reception learning

Study of Meaningful Reception Learning of Political Lesson

思想政治课意义接受学习研究

The third part is of learning dimension & the integration of reception learning and inquiry learning .

第三部分，学习方式维度&接受学习和探究学习的融合。

The Study of the Relationship between Reception Learning and Inquiry Learning in Physics Instruction

物理教学中探究学习与接受学习关系的研究

On Levels of Understanding and Adoption of Reception Learning

论理解的层次性与接受学习的取向&以乘法交换律的教学为例

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）。

The study unexpectedly found that the learning style supported by Socrates is the classical ' reception learning ' .

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。

In view of the fact of high school classroom teaching , it is of great significance to integrate both reception learning and inquiry learning .

因此，从高中物理教学的实际出发，对在高中物理课堂上实施接受式学习和探究式学习的有效整合的研究具有重要的意义。

As a major learning style of students ' reception learning is of long-standing , but it has different forms and functions in different periods .

接受性学习作为学生的主要学习方式，由来已久。但是它在不同的时期有不同的表现形式和作用。

Otherwise , the learning will be meaningless . The attempt to make meaningful reception learning is associated with the construction of knowledge .

如何使接受学习成为有意义的学习，这与知识的建构问题有关；

Actually , Reception Learning in the past traditional economy cannot bring up large numbers of persons with innovative abilities highly needed in knowledge economy age .

传统经济条件下的接受性学习不可能培养出大量知识经济时代需要的创新型人才，大量创新型人才的培养需要研究性学习。

In another word , in order to make a meaningful learning , reception learning and inquiry learning must be integrated with the elements of constructivism .

即是说接受学习与探究学习要成为有意义的学习都必须融入建构的成分。

In the public course of " Modern Educational Technology ", the teacher used two ways , reception learning and inquiry learning , to teach the four classes .

采用接受式学习与探究式学习相结合的方式进行教学，在《现代教育技术》公共课中进行实施。

This article devotes itself to observe and study the historical evolution of reception learning , so as to have a objective and comprehensive knowledge of it .

本文对接受性学习的历史演变进行了考察，以求对接受性学习有一个客观、全面的认识。

Knowledge and experience , no matter acquired through reception learning or inquiry learning , must be associated with the quondam cognition framework of the corresponding individuals .

无论是接受或探究获得的知识或经验，都必须与个体原有的认知结构相联系，否则就是无意义的学习。

Reception learning and inquiry learning are two of the primary learning modes for chemistry ; especially the latter is advocated as a breakthrough point for chemistry curriculum reform .

接受学习和探究学习是现实教学实践中两种最主要的化学学习方式，尤其是探究学习已作为化学课程改革的突破口而得以倡导。

Thus , in the course of the new curriculum renovation , a trend which completely denied the meaningful reception learning and exaggerated the method of self-study appears .

因此，在本次新课程改革的理论探索和实践中，存在一种全盘否定接受学习，过分夸大自主学习的倾向。

The writer thinks senior middle school 's political lesson as a political and ethical education needs not only meaningful reception learning but should be endowed with the new time connotation .

认为高中思想政治课程作为对学生进行思想政治教育的德育课程，不但需要意义接受学习，而且还应赋予它新的时代内涵。

The basketball lessons in the experimental class are taught by means of cooperative learning , meanwhile , those in the control class are taught by means of traditional reception learning in a large class .

在实验班篮球课中运用合作学习方式进行教学，在对照班篮球课中运用传统的大班级授课制形式的接受性学习方式进行教学。

Focus on the literature searching , summarizing and analyzing of the historical evolution of reception learning and inquiry learning , the comparison between reception learning and inquiry learning , and the matching of chemistry study and learning methods . 2 .

着重对接受学习和探究学习的历史演变、接受学习和探究学习的比较、化学学习内容与学习方式的匹配进行了文献梳理、概括和分析。

In the past , Reception learning purely caused the education needs divorce from reality , while the second curriculum reform of Shanghai advocated the concept of student exploring and self-study , to improve the biological attainments and kinds of biological skills .

以往比较纯粹的接受式学习导致了教育成果与现实需求的脱节，上海市二期课改理念提倡学生进行探究性、自主性的学习方式，以提高生物学素养与各种技能。

It realizes the transfer in the modes of bilingual instruction from passive reception learning to active inquiry learning , from imparting instruction to diverse instruction , from knowledge to competence , and from single to integrated , and emphasizes students ' comprehensive development .

该方法实现了双语教学模式由被动接受学习转向主动研究学习，由灌输式教学转向多样化教学，由知识教学转向能力教学，由单一性教学转向整合性教学的创新，强调学生综合能力的发展。

According to the question of how to treat the traditional learning style in the new curriculum , The paper put forward that the meaningful reception learning manifests the learners ' main function which the new curriculum advocated , and emphasizes the active 、 constructive study requirement .

针对在新课程背景下如何看待传统学习方式的问题，笔者提出接受学习中的意义接受学习同样体现了新课程所提倡的强调学习者的主体作用，强调学习的主动性、建构性的要求。

First of all , the article makes a concrete analysis of student 's cognition in the process of instruction , puts forward it is necessary to combine reception learning and discovery learning and suggests that teacher 's organization and guidance and student 's subject learning should be united .

教学过程作为学生特殊的认识过程，需要接受型学习与发现型学习相结合，要求教师的组织领导与学生的主体性学习相统一。

A further and systematical study of this process is the important theory premise to study the morality reception in learning the curriculum of moral education deeply .

对这一入程入行深入体系的研讨与阐释是入一步研讨儿童在德育课程学习中的道德接受题目的主要理论前提。