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简介：Thepurposeofthisstudywastounderstandtheeffectofimplementingmultipleintelligence(MI)-basedinstructiononthesciencelearningmotivationandlearningachievementof7thgradejuniorhighstudents.Thisquasi-experimentalresearchstudyutilizedquestionnairesandtestsofsciencelearningmotivationandlearningachievement,andexaminedcollecteddatathroughuseofthestatisticalpackageforthesocialsciences(SPSS).Ananalysisofcovariance(ANCOVA)andat-testwereperformedinordertoexplorethedifferencesbetweenthesciencelearningmotivationsandlearningachievementsoftheexperimentalgroup(N=39),whoweresubjectedtoteachingbasedonMItheory,andthecontrolgroup(N=36),whoweresubjectedtotraditionallectures.Theresultsofthestudyshowthat,afterimplementingMI-basedinstruction,thestudentsintheexperimentalgroupsignificantlyoutperformedthoseinthecontrolgroupintermsofsciencelearningmotivation,sciencelearningvalue,andactivelearningstrategies,whilethestudentswithlowlearningachievementshowinganimprovementintheirlearningattitudethatallowedthemtodevelopapositivelearningattitudetowardbiologyclassesandraisedtheirclassparticipationandpreferenceforbiologyclasses.

简介：“Forcedlearning”referstothefactinChinathatsomestudentsareforcedtolearnbyparentsandteachers,regardlessoftheirownwishes.Sometimes,someparentsandteachersevenforcestudentstolearnthroughdisciplinaryactions.Specifically,studentsareimposedinthefollowingfouraspectsbyparentsandteachers:learningtime,learningcontents,learningfrequency,andlearningdifficulty,soitcausedbadconsequencesthatsomestudents’studytooktoomuchtime,coveredexcesscontents,isrepeatedtoomuchandistoodifficult.“Forcinglearning”destroyedthenatureofstudents,overdrewstudents’potential,andharmedstudents’physicalandmentalhealth.Inordertochangethisexistingsituationof“forcedlearning”,parentsandteachersshouldclarifythenatureofknowledgeandbroadenthewaystudentsacquireknowledge,activatestudents’innerstudymotive,andguidethemtolearnconsciouslyandactively,createaharmoniouseducationalenvironment,andmakefulluseofstudents’“children”nature;parentsandteachersstrengthencooperationtogivestudentsscientificguidanceonpsychology,emotion,andlearning.

简介：Howtoletthespecialstubborndestructivecultbelieversrelievethedestructivecult’sspiritualcontrolandtobreakawayfromthedestructivecultisamajorproblemfacedbypeopleallovertheworldwhoaredevotingthemselvestotreatingthedestructivecultbelievers.Experienceshowsthattheuseofthe“latentlearningmethod”canachievegoodresults.Thearticleexpoundsthreepsychologicaltheoriesbasedonthislaw,includesthebehavioristpsychologist,Tolman’slatentlearningtheory,Bandura’sindirectlearningtheory,andphysiologicalpsychologistPenfield’ssurgicaldiscoverythatallthingsperceivedinthebrainarestoredinthebrain.Thisarticlealsointroducesthespecificoperationandapplicationofla

简介：Learningstyleisdefinedasone’snatural,habitual,andpreferredwaysofabsorbing,processingandretainingnewinformationandskills.Inlanguagelearningprocess,learners’learningstylemayhelporhinderthemasteryofnewlanguage.Basedontheinfluentialpower,learningstyleshouldbecarefullynoticedinthewayofstrategytraining.ThispaperfocusesontheEnglishwritingstrategytrainingandaimstoputforwardsomesuggestions,puttingtheinfluenceoflearningstyleataprominentposition.

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简介：BasedontheresearchofChinaandabroad,thisthesiscarriedonanempiricalstudyon272EnglishmajorsusingtheinstrumentofquestionnairesandgainedsomeimportantfindingsthatEnglishmajors’BeliefsaboutTranslationandTheirUseofChineseTranslationasalearningarecloselyrelatedwitheachotherwhichprovedthefindingsofPosenLiao.

