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learning paradigm中文是什么意思

  • 學(xué)習(xí)風(fēng)范

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  • 例句與用法
  • In a society upholds life - long education , a paradigm shift from " instructional paradigm " to " learning paradigm " has taken place in the field of education
    在崇尚“終身教育”的知識社會中，教育領(lǐng)域發(fā)生了從“教學(xué)范式”向“學(xué)習(xí)范式”的轉(zhuǎn)換。
  • Topics covered include : applications of rule chaining , heuristic search , logic , constraint propagation , constrained search , and other problem - solving paradigms , as well as applications of decision trees , neural nets , svms and other learning paradigms
    涉及的主題包括：鏈式規(guī)則的應(yīng)用、啟發(fā)式搜索、邏輯、約束傳播、約束搜索和其它問題解決范例，另外還有決策樹的應(yīng)用、神經(jīng)網(wǎng)絡(luò)、向量機（ svm ）以及其它學(xué)習(xí)范例。
  • Topics covered include : applications of rule chaining , heuristic search , logic , constraint propagation , constrained search , and other problem - solving paradigms , as well as applications of decision trees , neural nets , svms and other learning paradigms
    涉及的主題包括：規(guī)則鏈的應(yīng)用、啟發(fā)式搜索、邏輯、限制傳遞、條件限制的搜尋和其他問題解決范例，另外還有決策樹的應(yīng)用、神經(jīng)網(wǎng)路、支援向量機（ svm ）以及其他學(xué)習(xí)范例。
  • Second , considering that ensemble learning paradigms can effectively enhance supervised learners , this paper proposes to build multi - instance ensembles to solve multi - instance problems . experiments on a real - world benchmark test show that ensemble learning paradigms can significantly enhance multi - instance learners
    由于多示例學(xué)習(xí)具有獨特的性質(zhì)，被認為是一種與監(jiān)督學(xué)習(xí)非監(jiān)督學(xué)習(xí)強化學(xué)習(xí)并列的一種新的學(xué)習(xí)框架。
  • Because of the multiplicities and changeability of the field , which include the emergence of new theoretical , methodological , and learning paradigms , special understanding and expertise is required to assess the quality and depth of such scholarly activities . this thesis has been written for the following three purposes : ( a ) a clearer understanding of call and its activities ; ( b ) suggested approaches to the organization of call activities and ( c ) a systematic evaluation on call
    面對目前的這種狀況，作者撰寫本論文主要有3個目的： ( 1 )使廣大英語教師和英語學(xué)習(xí)者更清楚的了解計算機輔助語言學(xué)習(xí)這個學(xué)科； ( 2 )對組織計算機輔助語言學(xué)習(xí)教學(xué)活動，提出作者自己的觀點和建議； ( 3 )提出一個相對系統(tǒng)的評價系統(tǒng)，去評價現(xiàn)有的計算機輔助語言教學(xué)活動。
  • Chapter 3 discusses gagne ' s contributions to this field especially his influence on american educational technology ' s development , from which the chinese educational technology practitioners could comprehend gagne ' s theory more deeply . the chapter includes three aspect : gagne surpassed b . f . skinner ' s behaviorism , and eventually promoted instructional design from behaviorism - based to cognitive psychology - based ; established " conditions - of - learning paradigm " of instructional design , and lead to the connection of learning theory , instructional theory and instructional practice which is actually the form and development of instructional design ; contr
    本章研究將加涅對教育技術(shù)學(xué)發(fā)展的貢獻概括為三個方面:加涅對斯金納新行為卞義的超越，促成以行為主義為理論基礎(chǔ)的教學(xué)設(shè)計到認知主義的轉(zhuǎn)變;確立基于“學(xué)習(xí)條件”的教學(xué)設(shè)計范型，促進學(xué)習(xí)理論、教學(xué)理論與教學(xué)實踐的內(nèi)在結(jié)合;構(gòu)建以研究“有效學(xué)習(xí)條件”為核心的教育技術(shù)學(xué)理論基礎(chǔ)框架，從而推動學(xué)科理論的建設(shè)與發(fā)展。
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