本文關(guān)鍵詞：建構(gòu)主義理論指導(dǎo)下的計(jì)算機(jī)輔助交互式翻譯教學(xué)，由筆耕文化傳播整理發(fā)布。

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心理學(xué)

計(jì)算機(jī)軟件及計(jì)算機(jī)應(yīng)用

高等教育

自動(dòng)化技術(shù)

建構(gòu)主義理論

    Computer-Assisted Interactive Teaching of Translation Based on Constructivist Theory

    建構(gòu)主義理論指導(dǎo)下的計(jì)算機(jī)輔助交互式翻譯教學(xué)

短句來(lái)源

    Social constructivist theory stresses the education of the whole person. It is believed that learners bring their own learning experiences to the learning process and they are active meaning-constructers and problem-solvers.

    社會(huì)建構(gòu)主義理論提倡全人教育,主張學(xué)生將自身經(jīng)驗(yàn)帶進(jìn)學(xué)習(xí)過(guò)程,強(qiáng)調(diào)學(xué)習(xí)者是積極的意義建構(gòu)者和問(wèn)題的解決者。

短句來(lái)源

    Accordingly, constructivist theory, a learning theory which has a mutual relationship with Computer Assisted Teaching (CAT), has been receiving more and more attention nowadays.

    以此為基礎(chǔ)，，建構(gòu)主義理論也越來(lái)越引起人們的注意。 建構(gòu)主義學(xué)習(xí)理論起源于20世紀(jì)的認(rèn)知心理學(xué)習(xí)理論，并在20世紀(jì)90年代成為計(jì)算機(jī)輔助教學(xué)和學(xué)習(xí)的理論基礎(chǔ)。

短句來(lái)源

    Guided by constructivist theory,the paper provides a framework for experimenting with the research oriented approach in Chinese language and literature teaching.

    在建構(gòu)主義理論的指導(dǎo)下 ,方案設(shè)想研究型教學(xué)模式是“學(xué)生為主體 ,教師為主導(dǎo)”。

短句來(lái)源

    Constructivist learning theory insists that learning is the knowledge construction mainly by students.

    建構(gòu)主義理論強(qiáng)調(diào)學(xué)習(xí)是以學(xué)生為主的知識(shí)建構(gòu)。

短句來(lái)源

    Teaching Effectively with the Guidance of Constructivism

    簡(jiǎn)論建構(gòu)主義理論與外語(yǔ)教學(xué)

短句來(lái)源

    Enlightenment of Constructivism to Foreign Language Teaching

    建構(gòu)主義理論與語(yǔ)言教學(xué)

短句來(lái)源

    The Application of Constructivism in Literature Quality Education on College

    談建構(gòu)主義理論在高校文學(xué)素質(zhì)教育教學(xué)實(shí)踐中的合理運(yùn)用

短句來(lái)源

    We introduce the definition of bilingual and bilingual teaching , compare the bilingual teaching status of China with of those abroad , then analyze the main factors that affect the spreading of bilingual teaching , discuss the pedagogical theories that the bilingual teaching.

    在理論研究部分,介紹了雙語(yǔ)及雙語(yǔ)教學(xué)的概念、雙語(yǔ)教學(xué)的目的和意義、國(guó)內(nèi)外雙語(yǔ)教學(xué)現(xiàn)狀的簡(jiǎn)要回顧和比較,還分析了當(dāng)前我國(guó)開(kāi)展雙語(yǔ)教學(xué)的制約因素,并分別從建構(gòu)主義理論、最近發(fā)展區(qū)理論等方面探討了雙語(yǔ)教學(xué)的教育心理學(xué)基礎(chǔ)。

短句來(lái)源

    Constructivism's Enlightment on Teaching

    試論建構(gòu)主義理論對(duì)教學(xué)的啟示

短句來(lái)源

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  constructivist theory

The paper describes the constructivist theory of comprehension, a process based on assimilation and accommodation of knowledge.

This research is framed withinsocio-constructivist theory.

The treatment approach, defined by a detailed manual, integrates elements of cognitive-behavioral skills training, constructivist theory approaches, SA relapse prevention strategies, and peer social support into a group-focused program.

But few of the assumptions of constructivist theory regarding repertoires of identities and their mutability in response to changing circumstances have been examined or even articulated.

Five second-grade classes in two schools participated in a project that was generally compatible with a constructivist theory of knowing.

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  constructivist learning theory

The first derives from constructivist learning theory, and the second from the instructional design literature.

Such current methodologies in elementary science teaching are founded on constructivist learning theory.

Constructivist learning theory is based on the assumption that learners construct knowledge as they attempt to make sense of their experiences.

Constructivist learning theory emphasizes the processes of learning rather than the content or objectives of teaching.

Constructivist Learning theory, which goes a step beyond, addresses the need to anchor learning in more realistic situations.

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This article is a comprehensive study of constructivism theory─the well-known psychological theory of education in the west and its teaching implications. The article consists of five parts: The brief introduction to the development of constructivism and its basic principles; a detailed description of constructivism viewpoints of teaching; the sum-up and analysis of the fundamental differences between constructivism teaching and traditional teaching; the focus on recommendation of main pedagogical models of...

