The third principle of learning at BCIS is that it is inquiry-based.
的第三个学习原则是以探究为基础。
At its best the BCIS classroom is an exuberance of engaging, joyful, rigorous inquiry.
在BCIS最好的课堂，一定是专注、快乐和严谨探究并存的课堂。
For these reasons, oscillatory EEG based BCIs have become one of most successful designs in BCI system development.
也是由于这些原因，振荡性的脑电图变成了脑—机接口的应用中非常成功的设计之一。
Studies in the past have shown how BCIs can be used perform simple tasks, such as controlling a computer cursor, with just a few brain cells.
以往的研究主要关注于如何使用BCIs来进行比较简单的活动，例如使用部分脑细胞来控制鼠标光标等等。
Secondly, we practice what we call personalized learning. At BCIS we know that there is no such thing as the average child and therefore we do not teach to a child who does not exist.
学术严谨 的这一定义与传统上认为严谨就需要繁重的重复性学习有着天壤之别。
Experimental methods and some key techniques of brain-computer interface (BCI) are introduced in this paper. The further discussion is mainly focused on the research of practical BCIs.
介绍了脑-机接口的实验研究方法及关键技术的研究进展，并对未来实用型脑-机接口的研究进行展望。
With a series of experiments, it is proved that using the system can realize an off-line BCI based on visual stimulus easily, and on-line BCIs with other apparatuses' help are possible.
通过实验证明了，这套系统可以方便的实现离线的基于视觉刺激的脑机接口实验，以及在其他设备辅助下完成在线的脑机接口实验。
With a series of experiments, it is proved that using the system can realize an off-line BCI based on visual stimulus easily, and on-line BCIs with other apparatuses' help are possible.
通过实验证明了，这套系统可以方便的实现离线的基于视觉刺激的脑机接口实验，以及在其他设备辅助下完成在线的脑机接口实验。
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