Based on the process of vision - creative ideas - action - result , incremental learning can be divided into three phases : adaptive learning , developmental learning and creative learning . accordingly , leapfrogging learning is composed of key - affair - learning , benchmarking learning , and unlearning 渐进式学习基于愿景?设想?行动?结果的流程，分为适应性学习、发展性学习和创造性学习三阶段；跨越式学习则由关键事件学习、标杆学习和忘却学习组成。
Then , give the definition of learning and unlearning by the two dimensions of organization knowledge and organization process . in detail , the concept and character of level - knowledge and meta - knowledge are descriptive firstly and then technology process and managerial process are analyzed 因此，本文从组织知识与组织流程两个维度对学习与忘却学习进行界定，首先描述了存量知识与元知识的概念和特性；然后对组织流程从技术流程和管理流程做了分析。
It is the " quality control " measure and a way of deepening the therapeutic process , not the money , means the most for the patients to unlearn maladaptive thought / behavior patterns and develop new associations and connections that lead to emotional well - being , ultimately eliminating the need for psychotherapist 译：对病人来说，最重要的是质量控制措施及加深治疗的作用，而不是金钱，以便帮助他们摆脱适应不良的思维与行为模式和发展新的能带来情绪安宁的社会关系和人际关系，并最终摆脱对心理治疗师的依赖。
They were technology paradigm shifting from analog signals to digital signals in xihu electronic co . and the shifting from dynamic frequency to fixed frequency of air condition manufacturing in haixin co . at last , by the combination of efa ( exploratory factor analysis ) and cfa ( confirmative factor analysis ) method we proposed and approved the interaction among learning , unlearning and innovationess 通过研究西湖电子从模拟技术向数字技术转变一以技术推动为主导的范式转变和海信集团以市场拉动为主导的范式转变，生产变频空调的案例说明组织在技术范式转变时期的组织学习模式。
The thesis use the qualitative analysis and quantitative analysis , normative analysis and positive analysis to endue four innovative points : the dynamic evolutionary process ; learning and unlearning interactive modes ; the definition of learning and unlearning ; the reciprocity of learning , unlearning and innovationess 最后从理论上归纳总结出技术范式转变时期组织从学习到忘却再到学习的交互模式，并对各阶段不同的组织学习特征进行了详细论述。最后，从定量的角度验证了学习，忘却学习与组织创新能力之间的相互影响关系。