简介：Withthepopularizationofe-learning,LearningSupportSystem(LSS)isplayinganincreasinglyimportantroleinteachingandthereformofeducation.Althoughpureresource-basedLSSisprevailed,itcannotmeettheneedsoflearningsupportintheeraofbigdataandmassiveresources.BasedontheteachingpracticeofLSSsupportingcomputercoursesinrecent10years,andcombinedwiththeexperienceofoptimizingLSSyearbyyear,theintelligentLSSdesignwithknowledgestructureasthemainbodyisproposed.AndtheLSSisoptimizedfromfiveaspects,includingmicro-resourcepackagestructureorientedtoknowledgepoints,knowledgestructuralreorganizationofthelearningresources,monitorandfeedbacklearningbehaviorguidedbyvisualtheoryoflearningprogress,resourcesrecommendationbasedonthestudyprogressandtheknowledgestructure,andreusinghigh-qualitydiscussionpostsandquestions.Teachingpracticehasprovedthatthestructureddesignofresourcepackagecanencourageimagination.Learningmonitoringandfeedbackmechanismcanmaintainmotivationandimproveself-efficacy.Learningresourcerecommendationstrategyplaysasignificantroleinhelpingstudentsfocusonlearningcontentandimproveefficiency.Highqualitypostisconducivetostudents’deeplearning.

简介：我们知道MP3、iPhone3,那这个M3是什么天外来物?哈哈,告诉你吧,M3取自德语单词Mathematik(数学)、Musik(音乐)、Malerei(绘画)中的3个首字母M。这是一场由德国顶尖数学家MatthiasKreck带来的头脑风暴,结合了音乐演奏、数学演算、绘画讲演,是兰溪市外国语小学"缤纷课堂节"中的绚烂一课。

简介：本单元知识网络同步讲解SectionA1.usingthecomputer使用电脑usev.使用;运用Asastudent,youshouldlearnhowtouseadictionary.作为学生,你应该学会如何使用词典。拓展(1)use与for或as连用,构成短语use...for,意为'用来做……;为了……而使用',use...as意为'作为……使

简介：Thepurposeofthisstudyistoexaminetheimpactofonlinesocialcapitalonknowledgeacquisition,andthereby,improvetheprocessofentrepreneuriallearningforyoungsters.Theresearchersofferhypothesestoshedlightontheinterrelationshipsamongcriticalcomponentsofsocialcapitaltheoryandknowledgeacquisitiontowardstheenhancementofentrepreneuriallearning.Thestudyalsohighlightstheroleoftrustasamoderatorwhichlinkstheotheraspectsofsocialcapitalwithknowledgeacquisition.Thehypothesesweretestedusingdatacollectedfromonlinegroupsbasedonthemotiveofentrepreneurialcultureandstudentlearning.Thestudyfindingsidentifiedasignificantpositiverelationshipsbetweensocialinteractionandknowledgeacquisition,betweensharedvisionandknowledgeacquisition,andalsobetweenknowledgeacquisitionandentrepreneuriallearning,confirmingourhypothesisthatsocialcapitalaffectsknowledgeacquisitionanditspracticealapplicationtostudentlearning.Furthermore,trustasamoderatordiminishedthepositiverelationshipsbetweensocialinteractionandknowledgeacquisitionandalsobetweensharedvisionandknowledgeacquisition.WiththeemerginguseofWeb-basedtechnologies,thisresearchcanbevaluabletoexplainhowdifferentfacetsofonlinesocialcapitalcanfosterlearningeffectivenessforyoungentrepreneursinmultiplesocialsettings.Thefindingsalsoprovidesignificantimplicationsfororganizationsandsocialnetworkstobetterunderstandtheaspectsoftrustrepairwhichcouldbehelpfultoenhancecollectivelearning.

简介：Thisstudyaimstoinvestigateplumbingdoityourself(DIY)materialsfordevelopmentandpracticalissuesinatownshipofSouthernTaiwanandtoexploretheteachingprocessinvolvedforadultstudentplumbingcourses.Furthermore,innovativeteachingstrategieshavebeenassessedaswell.Theresearchwasbasedonthelearningprogressof22adultstudentstakingplumbingDIYcourses,heldbyPingtungTownshipPublicLibrary.Aftereightweeksofcoursework,satisfactionquestionnairesandopen-endedquestionswereusedtoexploretheirsatisfaction.Thestudyfindingsaccountforvariousarrangementsoftheworkshop,theteachingprocesses,andrelatedstrategies.Theplumbingcoursesincluderepairandreplacementoflights,switchsockets,simpleunclogging,etc.Throughillustration,demonstration,hands-onoperation,andinteractivemedia,adultstudents’learningandinterestswereimproved.Thecourseandmaterialswerehighlypraisedbyadultstudents;theyallplannedtotakeadvancedcoursesinthenearfuture.

