stimulus stimulus learning 中文意思是什麼
stimulus stimulus learning
解釋
刺激間關系學習-
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。 -
The fundamental theoretical framework of this dissertation is the " stimulus - response " model of psychological behaviorism. the author applies this model into the apparel - buying behavior and proposes the " systematical integrated model " in the apparel consumption decision - making. the author tends to find out the correspondent relationship between the different buying behaviors and their characteristics through the newest technique of data mining - - hybrid machine learning ( hml ). therefore, three sub - models on apparel consumption will be established
本研究的立足點是心理學行為主義學派「刺激? ?反應」理論在服裝消費行為決策過程中的延伸，並在購買者行為模式的基礎上提出了服裝消費決策行為系統整合模型，筆者試圖通過系統整合的思想，採用數據挖掘的最新技術? ?混合機器學習（ hybridmachinelearning ，簡稱hml ）力圖找出具有不同購買反應的人群特徵的對應關系，即通過hml對所採集的數據庫的運行及其分析，構建上海地區服裝消費在「購買產品及其數量選擇」 、 「購買地點選擇」和「購買者確定」三個子模型，從而勾勒上海家庭服裝消費決策行為系統整合模型。 -
The stimulus - reaction based classroom listening training constitutes a barrier to individualized learning, hence both time - consuming and inefficient
摘要以刺激反應論為基礎的傳統英語聽力課堂教學費時低效，難以實現個性化。
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