| 1. | On constructive views of transfer of learning
论建构主义学习迁移观 |
| 2. | The study on transfer in learning from condition rule examples
关于条件命题规则样例学习迁移的研究 |
| 3. | Application and study of study moving on organic chemistry teaching
学习迁移在有机化学教学中的应用 |
| 4. | To improve students ' learning transfer in teaching compiling principle
浅谈在编译原理教学中促进学生的学习迁移 |
| 5. | Application of the rule of transfer in the teaching of plant classification
学习迁移规律在植物分类教学中的应用 |
| 6. | Inspiration from the study moving theory in architectural design basal course teaching
学习迁移理论在建筑设计基础课程教学中的启示 |
| 7. | The characteristics of system mathematics knowledge is analyzed , several tacticses of mathematics move are pointed out
摘要在分析了数学知识系统的特点的基础上，指出了数学学习迁移的几个策略。 |
| 8. | Enhance retention and transfer inform the learner about similar problem situations , provide additional practice . put the learner in a transfer situation . maybe let the learner review the lesson
促进记忆和学习迁移：给学习者呈现一个真实的问题情境，提供实操练习。将学习者带入整个迁移情境中，促使他们对所学的课程知识进行反思的分析。 |
| 9. | The thesis constructs the theory about the development of mathematical communication in the following six theoretical bases : information processing , social constructionalism , teaching and students , learning transference , meaningful study and the metacognition
从信息加工、社会建构主义、师生互动。学习迁移、有意义学习及元认知六个理论基础对数学交流活动的开展进行了理论上的构建。 |
| 10. | Chapter two a transfer view on physical concept teaching this chapter is trying to expound the positive transfer in stimulating students " physical concept study from five aspects of physics teaching , that is , succession to the existent scientific cognition and development of the previous concepts with discarding thesis useless , designing of the common factors and realization of the positive transfer , innovation of the studying methods and demand on efficiency , reflection on physics study and transfer conformity , as well as emphases on the teaching situational factors and intensification of studying transfer
第二章物理概念教学的迁移观本章尝试从科学认知的联想与前概念的扬弃、共同因素的设置与正迁移的实现、学习手段的改新与高效率的追求、物理教学的反省与既迁移的整合、注重情境因素与学习迁移的强化等教学的五个方面加以讨论，努力促进学生物理概念学习的积极迁移。 |