简介：对H.S.Wall提出基于运算提升的超群作了进一步的研究：首先定义了子核的概念;然后利用子核在超群上建立等价关系,得到等价类;最后通过陪集分解,解决了M型超群的分类问题。

简介：Thispaperfirstintroducesthefundamentalstepsof“TheWorldCafé”(TWC)anditsrelationshipwithhumanresourcestraininginbanks.Afterthat,acoupleofTWCtrainingcasesforthemiddleandthejuniormanagementinbankswillbediscussed.Next,thebettermentanalysisofimprovementsonTWCinhumanresourcestraininginbankswillbecarriedout.Lastly,thelimitationsandthefutureprospectsofTWCwillbeexplored.

简介：ThisresearchinvestigatesChineseEnglishasaforeignlanguage(EFL)learners’oralEnglishcommunicationstrategies(CSs)andoralEnglishlearningstrategieswhenstudyinginanEnglishspeakingcontext.Forthispurpose,theresearcherconductedsemi-structuredinterviewswithfourChineseEFLlearnerswhoarestudyingintheUKwithdifferentEnglishproficiencies,analysedtheirstrategiesoforalEnglishlearningandcommunication,andcomparedchangesinstrategiesduringoneyearofstudyingabroad.Itshowedthat,whenconfrontedwithdifficultiesinoralEnglishlearning,participantsusuallyemployedaffectivestrategiestoadapttothenewlearningenvironment.Andlearnersfromdifferentlevelshavedifferentperformancesinmeta-cognitivelearningstrategiesuse.Inaddition,theEnglishspeakingcontextmadesomedifferencestolearners’learning.WhenitcomestoCSs,ontheonehand,strategies,suchasnegotiationformeaning,andsoon,wereshownasbeingprimarilyusedbyparticipants,eventhoughparticipantsfromdifferentlevelsmighthavesomedifferencestosomeextent.Ontheotherhand,strategieslikelessactivelistener,andsoon,wererelativelylessemployedbyparticipants.TheseresultswouldprobablyhelplearnersandteachersunderstandoralEnglishlearningandteachinginnativecontextsbetter.

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简介：重点知识园地重点单词1.cookn.厨师v.烹饪;煮Theonionsmadethecook’seyeswater.洋葱头刺激得厨师两眼流泪。Hecookedlunchforme.他给我做的午餐。拓展(1)cookingn.烹饪;烹调(2)cookern.厨灶,炉具2.violinistn.小提琴手Rose’sfatherisaviolinist.罗斯的父亲是一位小提琴手。-ist:名词后缀,表示专家或从事某活动的人。

简介：Specialeducationisachallengingareaofeducation,astraditionalinstructionstrategiesneedtobeappropriatelyadjustedtomatchtheindividuals’needsresultingfromvarioustypesoflearningandotherdisabilities(LD).Amongarangeofsubjects,thepaperfocusesonscienceeducationforLDstudentsanditelaboratesontwogroupsofadaptationsfrequentlydiscussedintheliterature,whichinvolvematerialsalternativetotextbook.Wehavecarriedoutaliteraturereviewbyusingapoolofreviewarticlesfromthe“BibliographyObservatory”databasedevelopedbytheUniversityofThessaly,Greece.Wehereinpresentthesumoftheresearchactivityprimarilyfromthepastdecades(post1980s),pertainingtotechnologyassistedadaptationsandhands-onactivities/laboratoryinstruction.ThisanalysishasshownthatthereisanincreasingresearchinterestinsuchadaptationsbothchronologicallyandmostimportantlyprovidesevidenceoftheadvantagestheseadaptationsoffertoLDstudents.

简介：重点知识园地重点单词1.bothadj.&pron.两个;两个都Boththeanswersareright.两个答案都对。BothofthemareinterestedinEnglish.他们两个都对英语感兴趣。可构成both...and...结构,意为'不仅……而且……'。可连接两个并列的成分,若连接两个并列的主语。