其策略包括自主学习策略、问题教学策略、课堂重构策略。
As for the strategy, learning by oneself, question-instruction, and classroom-reconstructive involve in it.
同时，运用内容分析法，指出目前北京大学流媒体课件的特征以及在运用自主学习策略方面的不足。
At the same time, with the method of content analysis, pointed out the deficiencies of streaming-media courseware of Peking University in using independent learning strategies.
然后提供了四种方法策略使之有效的培养中学生自主学习的能力，从而使他们在以后的激烈竞争中立于不败之地。
And then provides four methods of the cultivation of the effective strategy middle school students their autonomous learning ability, thus make them in the later fierce competition.
本文结合实际教学实践，对高职英语自主学习能力培养的策略进行了一定的研究和探讨。
In this paper, combined with the actual teaching practice in higher vocational education, cultivating the ability of English autonomous learning strategies are studied and discussed.
第三部分对提高高中学生数学自主学习水平的策略进行了一些探讨。
The third part mainly explores the stratagem on the improvement of the level of self-regulated learning in senior mathematics.
本文主要通过对于大学英语听说课堂的自主学习研究，来探求促进大学生进行听说自主学习的教学策略。
The paper starts from research on autonomic learning at university English listening and speaking class to quest for instructional strategies to promote it.
在提高学习者学习自主性的众多方法中，对学习者的策略训练成为学校教学的关键方面。
Among the many approaches to promote learner autonomy, learner training of strategy use is greatly relevant to individual development at school.
基于这些假设，我们编制了“学习自主性取向的教学策略量表”。
And based on the hypothesis, Teaching Strategies for Students' Development of Autonomy in Learning Questionnaire is proposed.
学习策略是自主学习的客观需要。
Learning strategies is the objective demand of independent learning.
全文分析了外语自主探究性学习的重要性，提出了高中英语课堂中培养英语自主探究性学习能力的途径与策略。
It puts forward the ways and the strategies of cultivating the students 'ability of inquiring learning in senior English class.
为更有效地改善英语教学，作者结合课堂实践，提出了几种自主学习教学策略。
Based on the classroom teaching practice, some appropriate strategies are given on how to improve English teaching and learning efficiency.
对外汉语与我国英语专业的课堂教学模式，以及两者的自主性学习策略存在着许多同异之处。
There are many similarities and differences between the class-teaching mode and autonomous learning strategies in TCSL (Teach Chinese as Second Language)and TESL(Teach English as Second Lnguage).
该文结合网络环境下自主学习的特点，提出了网络环境下构建化学自主学习模式的理论基础、构建原则、学习模式及其运作策略。
In the light of the active learning features under the network environment, the paper brings forward its theoretical basis, construction principles, learning model and the operating strategy.
文中探讨了在新专升本院校，通过精读课上的元认知策略培训来促进学生自主性学习能力的可行性。
This paper is intended to foster learner autonomy through enhancing metacognitive strategys training for the students in the newly-upgraded colleges.
接着提出主题学习网设计中中学生自主学习环境的建设策略。
Then, the theme learning Network design students autonomous learning environment building strategy.
通过研究分析，作者发现：恰当地运用学习策略是推动学习者自主学习从而改善学习效果的关键因素之一。
In the light of this situation, the author has found out, through study and research, that the proper use of effective learning strategies is one of the key factors to promote learner autonomy.
对元认知策略的训练能使人有意识的调节自己的认知加工过程，自觉的使用学到的知识和策略，培养自主学习能力。
The training of metacognitive strategies can help regulate one's cognitive process and apply one's stored knowledge consciously to become an autonomous learner.
在文献研究和问卷调查的基础上，作者提出了以元认知策略为基础的讲解模式，其目的在于培养英语学习者的自主性，从而提高英语学习效果。
There are four phases to construct the mode of self-innovative learning: to set the targets and plan the settings, to explore independently and communicate collaboratively, to evaluate feedback.
在自主性英语学习能力的四个维度中，策略运用与目标设定能有效预测英语学习自我效能，其总体预测值为27%；
Among the four components of autonomy in English learning, strategy use and goal setting are good predictors of self-efficacy in English learning with a total predictive value of 27%;
第四部分探讨教师在词典使用策略教学中所起的作用以及学习者如何更好地利用英语学习词典来提高自主学习能力。
The last part discusses the role of teachers concerning dictionary use in EFL teaching, and how the learners can make use of learner's dictionaries to improve learner autonomy.
研究结果表明，由于有限的策略运用，中学生在网络环境下的英语学习自主性并不高。
The majority of the students preferred to use selective strategies, compensation strategies and affective strategies, which are typical of the characteristics of web-based learning.
多数学生在控制学习结果方面表现出很高的自主性，但在运用学习策略和选择学习内容方面自主性较差；
Most of them are adept at monitoring their performance outcomes, but are not very skillful at using learning strategies and choosing materials;
元认知策略与学习者的学习成绩和自主学习能力有着密切联系。
Nowadays, numerous researches have found that metacognitive strategies have some close connection with learners' English performance and autonomy.
元认知策略与学习者的学习成绩和自主学习能力有着密切联系。
Nowadays, numerous researches have found that metacognitive strategies have some close connection with learners' English performance and autonomy.
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