学习者是学习的主体，而不是被灌输的对象等认知理论观点。
Learner himself is his own principal leader, not just an object waited to be infused into.
如何使劳动者充分享有学习的主体地位是本文讨论的重点所在。
The present article discussed their principal part in the true sense learning.
教育的过程是人类自身主体的再生产过程，教育的本质就是建构学习的主体。
The process of education is the reproductive process of subject of mankind itself. And the essence of education is the subject of forming study.
研究性道德学习以主体人格培养为目的，注重学习的主体性、过程性和全员性。
The research-based morality learning take the main body personality raise as the goal, attention study independent, procedure and total.
学习的主体从微观层面讲是企业的员工，从供应链的角度看，则是各个成员企业。
The main body of learning, from the micro level, are the employee of enterprises while from the level of supply chain, are the enterprises themselves as members.
学生是学习的主体，他们可以评价一个老师，让他知道他的教学方面如何，老师可以通过学生的反映来调整自己的教学方法。
Students are the major learners, they can evaluate a teacher, letting he know how his teaching method goes, the teacher can adjust his method according to students' reaction.
他的成果大多集中在经济主体在模型限制下学习和不完全理性预期这些方面。
Much of his work has focused on agents learning within models and less-than-fully-rational expectations.
语文教学主体参与策略的概念建立在建构主义学习理论以及主体教育理论的基础之上。
The concept of Chinese teaching subjective participation strategy is based on study theory structure and subjective education theory.
本文主要包括三大部分：第一部分通过对调查中所获得的信息进行分析，阐述接受主体被动学习矛盾问题的现状；
There are three main parts in this article: First, expatiate the conflict situations about the learning subject passive study basing on the information of the survey.
新课程倡导新的主体性学习方式：自主学习、合作学习、探究学习的学习方式。
New course advocates new learning ways: self-aided study, cooperative study and exploratory study.
学习化课程确立了“课程作为学习生命存在及其优化活动”的文化主体性价值理念。
The learning-based curriculum has established the culture-based value of "curriculum as the life existence of learning and its optimized activities".
地理研究性学习具有其独特目标和特点，评价主体是多元的，评价方法是多样的。
The research learning of geography has their unique goals and characteristics, it is plural to appraise the subject, it is various too to appraise the method.
实施项目教学法以学生为主体，教师只起指导作用，提供学习资源和创设协作学习的环境是教师最主要的工作。
With the students-orientation in this method, teachers can only play the role of guidance, offering study resources and setting up the cooperative study environment.
学生是探究教学过程中的主体参与者，学生学习是一个知识建构、社会化的综合体验过程。
The students are the main participants in the research learning process, and students learning is a synthesizing experiencing process of knowledge construction and socializing.
学生是学习的主人，以教师为主导、以学生为主体的课堂教学，是中学语文的主体性课堂教学。
Students are the masters of learning, student-centered classroom teaching with the teacher as a guide should be adopted in Chinese teaching in middle schools.
建构主义学习理论强调以学生为认知主体，是知识意义的主动建构者，教师只对学生的意义建构起帮助和促进作用。
The learning theory of Constructivism emphasizes that the subject of cognition is the student who actively constructs the sense of knowledge and the teacher just helps and promotes the construction.
高中化学研究性学习的基本特点体现在问题性、开放性、主体性、实践性方面。
The basic characteristic of the researching study in chemistry of high school reflects in problem, opening, entity, practice.
数学建构主义学习的实质是：主体通过对客体的思维构造，在心理上建构客体的意义。
The central point at the Mathematical Modeling learning is that by contracting the object in thinking, the subject constructs the meaning of the object in the psychology.
对经济复杂性系统研究文献中常见的主体学习算法进行了一个全面的梳理。
This paper gives a comprehensive overview about agent learning algorithms used in economic complexity system research.
前言：“自我对话”教育强调学习者的主体作用和能动作用，它符合新课程理念和建构主义学习理论。
The education of "self-conversation" emphasizes learners' functions of main body and initiative, which conforms to the ideas of new curriculum and the theory of constructivism.
这种以弘扬人的主体性的自主学习的理念，突显了培养“问题意识”的重要性。
This subjectivity to promote the idea of the independent study, underscores the train "sense of the importance of".
而学科素质的培养正是强化了学习过程，把学习者的信息加工主体地位强化了。
The cultivation of quality strengthens the process of study, so that the learner's work of information processing is emphasized.
学习是智能主体获得解决问题能力的重要途径。
Learning is an important approach for agents to obtain the problem solving ability.
该文从理论和实践两个角度探讨了智能主体作为认知工具对人类学习的影响。
This paper discusses that as cognitive tool agent influences peoples learning action from both theoretical and practical aspects.
该文从理论和实践两个角度探讨了智能主体作为认知工具对人类学习的影响。
This paper discusses that as cognitive tool agent influences peoples learning action from both theoretical and practical aspects.
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