Chinese translation for "reception learning"

接受式学习
接受学习

Related Translations:

regenerative reception:  再生接收再生式接收法

distance reception:  远距离接收

reception mechanism:  接收机制

reception standards:  接待标准

directioal reception:  定向接收

reception order:  (麻疯医院的)病人入院命令。

rebroadcasting reception:  转播接收

television reception:  电视接收

cardioid reception:  心形方向图接收心脏形接收

digit reception:  收号

Example Sentences:

	1.	The dissertation includes three standpoints : firstly , to check the internal relations between the learning approach and the theory of knowledge . the spectator theory of knowledge determines the reception learning 本论文努力在三个方面表达自己的观点：第一，系统考察学习方式与知识观之间的内在联系。
	2.	It was the typical spectator theory of knowledge , which was mooched by john dewey . the spectator theory of knowledge has prescribed the reception learning as the basic learning style for a long time 于是，缘自古希腊自然哲学家的旁观者知识观经苏格拉底等人的维护使“接受学习”长时间地主导了人类的求知方式(学习方式) 。
	3.	The reception learning style would not transformed into project - based learning , unless the spectator theory of knowledge is replaced by the participant theory of knowledge . the educational history has proved this point 教育历史实践业已表明，只有在参与者知识观取代旁观者知识观之后，学习方式才获得从接受学习向研究性学习转换的可能。
	4.	This dissertation mainly on the relationship between reception learning and inquiry learning in physics instruction . it reviews the development of inquiry learning as well as confirms importance of the research topic 在本论文的前言部分对探究学习作为一种学习方式的出现作了回顾，并对探究学习方式和学习接受学习方式关系研究的现状作了简要的说明。
	5.	The study unexpectedly found that the learning style supported by socrates is the classical " reception learning " . on the contrary , the sophist suggested a " project - based learning " to some extend 本研究多少有些意外地发现，苏格拉底倡导的学习方式乃是经典性的“接受学习”模型，倒是他所极力批判的智者派所倡导的学习方式具有浓厚的“研究性学习”的异彩。
	6.	In order to have a better understanding on how to implement the inquiry leaning , this paper studies the relationship of both inquiry learning and reception learning . therefore , the dissertation will be divided into three parts 最早是奥苏贝尔关注并研究了探究学习和接受学习的关系，他的理论研究的结论从纯探究学习到纯接受学习，其间应是接受学习中有探究学习，探究学习中有接受学习的混合学习。
	7.	The first part is about discussing theories of inquiry learning , with the current situation of physics teaching , the author expounds the practical significance to change the old study mode of students and train students to put up inquiry learning , compares inquiry learning with reception learning , discusses the theoretical basis of inquiry learning , discovery learning of bruner , significance learning of ausubel and constructivism being the psychological basis , the theory of lifelong education and the theory of principal part being the pedagogical basis 第一部分是关于研究性学习的理论探讨，从物理教学的现状出发，阐述培养学生进行研究性学习的现实意义，将研究性学习与接受性学习作比较，阐明了研究性学习的理论基础，布鲁纳的发现学习理论、奥苏伯尔的有意义学习理论以及建构主义的学习理论是研究性学习的心理学基础，终身教育理论、主体教育理论是研究性学习的教育学基础。
	8.	In the second part , some ideas will be presented respectively , on knowledge accumulation , teacher ' s instruction , and students " inquiry , the final and non - final conclusion of learning contents , the confirmation of inquiry and reception learning , universality of reception learning and prominence of inquiry learning , the combination of two kinds of evaluation , the form of knowledge structure and the further inquiry of knowledge , to discuss the handle of the reception and inquiry learning 而不能认为接受学习是一种落后的学习方式，也不能认为探究学习就应取代接受学习。论文的第二部分以教学中的一些认识入手，对处理两种学习方式中的知识积累、教师指导、内容的定论和不定论的看法、知识结构的形成与知识点的深入探究等等的8个方面对探究学习和接受学习关系的处理作了论述。
	9.	The first part will concisely contrast inquiry learning with reception learning in ten respects , namely knowledge learning , skills training , competence development , understanding the learning , the treat of attitude and affect , evaluation , relationship between teachers and students , the goal of the development , experiment as well as the textbooks , so as to provide the reference for the physics curriculum standard . inquiry learning and reception learning are two different learning styles , however , the effect on the accumulation of students " knowledge and the development of skills , affect as well as attitude is distinctive and complementary 本论文的第一部分，针对教学中对学习方式的影响的10个方面，即从对学习的理解、知识的学习、技能的训练、能力的培养、情感态度价值关的发展、培养目标、师生关系的处理、教科书和实验材料的利用、教学环节的安排、评价的目的内容和方式将探究学习与接受学习进行了比较，这个比较只对它们的行为特点、关注的方面或导致的结果等进行对比，这只是为掌握探究学习的特点，在教学中实施探究学习提供参考。

Similar Words：

"reception good" Chinese translation, "reception gsa" Chinese translation, "reception hopper platform" Chinese translation, "reception housing" Chinese translation, "reception into guardianship" Chinese translation, "reception lobby" Chinese translation, "reception manager" Chinese translation, "reception mechanism" Chinese translation, "reception mode" Chinese translation, "reception of a sacrament" Chinese translation