同辈中也有许多社会性学习。
合作和社会性学习的优势推动了早期的人类部落走向了另外一条进化的道路。
The advantages of cooperation and social learning then propelled the incipient human groups along a different evolutionary path.
对于即将步入社会的大学生，他们不但具有二维心理结构，其生活内容也是二元性的知识性学习和社会性学习。
College students, who are going to enter the society, have two-dimensional psychology structure and duality learning which involves book learning and practice learning.
这就像是当你能够学习新东西时创造一个社会性的互动。
It's about creating a social interaction where now you can learn new things.
学习方式具有社会性、个体差异性和情境适切性。
Study method has the properties of sociality, the individual difference and the situation fitness.
因此，学徒制把知识和技能的学习嵌进它们社会性的和功能性的情境中。
Said differently, apprenticeship embeds the learning of skills and knowledge in their social and functional context.
语言意义建构具有主动性、社会性和情境性，基于语言意义建构的特点重建大学英语课堂就是要改变教师角色和学生角色，建立学习共同体。
To reconstruct college English class based on characteristics of language meaning construction is to change the roles of teachers and students and to set up learning community.
成就动机是一种重要的社会性动机，它对个体的工作和学习都有很大的推动作用。
The achievement motivation is an important social motivation. It has great impetuses to peoples working and studying.
主要研究学习的社会性、学习的主动性和学习的情境性。
This theory chiefly studies the sociality, the initiative, and the situation on learning.
根据该观点以及对学习不良的理解，提出用社会认知的范式推进学习不良儿童社会性研究的思路，以超越当前研究面临的困境。
Based on that and the authors' view on learning disabilities, it is proposed that social research should be prompted from the social cognition paradigm so as to surpass cu...
建构主义学习观强调学习的建构性、社会性和情境性，对促进教学方法的变革将有重要意义。
Structuralism learning theory stresses the structuralism, social and situational nature of learning, which is of great significance to the reform of teaching methodology.
根据这些理论，学习既是个体性的建构意义的心理过程，也是社会性的、工具中介的知识合作建构过程。
Learning, according to those theories, is both an individual mental process of constructing meaning as well as a social and tool-mediated process of knowledge co-construction.
它突出强调学习的建构性、问题的结构不良性、学习的社会性和情境性。
It stresses constructive learning, ill structured question learning, social learning and contextual learning.
同辈学习环境的作用机制主要有：社会性比较、同辈反馈、观察学习、惰性知识的激活、认知冲突和合作建构等。
The mechanism in peer learning mainly includes social comparison, feedback, modeling, activating inert knowledge, cognitive conflict and co-construction.
建构主义学习观对学生的主体地位予以充分的肯定，确认了学习的主动性、社会性、情境性和意义建构的重要作用；
The learning notion of constructivism adequately affirms students' subject status and validates the importance of the initiative, sociality, circumstancity and significant construction in learning;
微格学习空间的社会性设计为解决职前教师微格教学中存在的问题提供了一种新的可能性。
The social design of micro-learning space provide a new possibility for solving problems in the micro-teaching.
微格学习空间的社会性设计为解决职前教师微格教学中存在的问题提供了一种新的可能性。
The social design of micro-learning space provide a new possibility for solving problems in the micro-teaching.
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