過程和學生的實踐與體驗為實踐的總目標；以進入問題情境階段、實踐體驗階段、表達和交流階段為一般程序。 -
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。 -
2. innovative learning with exploring problem - solving whose basic procedure is finding - designing - experiment - assessment 3
8和2刀8 ，可見創新性學習有助於培養學生發散思維能力。 -
True learning involves its thoughtful application, as well as critical thinking and problem solving ( both individually and collaboratively )
真正的學習取決于能否將之運用於實際生活里，能否進行批判式的反思，以及解決問題（不論是單獨處理，或是與他人合作完成） 。 -
Innovative learning with disquisitive problem - solving whose basic procedure is finding problem - collecting materials and facts - communicating - writing report - assessment
0159 ，不存在顯著差異；實驗后實驗班與常規班的結果比較x 』 6 -
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。 -
The creative thinking among inquiry learning 2. problem solving theory in inquiry learning based on the above theories and combined with my personal study and experience, this thesis illustrates the following principles and procedures
根據以上理論，結合本人的實踐與研究，提出以下實施原則及程序：實施原則：自主性原則、開放性原則、合作性原則、鼓勵性原則、循序漸進的原則、緊密聯系生活的原則。 -
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。 -
In the fifth section, for the purpose of application, the general model and the template of rbtl and two typical templates - - problem - solving learning and webquest, and some relevant cases are provided
第五章在充分討論基於資源的主題學習結構的基礎上，綜合歸納了基於資源的主題學習模式，並為教學的實踐應用開發了兩種典型的設計模板? ?問題解決學習和webquest ，且提供了相關案例。 -
Therefore build a web - based opening learning environment connect to market, technology and sociality. ( 2 ) research of brain ' s architecture the paper build brain ' s thought state by belief, desire, intention level, and complete it ' s self - learning, self - learning, self - organizing, and self - balancing mechanism. therefore, based on the static memory structure model and with the control of these control strategy, brain can carry out some mind activities like thought, problem - solving, learning
首先以信念-意圖-動機控制層級結構建立了模型的思維控制狀態，實現了人腦模型的自學習、自組織、自適應等機制，完成思維模型靜態知識結構在控制機制下的運行，研究了人腦模型的思維、學習、問題解決等職能活動過程。
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