...动领域按照必须学习的(must learn )、应该学习的(should learn )、最好学习的(nice to learn )、可学可不学(learn or not learn)的进行分级;三是将分级后达到的行动领域按照认知规律及职业发展趋势重构为学习领域(见表3):
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I'm not saying that students should not learn concepts or not learn skills.
我并不是说学生不应该学习概念或者不学习技能。
When younger kids learn computer science, they learn that it's not just a confusing, endless string of letters and numbers—but a tool to build apps, or create artwork, or test hypotheses.
当更小的孩子学习计算机科学时,他们知道它不仅仅是一串令人困惑的、无穷无尽的字母和数字,而是一种构建应用程序、创作艺术品或验证假设的工具。
When younger kids learn computer science, they learn that it's not just a confusing, endless string of letters and numbers—but a tool to build apps, or create artwork or test hypotheses.
当年幼的孩子学习计算机科学时,他们会知道,计算机科学不仅仅是一串令人困惑、无穷无尽的字母和数字,而是一个开发应用程序、创建艺术作品或检验假设的工具。
But any that seem like controversial or like, 'I don't think that's Biomedical Engineering' or 'that's not what I want to learn about in this course'.
对上面提到的这些还有争议么,比如,我认为这不是生物医学工程的内容,或者,这不是我想学的
If we learn from these experiences in ourselves, the question is no longer whether or not it's possible to experience it more and more in our lives.
如果我们自己吸取这些经验,那么问题就不再是,是否有可能,越来越多地体验它。
We want to make sure that if the students would not to be given the time out to learn, we need to provide a vehicle or that they can take the advantage of learning in their world context to actually put the theory into practice.
为了确认学生是否会,腾出时间学习,我们需要提供一个工具,让他们在生活的情境中,利用学习,将理论用于实践。
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