learning outcomes造句
例句與造句
- fourthly, edified by gagne & merrill, i describe the learning outcomes from two dimensions, one dimension is the content, the other is the performance, and modify the content-performance matrix which be put forward by merrill
第四，中小學(xué)課程的學(xué)習(xí)結(jié)果可以按照內(nèi)容維度和績(jī)效維度建立的內(nèi)容-績(jī)效二維矩陣進(jìn)行歸類。第五，信息技術(shù)可以促進(jìn)多課程間的整合。 - the attempts are made to explore how the personality influences the second language acquisition ( sla ) with a view to discovering that the learners'characteristics play a dominant role in determining and predicting l2 learning outcomes on proficiency / achievement / rate of acquisition
摘要主要探討性格對(duì)第二語言習(xí)得的影響，以期揭示學(xué)習(xí)者特征在決定和預(yù)測(cè)學(xué)習(xí)者第二語言學(xué)習(xí)水平、成就及速度方面所起的作用。 - analysis and discussion are made about the results, and it is hoped that the data will help instructors develop a knowledge of learners'learning styles and the impact of learning styles on learning outcomes so that they could guide the learners to a more effective way of language learning
并對(duì)調(diào)查結(jié)果進(jìn)行分析、討論，目的是讓教師了解學(xué)生的學(xué)習(xí)風(fēng)格，了解學(xué)習(xí)風(fēng)格對(duì)學(xué)業(yè)成就的影響，從而幫助學(xué)生更加有效地學(xué)習(xí)英語。 - the assessment in this model is not used to give grades or to satisfy the accountability demands of an external authority, but rather used to capture important learning goals and processes, and more directly, to be used as a part of instruction to support and enhance learning outcomes for students
本文以認(rèn)知和社會(huì)-構(gòu)建理論為框架，首先回顧了教育在新形勢(shì)下的發(fā)展?fàn)顩r，進(jìn)而指出它們對(duì)評(píng)估提出的更高要求，即把教、學(xué)與評(píng)估緊密結(jié)合起來。 - the form of it has it's inevitability . this paper analyzes the impact to reform in k12 from it and draws the conclusions : the first, it emphasizes the composing of technology, while it in education stress on how to educate with it, it in education focus on how to realize the value of technology and stress on the application process, learning outcomes and integrating between it & curriculum
文章在研究的基礎(chǔ)上形成如下結(jié)論：首先，現(xiàn)代信息技術(shù)與教育信息化是現(xiàn)階段的主流資源方式所表現(xiàn)出來的技術(shù)構(gòu)成及其價(jià)值實(shí)現(xiàn)方式，在中小學(xué)普及信息技術(shù)，重心應(yīng)當(dāng)放在技術(shù)的價(jià)值實(shí)現(xiàn)上，強(qiáng)調(diào)技術(shù)的應(yīng)用過程與作用結(jié)果，重視信息技術(shù)與課程之間的整合。 - It's difficult to find learning outcomes in a sentence. 用learning outcomes造句挺難的
- finally, on the basis of upper two parts, it summarized six characteristics of the elementary curriculum of the province of british columbia : learning outcomes are specific; curriculum contents connect with life; curriculum design is integrated; curriculum resources are abundant; curriculum implement is flexible; curriculum assessments are standard, various and respective
第三部分是在前兩部分探討的基礎(chǔ)上，總結(jié)出加拿大b.c省小學(xué)課程的六大特征：學(xué)習(xí)結(jié)果的明確性；課程內(nèi)容的生活化；課程設(shè)計(jì)的綜合化；課程資源的豐富性；課程實(shí)施的靈活性；課程評(píng)價(jià)的標(biāo)準(zhǔn)化、多樣化與個(gè)別化。 - this study attempts to answer the following questions : 1 ) what types of strategies do chinese efl learners tend to employ in learning vocabulary ? 2 ) are the vocabulary learning strategies used by high-proficiency learners different from those used by low-proficiency learners ? 3 ) what are the relationships between particular strategies and learning outcomes
本研究擬從以下幾個(gè)方面入手對(duì)中國(guó)學(xué)生的詞匯學(xué)習(xí)策略進(jìn)行研究：1)中國(guó)的外語學(xué)習(xí)者在學(xué)習(xí)詞匯時(shí)使用了那些策略；2)高分組學(xué)生與低分組學(xué)生在詞匯學(xué)習(xí)策略的使用上是否有所不同；3)詞匯學(xué)習(xí)策略與詞匯測(cè)試成績(jī)之間是否存在一定的關(guān)系。 - (2 ) instructional design of mathematical problem solving should be built on psychology theory, learning theory, teaching theory and consider the principle of clarity, matheaiality, enlightenty, expansibility and integrity of the design . ( 3 ) instructional design of mathematical problem solving consists of four closely related steps : to set up and to present teaching objectives, to analyze learning tasks, to design instructional strategy and instructional media and to evaluate learning outcomes
