Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning.
伯妮·奈维尔的《教育心灵》一书着眼于全新的学习方法，该书描述了情感、想象力和潜意识对学习的影响。
"Learning by doing" will become the norm, if a radical overhaul of the MBA curriculum succeeds.
如果对MBA课程成功与否来个彻底检查，那么“通过实践来学习”将成为标准。
Of course, learning doesn't have to be about radical change or disruption. As my previous post on making reflection a habit suggests, learning also comes to those who sit quietly.
当然了，这种学不是说就必须要做彻底地改变或者中断原来的方法。
Of course, learning doesn't have to be about radical change or disruption.
当然了，这种学不是说就必须要做彻底地改变或者中断原来的方法。
The dialogue instruction requires a radical change of "teacher centered" concept, the creation of student and teacher learning communities, and the integrated using of classroom teaching methods.
开展对话教学需要彻底转变“师本位”的观念，创建师生学习共同体，课堂之上综合使用各种教学方法。
Conclusion Needling points Baihui and Dazhui can improve learning ability and memory, and free radical metabolism in VD rats.
结论针刺百会，大椎穴能提高VD大鼠的学习记忆能力，并能改善自由基的代谢。
ConclusionPQQ could decrease the contents of free radical and increase the ability of learning-memory in aging rats.
结论PQQ能降低衰老鼠自由基的产生，增加其学习记忆的能力。
If new ways of learning are to help those who need them most, policymakers should be aiming for something far more radical.
如果新的学习方式是要帮助那些异常需要这种新学法的人的话，那么政策制定者将瞄准制定更加根本性的政策。
Exercise; Learning and memory; Free radical; Morphology; Microcirculation; Antihypoxia.
运动训练；学习记忆；自由基；组织形态学；微循环；耐缺氧。
Conclusion Acupuncture of Baihui and Dazhui can increase the learning and memory ability of VD rat and improve the metabolism of free radical and promote its restoring intelligence.
结论针刺百会、大椎能提高VD大鼠的学习记忆能力，改善自由基代谢，促进智能恢复。
Still, centering clinical learning on patients is a fairly radical concept for a medical-education system that is notoriously resistant to change.
然而，将病人作为临床学习的中心，这对以固步自封、不愿变革而声名在外的医疗教育体系而言，不啻是一个绝对颠覆性的思想。
Traditional language teaching and learning overemphasizes grammar points, which contributes to the radical difference between the score of students and their actual ability to utilize English.
然而，传统的英语教学偏重于语法教学，因而导致学生成绩与实际能力脱节的现象。
Traditional language teaching and learning overemphasizes grammar points, which contributes to the radical difference between the score of students and their actual ability to utilize English.
然而，传统的英语教学偏重于语法教学，因而导致学生成绩与实际能力脱节的现象。
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