主要差异有:(1)在分类标准上有所不同:印度倾向学习结果(learning outcomes)的分类,受行为主义学习理论影响较大;我国倾向基于学习内容的分类,并且受到了布鲁姆、加涅教学目标分类和奥苏伯尔“先行组织者...
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... 加涅的学习层次系统 s hierarchy system of learning 学习结果 learning outcome 加涅的累积学习论 s accumulative learning theory ...
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The significant change of current standards is mainly embodied in the transformation of the control of the teaching process (syllabus) to the learning outcomes (curriculum standards).
体育课程标准对传统体育课程的根本变革,主要体现在从对体育教学过程的监控(教学大纲所强调的)转向了对体育学习结果的监控(课程标准所强调的)。
参考来源 - 基于标准的体育课程设计研究Both of the models identify a series of task-related factors that are relevant to different levels of task complexity, and predict the effects of task complexity on learning outcomes. However, their predictions are of distinct difference in some aspects.
两种模型都对任务复杂度一系列相关因素进行具体分类,预测了任务复杂度变化对学习结果的影响,但是他们的预测有明显差异。
参考来源 - EFL写作任务研究·2,447,543篇论文数据,部分数据来源于NoteExpress
它不仅影响学习的发生,而且还影响到学习进程和学习结果。
It can influence not only the occurrence of study, but also the process and result of study.
“真正的”学习结果预计有可见的行为变化,而“仅仅是”死记硬背将导致很小(或不同)的行为变化。
"Really" learning is predicted to result in observable behavior changes, while "mere" rote learning is predicted to result in little (or different) behavior change.
这些结果证实了鸟类可以通过社会学习来发展对美味食物的偏好。
These results confirmed that avian species can develop preferences for palatable food through social learning.
We also have active visualizations because there's a lot of research showing that if you're actively engaged in something that solidifies the learning objectives we're taking home.
我们同时也有主动性直观化,因为很多研究结果表明,如果你积极地参与,到一些使学习目标具体化,的活动中去的话,便能真正理解它。
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