(2)數(shù)學(xué)問題解決的教學(xué)設(shè)計(jì)應(yīng)以心理學(xué)理論、學(xué)習(xí)理論、教學(xué)理論為基礎(chǔ)，遵循明確性、具體性、啟發(fā)性、發(fā)展性、整體性原則。(3)數(shù)學(xué)問題解決的教學(xué)設(shè)計(jì)由緊密聯(lián)系的四個(gè)環(huán)節(jié)組成：設(shè)置與陳述教學(xué)目標(biāo)；分析學(xué)習(xí)任務(wù)；設(shè)計(jì)教學(xué)策略與教學(xué)媒體；評(píng)價(jià)學(xué)習(xí)結(jié)果。 - although some relative studies have been done, most existed researches just approve the impact of personality factors on learning performance, such as " the five factors that affect the learning outcome in distance education " ( wang lu, etc ) . few documents answer the following questions : what is the web-based personalized learning
盡管不少學(xué)習(xí)者研究這一問題，但這些研究多為證實(shí)個(gè)性對(duì)網(wǎng)絡(luò)學(xué)習(xí)績(jī)效的影響，例如首都師范大學(xué)王陸等人的“遠(yuǎn)程教學(xué)學(xué)習(xí)系統(tǒng)中影響學(xué)習(xí)質(zhì)量的五種因素”，甚少有人探討如何開展網(wǎng)絡(luò)個(gè)性化學(xué)習(xí) - sts ( science, technology and society ) education is a science and technology education reform movement . in the development of compared with the goals of sts education and the goals of the national science and technology curriculum reformation, we found the common intended learning outcomes in science and technology education field : scientific and technological literacy, democratization, comprehensive understanding, scientific method, scientific affect, scientific value judgment, scientific spirit, opening up to the external world in science education, and the construction of an actual view about science and technology in society
sts教育是一種新興的科技教育改革運(yùn)動(dòng),比較sts教育目標(biāo)和新課程改革中的科學(xué)技術(shù)課程改革重要目標(biāo),共同點(diǎn)就是:在行動(dòng)中實(shí)現(xiàn)重視“科學(xué)、技術(shù)、社會(huì)”(sts)關(guān)系的教育,重視學(xué)生全面提高科學(xué)技術(shù)素養(yǎng),不僅要理解科學(xué)技術(shù)知識(shí)和過程,更要掌握科學(xué)方法,具備科學(xué)精神、科學(xué)態(tài)度、科學(xué)情感和價(jià)值觀,理解科學(xué)技術(shù)與社會(huì)的關(guān)系,構(gòu)建學(xué)生對(duì)科學(xué)技術(shù)圖景的立體的真實(shí)的理解。 - the education area is responsible for encouraging young people, and through them their families, to understand and embrace the spirit of the olympic games, building a sense of involvement and participation in the games and maximising the educational benefit and learning outcomes for school students available through the games by building on opportunities inherent in the themes that underpin olympism ( such as technology, cultural diversity, environment, pursuit of excellence, sport, globalisation and friendship ) and student / community interest
教育部門是負(fù)責(zé)鼓勵(lì)青年，并通過青年鼓勵(lì)他們的家庭，理解和信仰奧運(yùn)會(huì)的精神，樹立參與和參加奧運(yùn)會(huì)的意識(shí)；在奧運(yùn)會(huì)的過程中，通過利用體現(xiàn)奧林匹克主義主旨的主題活動(dòng)，如技術(shù)、文化多樣性、環(huán)境、追求卓越、體育、全球化和友誼等以及學(xué)生或社區(qū)的興趣活動(dòng)，使他們最大限度地受益于教育和獲得學(xué)習(xí)成果。 - the panel observed that mentoring arrangements were embedded and were generally seen as valuable by staff and students . the panel commended that the final year honours project was " a useful capstone initiative that helps students to integrate diverse intellectual material and move toward broader learning outcomes "
檢討小組亦留意到師友指導(dǎo)的安排發(fā)展穩(wěn)固，并得到師生普遍重視，它又同時(shí)贊賞大學(xué)要求本科生撰寫畢業(yè)論文，表示畢業(yè)論文在學(xué)習(xí)上是一個(gè)有用的重要元素，有助學(xué)生融會(huì)貫通學(xué)術(shù)知識(shí)，朝著更廣博的學(xué)習(xí)成效邁進(jìn)。 - among cognitive strategies, hps used more contextualization, reading, resourcing, inferring and grouping strategies while lps used rehearsal strategy more widely; 3 ) many vocabulary learning strategies correlated with learning outcomes . all the metacognitive strategies were positively correlated with vocabulary knowledge tests
所有的元認(rèn)知策略都和測(cè)試成績(jī)里正相關(guān)，認(rèn)知策略中的上下文，猜測(cè)策略與測(cè)試成績(jī)里正相關(guān)，說明學(xué)習(xí)者使用元認(rèn)知策略及上下文、猜測(cè)策略越頻繁，則詞匯測(cè)試成績(jī)?cè)礁摺?/li>更多例句： 上一頁