有意义学习的英文

• meaningful learning

• "有意"英文翻译    have a mind to; be disposed ...
• "义"英文翻译    justice; righteousness
• "学习"英文翻译    study; learn; emulate
• "意义学习" 英文翻译 :    meaningful learning; significant learning
• "意义学习论" 英文翻译 :    meaningful learning
• "罗杰斯意义学习说" 英文翻译 :    rogers theory of learning on meaning
• "有意义言语学习" 英文翻译 :    meaningful verbal learning
• "有意义" 英文翻译 :    make sense to; make sense ＝ be sensible; meaningful learning; meaningfulness; of concern; significance; significant
• "要义学习" 英文翻译 :    substance learning
• "非常有意义" 英文翻译 :    make a lot of sense
• "富有意义的" 英文翻译 :    having important meaning or value; pregnant
• "很有意义" 英文翻译 :    make progress; make sense; speak volumes
• "讲得通，有意义" 英文翻译 :    make se e; make sense
• "没有意义" 英文翻译 :    no sense
• "生活有意义" 英文翻译 :    a life purpose
• "使有意义" 英文翻译 :    make sense
• "有意义 重大" 英文翻译 :    significant
• "有意义，说得通" 英文翻译 :    make sense of
• "有意义，重要性" 英文翻译 :    significance
• "有意义程序" 英文翻译 :    meaningful program
• "有意义的" 英文翻译 :    consequential; interesting; meaningful; significant; significative
• "有意义股" 英文翻译 :    sense strand
• "有意义股链" 英文翻译 :    sense strand
• "有意义链" 英文翻译 :    se e strand; watson strand
• "有意义事件" 英文翻译 :    significant event

• On the meaningful learning of mathematics problem solving
  数学解题的有意义学习
• Enlightenment of the make sense study theory on chemistry teaching in middle schools
  有意义学习理论对中学化学教学的启示
• The ability of sefe - learning is the base of significant study and the guarantee that students can continue their study
  学生自主学习的能力是进行一切有意义学习的基础，是学生继续学习和高效学习的保证。
• By studying the process of information process and meanful theories of leaning , we think the formation of pd in ml learning has its reason
  通过对信息加工过程与有意义学习理论的研究，我们认为数学语言学习的心理偏差有它的形成机制： 1
• Based on meaningful learning theory of ausubel and rogers , series of english teaching model have been prvoided , which will enhance the efficency of english teaching and interest of learning english in the future
  文章以奥苏贝尔和罗杰斯的有意义学习理论为基础，提出了高职高专英语教学中的一系列的英语教学模式，以进一步提高英语教学效率和学生学英语的兴趣。
• Theoretically , i discuss the function of research study hi high school biology teaching on the basis of education theories , cognitive frame of references , piyaji ' s building up study theory , and constructive theories
  在理论上，以教育学理论、认知结构的学习理论、皮亚杰的建构主义学习理论、有意义学习理论等为理论依据，探讨了探究性学习在中学生物教学中的作用。
• The thesis constructs the theory about the development of mathematical communication in the following six theoretical bases : information processing , social constructionalism , teaching and students , learning transference , meaningful study and the metacognition
  从信息加工、社会建构主义、师生互动。学习迁移、有意义学习及元认知六个理论基础对数学交流活动的开展进行了理论上的构建。
• There should be something common among these differences . i ' d like to call it educational initialization . this new concept means a kind of educational activity to adjust students " learning intention and experience under educational rules for educational goals
  本文强调教育激励是教育者在遵循教育规律与目的的情况下对学习者的学习意向与体验进行调节的教育活动，它以有意义学习与精神建构为目标。
• The first part is about discussing theories of inquiry learning , with the current situation of physics teaching , the author expounds the practical significance to change the old study mode of students and train students to put up inquiry learning , compares inquiry learning with reception learning , discusses the theoretical basis of inquiry learning , discovery learning of bruner , significance learning of ausubel and constructivism being the psychological basis , the theory of lifelong education and the theory of principal part being the pedagogical basis
  第一部分是关于研究性学习的理论探讨，从物理教学的现状出发，阐述培养学生进行研究性学习的现实意义，将研究性学习与接受性学习作比较，阐明了研究性学习的理论基础，布鲁纳的发现学习理论、奥苏伯尔的有意义学习理论以及建构主义的学习理论是研究性学习的心理学基础，终身教育理论、主体教育理论是研究性学习的教育学基础。
• It is necessary to optimize and perfect mathematics structures in mid - school mathematics teaching . viewing from general process , mathematics study is a process in which new learning contents and original mathematics structures act on each other and a new structure is then formed . viewing from meaningful study theory , any knowledge that students have learned is not fragmentary or isolated but constitute knowledge structures and build mutual relations between knowledges ; viewing from information - processing theory , we can improve our memorizing ability of working , if we can organize necessary information into " group lump " reasonably and effectively in the form of " structure " and concentrate more information into a new " group lump " . perfecting cognitiopn structures is an effective way in which our thinking can be suited to huge and long - term memorizing ; viewing from the theory of establshment , mathematics study means that subjects are forming a net - frame between new knowledge and all other factors so as to obtain new knowledge
  中学数学课堂教学中优化和完善学生的数学认知结构的必要性，从数学学习的一般过程看，数学学习就是新的学习内容与学生原有的数学认知结构相互作用，形成新的数学认知结构的过程；从有意义学习理论看，学生所学的任何知识，都不是零碎的、彼此孤立的，而应按知识之间的关系，通过不同层次来构成知识的结构，建立知识之间的相互联系；从信息加工理论看，如果人们采用“结构”的形式合理有效地组织必要的信息，成为“组块” ，可以让更多的信息浓缩进不多的组块，从而扩大工作记忆能力，而完善认知结构是使人的思维适应庞大的长期记忆的一种有效方法；从建构主义理论看，数学学习是指主体在把新知识与多方面的各种因素建立联系的过程中，建构新知识与各方面因素间的网络构架，从而获得新知识的意义。