This article is a comprehensive study of constructivism theory─the well-known psychological theory of education in the west and its teaching implications. The article consists of five parts: The brief introduction to the development of constructivism and its basic principles; a detailed description of constructivism viewpoints of teaching; the sum-up and analysis of the fundamental differences between constructivism teaching and traditional teaching; the focus on recommendation of main pedagogical models of constructivism; and then comes the final conclusion that constructivism theory serves as an important guide both in teaching theory and in teaching practice.

本文是關(guān)于西方教育心理學(xué)的流行教學(xué)理論———建構(gòu)主義理論的綜述性研究并探討該理論對(duì)教學(xué)的啟示。文章共由五部分構(gòu)成 :第一部分簡(jiǎn)要介紹建構(gòu)主義理論的發(fā)展脈絡(luò)及其基本觀點(diǎn) ;第二部分較詳細(xì)地說(shuō)明建構(gòu)主義理論的主要教學(xué)觀 ;第三部分歸納和分析了建構(gòu)主義教學(xué)觀與傳統(tǒng)教學(xué)觀的根本區(qū)別 ;第四部分重點(diǎn)推薦建構(gòu)主義的幾種主要教學(xué)模式。通過(guò)討論 ,文章在第五部分揭示了建構(gòu)主義理論在教學(xué)理論和教學(xué)實(shí)踐中的重要指導(dǎo)作用。

It is argued that the Internet has a great influence on second language acquisition (SLA). It can provide infinite possibilities for comprehensible input and meaningful interaction in authentic situations. Above all, it is assumed to offer the possibility of a more constructivist and student-centered learning environment. The present paper starts with an overview of constructivism as a theory of learning, and links this theory to SLA in general and, more specifically to the opportunities for language learning...

It is argued that the Internet has a great influence on second language acquisition (SLA). It can provide infinite possibilities for comprehensible input and meaningful interaction in authentic situations. Above all, it is assumed to offer the possibility of a more constructivist and student-centered learning environment. The present paper starts with an overview of constructivism as a theory of learning, and links this theory to SLA in general and, more specifically to the opportunities for language learning made available through the Internet. The application of the Internet in classroom language learning, its benefits and concerns pertaining to the Internet and SLA are also addressed in the paper.

因特網(wǎng)技術(shù)的出現(xiàn)已經(jīng)而且將來(lái)會(huì)更加對(duì)第二語(yǔ)言習(xí)得產(chǎn)生最為深遠(yuǎn)的影響。這是因?yàn)橐蛱鼐W(wǎng)為可理解的語(yǔ)言輸入和在真實(shí)語(yǔ)境中與說(shuō)本族語(yǔ)的人進(jìn)行有意義的交流提供了無(wú)限的可能性。此外 ,它還提供了一個(gè)更符合結(jié)構(gòu)主義教學(xué)理念的、更以學(xué)生為中心的學(xué)習(xí)環(huán)境。本文首先從總體上介紹作為一種學(xué)習(xí)理論的建構(gòu)主義 ,然后把建構(gòu)主義理論和第二語(yǔ)言習(xí)得總體上加以聯(lián)系 ,之后又具體地聯(lián)系到因特網(wǎng)為語(yǔ)言學(xué)習(xí)提供的各種可能的機(jī)會(huì)上。本文還論述了因特網(wǎng)在課堂語(yǔ)言教學(xué)中的應(yīng)用、其優(yōu)勢(shì)以及因特網(wǎng)用于第二語(yǔ)言學(xué)習(xí)中的關(guān)切問(wèn)題

Guided by constructivist theory,the paper provides a framework for experimenting with the research oriented approach in Chinese language and literature teaching.In the framework, a "student centered, teacher guided" class is put forward first as the experimental class mode of the approach.Then,the three objectives of the experiment (imparting theoretical knowledge,developing creative ability and searching for teaching methods),the experiment plan,the necessities,and the means of assessment are suggested.Finally,seven...

Guided by constructivist theory,the paper provides a framework for experimenting with the research oriented approach in Chinese language and literature teaching.In the framework, a "student centered, teacher guided" class is put forward first as the experimental class mode of the approach.Then,the three objectives of the experiment (imparting theoretical knowledge,developing creative ability and searching for teaching methods),the experiment plan,the necessities,and the means of assessment are suggested.Finally,seven types of relationships such as the relationship between center and guide,the relationship between lessons and projects,and so on,which must be handled properly in the experiment,are discussed.

在建構(gòu)主義理論的指導(dǎo)下 ,方案設(shè)想研究型教學(xué)模式是“學(xué)生為主體 ,教師為主導(dǎo)”。文章提出了理論知識(shí)教學(xué)、創(chuàng)新能力培養(yǎng)和研究型教學(xué)論三個(gè)層面的試驗(yàn)?zāi)繕?biāo) ,制訂了試驗(yàn)計(jì)劃、試驗(yàn)要件、檢測(cè)評(píng)估等操作規(guī)程 ,辯證地論述了主體與主導(dǎo)、課題與課程等 7種關(guān)系。

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  本文關(guān)鍵詞：建構(gòu)主義理論指導(dǎo)下的計(jì)算機(jī)輔助交互式翻譯教學(xué)，由筆耕文化傳播整理發(fā)布。