本文的理论基础主要是建构主义学习理论和后现代主义学习理论及多元智能理论。
The theory foundation of this thesis is mainly Construction theory, Post-modernism theory as well as the though of the Multi-aptitude theory.
力求对现代教育技术的定义特点，建构主义理论的基本内容和模式，以及二者的有机结合对提高教学质量和效果的作用作了较为细致的分析。
In this paper modern educational technology is defined, the fundamentals and modes of Structurism are presented, and the integration of the two are discussed.
现代教育理念、建构主义学习理论为它的创设提供了理论基础。
Modern education ideas and constructionism learning theory provide the theoretic foundation for it.
本论文从建构主义理论、多元智能理论、现代教学设计理论和化学学科的学科特点四个方面进行了探讨和阐述。
This thesis make an discussion and illustration from constructivism theory, multiple intellegences theory, modern instructional design theory and the characteristics of chemistry.
现代教育理论建构主义认为“情景”、“协作”、“会话”和“意义建构”是学习环境中的四大要素。
The theory of constructivism in modern education considers "situation", "cooperation", "conversation" and "significance construction" are the four main factors in study environment.
文化建构主义心理学作为后现代文化思潮的产物及组成部分，实现了心理学中的文化意识的衍变。
Cultural constructionist psychology as the outcome and part of postmodern cultural thoughts, has developed the cultural ideology in psychology.
其主要理论基础有人本主义、建构主义、后现代课程理论、对话理论、团体动力学理论、多元阅读理论和尝试错误理论等。
Its theoretical bases consist, among others, of humanism, constructivism, postmodern curriculum theory, dialogical theory, group dynamics theory, multi - reading theory, and theory of trial and error.
在现代教育中，建构主义学习理论与各门具体学科教学相结合产生的项目教学法，适用于学习各类实践性和操作性较强的知识和技能。
Project instructional method produced from constructivism learning theory with plenty of subjects is applicable to the study of practical knowledge and skills and strongly operational.
本文是对现代人力资源培训及教学中所涉及的建构主义理论的一次系统性的总结。
This paper makes systematic summarization for constructivism theory involved in contemporary HR training and teaching.
质性评价理论与多元智力理论、建构主义学习理论、后现代主义思想具有内在的一致性。
Furthermore, the relation of qualitative evaluation with the theories of Multiple Intelligences, constructivism and postmodernism is consistent.
本文立足于中学语文教学实践，运用现代教育实验的方法，在建构主义和自组织理论的基础上，构建了中学语文“自组织”教学模式。
This essay bases on teaching practice and USES the modern teaching method. Basing on pattern and empiricism, it sets up "Self-organization" teaching model in Chinese of Middle School.
现代认知学习理论和当代建构主义学习理论的研究表明科学概念的学习实质是建立在原有观念基础上概念转变过程。
The study on modern cognitive learning theory and constructive learning theory shows that mastering science concept is based on the original concept transformation.
现代认知学习理论和当代建构主义学习理论的研究表明科学概念的学习实质是建立在原有观念基础上概念转变过程。
The study on modern cognitive learning theory and constructive learning theory shows that mastering science concept is based on the original concept transformation.
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