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《中学英语园地(高三版)》2006,(3)
learn与study两个动词都可以作“学习”解,有时可以互换使用。例如:H e is learning/studying English now.现在他正在学习英语。两者之间的主要区别在于:1.从程度上看,learn指一般的学习;而study通常指比较深入的学习,含有“研究”、“钻研”的意思。例如:She learned French 相似文献
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飞雪 《小学生导刊(中年级)》2003,(14)
一、请选择喜爱的词语翻译英文小诗歌。 THE SEAS()NS(四季)Spring 15gl’een,春天是(新鲜的、绿色的、未成熟的)summer 15 hl.i蜘t,夏天是(晴朗的\明亮的\聪明的从Autumn 15 yellow,秋天是(金黄的\胆小的),一winte:〕}5 wllile.冬天是(纯洁的\白色的\保守的~。) 二、Ma少月,的节日:M即Da州五一劳动节’,岭衅二个星期日是Mothe介Da州母亲节)。M盯属于什么李节卿一 三、孙悟空火眼金睛,能识破变化多端的妖怪。同学们,你能一眼看出哪些单i司“走错”地方了吗, head hair face eatpencil,uler book era:、er—盯een redl’lue ball〔109… 相似文献
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According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the ‘learn by doing’ and ‘learn by failing’ are favoured, the theory follows the practice, while crating the willingness to ‘do’ instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students’ initial knowledge level. 相似文献
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From of us think that we can learn English well if we learn lots of grammar rules and memorize as many words as we can.But I don't quite agree with them.I don't think it is enough to remember 相似文献
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陈润生 《第二课堂(小学)》2007,(3)
曾经有一本卖得很火的书叫《千万不要学英语》,没看过这本书的同学一定觉得这书很奇怪,既然有人出书叫我们"千万不要学英语",那我们为什么还要天天学英语呢?原来,作者的意思是要我们千万不要 相似文献
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When I was very young, with my mother's influence, I fell in love with English. I liked it so much that my parents sent me to an English class when I was eight. I was young and I couldn't fit at first. The strange English words were hard for me to accept. And then, the teacher taught me the basic English-phonetic, symbols and ABC. They helped me to learn English words 相似文献
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Paul C. Burnett Linda Van Dorssen 《International journal for the advancement of counseling》2000,22(3):241-254
Thirty-five clients who received counselingparticipated in this exploratory study by completinga letter to a friend that described in as much detailas possible what they had learned from counseling. Theparticipants' written responses were analyzed using acontent analysis approach. The analysis indicated thatthe data were best categorized in terms of three broadareas of learnings (Self, Relations with Others, andthe Process of Learning and Change). The Self taxonomywas found to consist of six hierarchical levels. TheRelations with Others taxonomy consisted of fivehierarchical levels, while the Process of Learning andChange taxonomy consisted of five hierarchical levels.The results suggested that these three taxonomiesoffer a promising and exciting way to view the impactof counseling within a learning framework. If thesetaxonomies are found to be stable in future researchand clients are easily classified using the taxonomiesthen this approach may have implications forcounseling. It may well be that to maximise thelearnings counselors could use specific strategies andtechniques to enhance their clients' learning in thethree areas. 相似文献
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Erik E.J. Thoonen Peter J.C. Sleegers Thea T.D. Peetsma Frans J. Oort 《Educational studies》2011,37(3):345-360
Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn. 相似文献
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This essay is concerned with organisational learning and, in particular, policy learning. Sometimes, organisations learn; sometimes they do not. Sometimes they use their acquired knowledge, but this is, not always the case. 相似文献
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This study focuses on exploring teacher learning in terms of teachers’ professional agency embedded in the classroom. Teachers’ sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the capacity to cross the boundaries in teacher learning contributes active professional agency and, consequently to work-related well-being. Hence, the interrelations between teachers’ sense of professional agency and the burnout they experienced were also analysed. Altogether 2310 Finnish comprehensive school teachers, including primary, subject and special education teachers, completed the study survey. The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work. Moreover this requires not just self-directed and active professional practice but also learning at the boundaries and creating new professional knowledge together with students and colleagues. 相似文献
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Dissection has long been the accepted method for teaching anatomy to medical students. More recently, some educators have suggested that easier, cheaper, alternative methods are just as effective. But what do the students think? This paper aimed to identify what undergraduate medical students learn, how they cope, and what effects participating in dissection has on them as individuals. A cohort of 267 second year medical students at Otago Medical School were invited to complete three online surveys; before their first dissection laboratory class, after their first musculoskeletal system dissection and following the last semester of studying anatomy. Open‐ended questions showcasing the attitudes, beliefs, and opinions on what dissection had taught the medical students over years two and three were analyzed. A general inductive approach was used and common emergent themes were identified. In total, 194 students completed the second, and 108 students completed the third questionnaire. Students commonly conveyed dissection as an appropriate and valuable educational tool, useful for teaching and learning anatomical knowledge and relationships, appreciating the body in three‐dimension, teamwork, and how to cope with death/dead bodies. The noted effects of personal growth while participating in dissection were highly varied, but in general, impacted positively on the majority of students. This study shows that at Otago Medical School the students also believe that dissection is not only a useful tool to learn anatomy but also that it fosters teamwork, assists professional development and helps them come to terms with death and dying. Anat Sci Educ 11: 325–335. © 2017 American Association of Anatomists. 相似文献
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Edward Jack Sugden 《Educational Psychology in Practice》2013,29(4):367-382
This paper outlines a study which explored six young Looked-after Children’s perceptions of what supports them to learn. The participants were aged between eight and nine years old and lived in the UK. The study adopted semi-structured interviews and notepad diaries as research methods and Interpretative Phenomenological Analysis (IPA) as the research methodology. Three super-ordinate themes were developed, which focussed on the importance which participants placed on school as the major support for learning as summarised in the themes: a place where I am accepted; a place where I can make choices; and a place which personalises learning. A model seeking to outline the findings was generated and the implications which the research raises are discussed. Additionally, considerations for future research are outlined. 相似文献
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Fabrice Dosseville Sylvain Laborde Nicolas Scelles 《Learning and individual differences》2012,22(2):258-262
We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the addition of classical music for the experimental group. Just after the lecture, both groups had to fill out a multiple choice questionnaire (MCQ) aimed to assess their learning during the lecture. The MCQ score of the experimental group was significantly higher than that of the control group. Affect just before the exam predicted significantly the MCQ-score, however music accounted for an additional part of variance. The effect of music on academic performance is not only about affects, and further research should investigate the underlying mechanisms resulting from a change in the perception of the learning environment. 相似文献
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教学过程：1．Warming-up；（1）English Song“Hello”用班内孩子的英文名替代歌曲中的Sarah，John，Mike，营造愉悦、轻松的课堂氛围。 相似文献
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教学过程1.W arm ing-up(1)English Song“H ello”用班内孩子的英文名替代歌曲中的Sarah,John,M ike,营造愉悦、轻松的课堂氛围。(2)G reetings:H ello,dear children.I amW endy,your English teacher.I want to be yourfriend.D o you w antto be m y friend?Ifyes,clap you 相似文献