课程学习方式：接受性学习和发现性学习的整合。
Curriculum learning method is to integrate acceptance learning method with discovery learning method.
人类学习就其方式而言，可分为接受性学习、体验性学习和探究性学习。
In terms of its forms, human learning can be grouped as acceptance learning, experience learning and inquiry learning.
通过对探究性学习与接受性学习的比较，提出了在信息技术教学中探究性学习的实施方法。
This paper has put forward the probing into study method in information technology teaching and has compared the probing into study with accepting study.
结果表明：联想策略能促进词汇的接受性学习和输出，但对接受性词汇学习的效果更加明显；
Results of the study show that associative strategy is helpful for both the receptive learning and productive use of vocabulary with more obvious progress in receptive vocabulary learning.
最后我相信随着物理教学改革的深入，高中物理教学会呈现出有意义接受性学习和研究性学习互补共存的局面。
Finally, I believe that with physics teaching innovation development, high school physics teaching present the coexistence situation of accepting study and researching study.
研究性学习是相对接受性学习而言的一种全新的学习方式，它具有探究性、自主性、实践性、开放性、过程性等特点。
Research study is a brand-new study method compared with receiving study. It has the characteristics of enquiry, initiative, practice, openness and process.
他说，当你 a）对你正在学习的东西感兴趣并且喜欢它，b）你能控制你所学的东西，c）你接受有挑战性、让你努力思考的任务时，大脑的变化是最剧烈的。
He says that brain change is strongest when a) you are interested in and like what you are learning, b) you are in control of what you learn and c) you get challenging tasks that make you think hard.
他们自由地交流，并学习如何提出和接受一些建设性的批评和建议。
They open them up and learn how to give and receive constructive criticism.
我觉得我学习能力和适应性比较强，能很快的接受新事物。
I think I learning ability and adaptability are relatively strong, able to quickly accept new things.
在校大学生既是中国公民，又是在学校接受教育的学习者，其身份和地位有其特殊性。
The college students are Chinese citizens as well as learners at school, whose identity and status has its particularity.
然而，除于每天的事务性工作，我还在不断接受新的项目，学习新东西，约见新客户和潜在客户，掌握新的技能，并重新设计我的业务。
Yet in spite of my daily routine, I'm always working on new projects, learning about new things, meeting new clients and prospects, developing new skills, and redesigning my business.
接受性词汇量、产出性词汇量与词汇深度知识在四个学习阶段均有不同程度的显著相关。
Receptive vocabulary size, productive vocabulary size, and depth of vocabulary knowledge correlated with each other significantly at the four different learning stages.
大学生也一样很重视学习礼仪，因为在学校里他们不曾接受过这种训练，而且他们认识到了在正式场合的正确表现的重要性。
College students are also more keen to learn etiquette because they don't receive this kind of training in school and realize how important it is to know how to behave on formal occasions.
学生自身对于学习没有明确的目标，只是接受家长和老师“填鸭式”的灌输，学习带有盲目性，自然就缺乏学习的动力。
Students to learn without clear objectives, just accept the indoctrination of parents and teachers "cramming", learning with blindness, lack of motivation to learn naturally.
而研究性学习作为一种新的教学理念，集中体现了现代教育的理念，更容易为人们所接受。
As a new teaching concept, the research study present modern education concept and is easy for accept for people.
我一直觉得，学习新语言富有挑战性，所以我想接受这一挑战并要试图学习一门有难度的语言。
I've always found learning new languages challenging, so I wanted to jump in and try to learn a hard one.
本文探讨的是第二语言阅读中对学习者进行阅读策略训练的有效性以及阅读策略教学的可接受性。
This thesis intends to test and discuss the effectiveness of strategy training in an on-going reading course.
本文主要从心理学角度阐述学习的学习机制，探索探究学习与接受学习结合的可能性以及结合的优势。
This essay elaborates learning system of study mainly from the point of psychology, and explores possibility and advantage of the combination of inquiring study and receiving study.
他们知道答案的那一秒就是他们停止学习的那一刻，因为他们开始拒绝接受新的可能性。
The minute they know the answer, then they stop learning, because they start closing their minds to new possibilities.
笔者以数学课教学为例，结合个人的教学实践，对高中课程中合理整合接受式学习与研究性学习的策略进行了探讨。
The paper USES a maths class as a case and does research on the strategy of combination of traditional and research learning in senior high school curriculum through personal teaching practice.
在小学阶段，学生的学习方式主要是被动地接受，机械地模仿，学生学习凭兴趣、靠督促，缺乏主动性。
At the primary stage, the main mode of learning is a passive acceptance, mechanical imitation, learning by virtue interest, relying on supervision, lack of initiative.
接受性词汇量、产出性词汇量与词汇深度知识在不同的学习阶段均有显著相关。
Correlation relationship is found to exist among receptive vocabulary, productive vocabulary and depth of vocabulary knowledge.
在即时后测中，我国大学英语学习者在产出性词汇学习方法下学得的词汇知识显著多于在接受性词汇学习方法下学得的词汇知识；
Chinese college English learners gained significantly more knowledge in all 10 tests from the productive learning task than from the receptive learning task in the immediate testing;
在即时后测中，我国大学英语学习者在产出性词汇学习方法下学得的词汇知识显著多于在接受性词汇学习方法下学得的词汇知识；
Chinese college English learners gained significantly more knowledge in all 10 tests from the productive learning task than from the receptive learning task in the immediate testing;
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