例句與造句

1. Problem solving activity teaching : creating the real life problem situation collecting and consulting making solving plan implementing plan summarizing and evaluating
   0軟件進行分析。實驗結果如下： 1 、活動教學提高了學生學習生物的興趣水平。
2. Support so production supervisor in daily operation by timely checking and analysing outcomes and finding solutions in problem situation , co - ordinating with all supporitng function dept
   配合生產主管及相關部門的日常工作,及時反饋信息,協助問題的調查與分析研究
3. As a software solution grows in complexity , it becomes more and more difficult to determine the root cause of any non - trivial problem situation and to address it
   隨著軟件解決方案的復雜性不斷增長，要想判斷一個稍微重要一點的問題情況的根本原因并解決它變得越來越困難。
4. 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
   促進和遷移把學習者放在一個遷移的情形下,可能會讓學習者回憶起相關的課程
5. The model of teaching includes five processes : problem situation ; inquiry experiment ; expression and exchange ; induction and guess ; analysis and testing
   創設一個以“學”為中心的“探究學習”情境，其具體操作程序主要包括五個環節：問題情境，探究實驗，表達交流，歸納猜想，分析驗證。
6. It's difficult to find problem situation in a sentence. 用problem situation造句挺難的
7. 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
   促進記憶和學習遷移：給學習者呈現一個真實的問題情境，提供實操練習。將學習者帶入整個遷移情境中，促使他們對所學的課程知識進行反思的分析。
8. The teachers are required to create true problem situation and make the students to make a semantic structure of knowledge in the form of " main part participating " , " companions helping each other " , etc . in the teaching of new chemistry course
   摘要化學新課程要求教師在教學中要創設真實問題情境，通過主體參與、同伴互助等形式使學生對知識進行意義建構。
9. Experiencing activity teaching : creating the experiencing situation students " autonomous experience discussing and communicating evaluating . 2 . exploring activity teaching : creating the problem situation making exploring plan implementing exploration evaluating
   本研究以岳陽師范2001級302班作為實驗班，實施活動教學， 301班作為對照班，實施傳統教學。
10. Finally , in good problem situation , middle school students could enhance then problem solving ability by the methods of optimizing cognitive structure , increasing tactics , developing metacognitive ability and correcting mathematical attitude
    最后，中學生可以在良好的問題情境中，通過優化認知結構、加強策略性知識，培養元認知能力、端正數學態度等到方式來提高數學問題解決能力。
11. 6 . practice of integrating information technology into geometry curriculum can be taken by creating problem situation with figures . . showing rules by dynamic , figures , creating environment that will push discovery and letting students do mathematics experiments . 7
    6 、信息技術與幾何課程整合的教改實踐可以通過用圖形創設問題情境、運用動態圖形表現規律、創建促進發現的環境以及讓學生自己動手做數學實驗等幾種途徑來實行。
12. The third section : the teaching strategies of problem - solving the teaching strategies of problem - solving , proposed in the study are : ( 1 ) innovating problem situations ; ( 2 ) independent exploration ; ( 3 ) exchange and discussion ; ( 4 ) induce and deduce
    第三部分：數學問題解決的教學策略在對上述理論認識的基礎上，提出了數學問題解決教學的四條策略： ( 1 )創設問題情景的策略； ( 2 )引導學生獨立探索的策略； ( 3 )組織學生交流討論的策略； ( 4 )指導學生反思評價的策略。
13. In order to probe the effects of spbi on students " mathematical cognition , this study focused on two instruction experiment ( part iii ) , one was . called unit - theme - situation experiment which created problem situation according to a unit theme ; the other one was called mini - situation experiment which created problem situation according to individual class . the following hypotheses were examined : 1 . students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing problem - posing
    為了驗證上述假設，檢驗spbi實驗的效果，我們開發了一種評估工具，稱為認知評估工具( cai ) ，并針對不同的實驗內容分別設計了兩個作業： “作業一( task ) ”用于檢查“單元情境問題教學”的效果， “作業二( task ) ”用于檢查“微情境問題教學”的效果。
14. By using cognitive science , thinking theory , constructive learning and teaching theory , this paper analyses the education character and function of mpstm that is arousing students ' driving , educating their creativity , creating flexible knowlege structure , developing their higher order thinking skills and fostering their ability of communication and collaboration . at the same time , this paper put forward three phases of mpstms conduction that is posing problem through problem situation , solving problem through their cooperation and exploration and fostering their abffity of reflective thinking through installing teaching activity
    借助認知科學、思維理論、建構主義學習理論和現代數學教學理論分析了數學問題解決教學方法的特征；具體闡述了數學問題解決教學方法的教育功能：調動學生學習的主動性、培養學生的創造能力、建構靈活的知識結構，發展學生的高層次思維、培養學生的交流、合作能力；提出了數學問題解決教學方法實施的三個階段：設置問題情景，引導學生提出問題；通過學生合作、探索、解決問題；巧設教學活動，培養學生反思能力。