Receptive vocabulary size, productive vocabulary size, and depth of vocabulary knowledge correlated with each other significantly at the four different learning stages.
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。
After the implementation of these three stages, the author found that students are more satisfied with and give more positive comments on these learning stages, especially the last two stages.
经过对学生满意度的定量和定性调查发现:这种三阶段教学的设计总体上是比较成功的,能够将原本枯燥的教学设计理论学习演变为“玩中学”和“做中学”。
And Piaget argued that these two mechanisms of learning drove the child through different stages.
皮亚杰认为,这两种学习机制,帮助儿童跨越各个阶段
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