situated learning meaning in Chinese
情境学习
Examples
- Constructivists believe in random access instruction , situated learning , scaffolding instruction and cooperative learning . we propose principles of constructive teaching design based on theory of constructivism
建构主义者主张随机通达教学、情境性教学、支架式教学和合作学习等教学观点。 - K . huang , k . wang , & s . y . chiu ( 2000 ) . the situated learning model for the first - year computer science majors . to be presented in the international conference on educational uses of information
黄国鸿、王国华、邱守榕（ 2000 ）以参与实务社群为主之情境化学习环境的设计与应用，技专校院与校外学习型组织建立教育伴关系国际研讨会。 - In this type of learning ? constructivist or situated learning , reinforcement is the internal satisfaction that comes from understanding new activities i . e . the apprentice is able to adapt existing knowledge structures to the new task and build on that knowledge to shape a greater more complex understanding
在这样系统化的学习过程中学徒们可以持续学习实践并加强自己的能力，很多学徒就可以把现存知识运用到新的工作中，并进而理解和完善所学的知识。 - The author elaborates autonomous learning categories , such as brainstorming , role - play , case studies , situated learning and so on . then the author designs a synthetical e - learning model that includes establishing unit objectives , problem driven ; creating situation , learning method instruction ; self exploring , discovering problem ; collaborative inquiry in group , communication among group ; teacher instructing , communication on web ; solving problems , constructing meaning ; forming works ; summary and evaluation
论述了头脑风暴、角色扮演、案例研习、情景化学习等自主学习的实践类型，尝试设计了一种包含确立单元目标、问题驱动；创设情境、学法指导；自主探索、发现问题；小组协作探究、组间交流；教师指导、网上交流；解决问题，意义建构；形成作品；总结评价八个环节的综合网络学习模式。 - The development of constructivism and situated learning and cognition call for " do mathematics " . the problems which lie in the theoretical study and practice imply the necessary , importance and urgence of problem solving study . in chapter 2 , we focus our attention on the theoretical study of problem solving in the past 20 years in usa , and try to find important clues from their opinions and methods
数学观念的发展，也在召唤一种数学教学观念、方法的转变； 20世纪80年代后期在西方兴起的建构主义及其相关的情境认知与学习理论对传统的学习与教学改革带来许多有益的启示，一种与传统数学学习与教学不同的“做数学”的理念已经深入人心。