考尔德戴尔承认这会在学生的学习过程中引起退步。
Calderdale accepts that this can cause regression in a student's learning process.
大学生的学习过程是由一定的动机所激发并指向一定的目的的。
The study process of university students is stirred up by certain motive and points to the certain purpose, so is calculation by abacus.
大学英语研讨课以语言理论、教学理论作指导，重视学生的学习过程，强化交际和表达。
Rather than the text itself, workshops lay emphasis on students'learning process while enhancing students'communicative skills in English.
采用理论教学与实验演示相结合的教学模式，可以使学生的学习过程有一个从理论到实践，从抽象到形象的思维过程，从而产生良好的教学效果。
Theory teaching and experiment demonstration should be used together to make students follow the course from theory to practice, from abstract to substance, thus to achieve perfect teaching effect.
另一个与传统教学的不同之处是，有证据表明，在暗示教学法的实施过程中，学生可以定期学习1000个外语新单词，以及一些语法和习语。
Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.
"在介绍材料的过程中，学生们被教育尽量不要去学习它。
The students are instructed not to try to learn it during this introduction.
学生必须与学习合为一体，尽可能地成为学习过程中不可分割的一部分。
Students must be incorporated, made, so far as possible, an integral part of the learning process.
教学对象的问题迫使辅导别人学习的学生以不同的方式思考、解释材料，而观察他们解决问题的过程能让这些学生看到知识付诸到了实践中。
The agents' questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put into action.
相反，没有动力的学生觉得他们是被迫学习的，很容易对这个看似无穷无尽的过程感到厌倦。
Unmotivated students, in contrast, feel like they are forced to learn and get bored easily with this seemingly endless process.
当有色人种的学生在学习过程中看到自己族裔的形象时，他们会更专注并取得更好的成绩。
Students of color are more engaged and earn better grades when they see themselves in their studies.
然而，持有固定思维模式的学生却关心看起来是否聪明，而不太注重学习过程本身。
The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning.
我认为，两者间最大的差别是，我们坚信课堂教学过程中，学生不但要向教授学习，更需要互相启发、分享见解，所以互动式教学是有积极意义的，也是一种美国式的约定俗成。
But in the States I think students come to class to learn as much from each other as from the teacher, and so participation is viewed positively and seen as part of the unwritten contract.
从根本上讲，学校对学生（的能力）只能起一种破坏作用，因为只是强调学习与思考的过程（本身）。
Fundamentally, schools are destructive because they undermine the process of thinking and learning.
学生在逐步学习解剖的过程中，解剖学模块可提供解剖学每部分的资料和图片。
An anatomy module provides information and photos as students work through each part of the dissection.
教育者空怀着一种希望，希望学生在学习地理、数学、语文、生物学等等课程的过程中，会学会批判性思维。
The vain hope is that in the process of studying geography, math, English, biology, and so on, students will learn to think critically.
他曾经必须证明学习摄影是如何提高他的学生语言努力的过程。
He had to prove how the process of learning photography could enhance his students 'language ability.
但目前过程性评价尚没有真正纳入到高中学生数学学习的评价体系中。
Nocturnally, processing assessment, so far, is not a part of the students math learning assessment system in high school.
英语课堂教学实际上也是一种学生自律性的学习过程，具有自主性和研究性。
English teaching in class is actually a process of learners' study voluntarily with the character of independence and research.
教学过程通常是以圆桌的形式开展，而不是课桌，此举是为了更多地培养学生的主动探讨能力，更少的接受式学习。
And classes are always heldaround tables — not at desks — to foster more discussion and less lecturing.
学生们自然感到惊奇并失望地发现本来应该变得越来越容易的学习过程却完全不是那么回事。
Students are naturally surprised and disappointed to discover that a process which ought to become simpler does not appear to do so.
学生负担过重不仅体现在课业负担方面，而且还体现在学习过程中沉重的心理负担方面。
Students 'overweight load is not only embodied on the burden of lessons but also on the mental burden during the study.
理论上说，一个学生有望在学校获得知识，但是在学习的过程中，教育应该关注技能的培养。
Theoretically, a student is expected to acquire knowledge in school, but in the process of learning, education should focus on the development of his skills.
探索新型教学模式、优化教学过程、培养非英语专业学生的自主学习能力成为大学英语教学研究的重要课题。
College English teaching research focuses on exploring new teaching models, optimizing teaching process and cultivating autonomous learning ability of non-English majors.
面授辅导课可以解决学生在自学过程中遇到的学习困难。
The tutorial can solve the learning difficulties encountered in the process of students in self-study.
研究发现，大多数被调查学生属于串珠式的学习风格，在听力理解过程中对词汇的依赖性很强。
Findings from this study indicate that most students investigated belong to the beading learning style so they rely greatly on words in the process of listening comprehension.
因此，学生学习过程的有效性在很大程度上取决于学习时的心理环境，而不同的教学方案会产生不同的学习心理环境。
Therefore, the effectiveness of student learning process depends largely on the psychological study environment, and different teaching programs will have different learning psychological environment.
因此，学生学习过程的有效性在很大程度上取决于学习时的心理环境，而不同的教学方案会产生不同的学习心理环境。
Therefore, the effectiveness of student learning process depends largely on the psychological study environment, and different teaching programs will have different learning psychological environment.
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