situated cognition造句

• situated cognition and learning described the activities based situation, legitimate peripheral participation and communities of practice
  它强调基于情境的行动、合法的边缘参与和实践共同体的建构等。
• Based on situated cognition and learning, the author and researchers and teachers in the practice design the exemplary applications-project-based inquiry learning on the web site and activities
  研究者希望通过实践的开展，深化情境认知与学习理论应用于实践的认识，推动网络主题探究学习的开展。
• According as the viewpoint of situated cognition and constructivism about knowledge and learning, it discusses and expounds emphatically operational principle, teaching design and teaching pattern of situated teaching and so on
  并着重从化学情境教学的操作原则、教学设计、基本模式等几个方面进行了探索研究。
• Based on " situated cognition ", this paper gives designs for extracurricular english activities and also points out the necessity of autonomous e-learning and participating in english activities
  现基于“情境认知”理论提出了英语第二课堂的具体设计，指出为了强化认知、加快习得，应该开展有效的自主性网络学习和英语课外活动。
• Chapter two gives an introduction of the research and practice of the two advanced and universally-accepted international teaching models, that is anchored instruction and cognitive apprenticeship, on the basis of the perspective of the situated cognition and learning
  第二部分介绍了国外最为成熟而且被普遍接受的两种基于情境认知与学习理论的教学模式?抛锚式教学模式和认知学徒模式的研究与实施情况。
• Since nineteen eighties, the perspective of situated cognition and learning has become a theory based on the metaphor that knowledge is constructed, which can provide meaningful learning and promote the application of knowledge into real situation . it has proved to be the main trend of current theoretical research
  自二十世纪80年代以来，情境认知与学习理论正成为一种基于“学习是知识的建构”隐喻，能提供有意义学习，并促进知识向真实生活情境转化的重要学习理论，并成为当前学习理论领域研究的主流。
• situated cognition or learning focuses on learning knowledge or skills in authentic situations; it also stresses the cooperative study helps not only to internalize and deposit the information, but also motivate the positive affects and strengthen the motivation
  摘要语言学习的“情境认知”理论强调学习者在真实或近乎真实的现实情境中，通过语言实践活动获得知识与技能；着力突出学习者在真实情景下的协作，不仅有利于知识的内化与信息的转化和储存，还激发了学习者积极情感，强化学习的动机。
• Due to the fact that the perspective of the situated cognition and learning is a brand-new theory, chapter one gives a general discussion from the following five aspects : the background of the theory, the dividing lines of five main definitions, the main contents of the theory, the orbit of its historical progress, and the relation between the constructivism and the situated cognition and learning
  论文共分为七个部分，第一部分从情境认知与学习理论提出的背景、几个主要名词的界定、理论的主要内容、历史发展轨迹、和建构主义的关系等五个方面对情境认识与学习理论进行了全面的概述。
• Due to the fact that the perspective of the situated cognition and learning is a brand-new theory, chapter one gives a general discussion from the following five aspects : the background of the theory, the dividing lines of five main definitions, the main contents of the theory, the orbit of its historical progress, and the relation between the constructivism and the situated cognition and learning
  论文共分为七个部分，第一部分从情境认知与学习理论提出的背景、几个主要名词的界定、理论的主要内容、历史发展轨迹、和建构主义的关系等五个方面对情境认识与学习理论进行了全面的概述。
• Based on the advanced theories such as situated cognition theory and constructivism learning theory, applying a variety of technologies, especially artificial intelligence, this thesis designs and develops a web-based intelligent tutoring system called gout-its . the mission of the system is to assist the instruction of diagnosis and treatment of gout
  本论文在情境认知理论、建构主义学习理论等先进教学理论的指导下，综合运用多种技术、尤其是人工智能技术的支持，设计和开发了一个用于辅助痛风临床诊治教学的网上智能教学系统??gout-its。
• The author analyze the situation about project-based inquiry learning on the web, and give the different types of the learning on the web . in the comparative research about situated cognition and learning, the author give traditional instruction online characteristics, such as teacher talk exceeds student talk, instruction occurs frequently with the whole class
  网络主题探究学习是以网络作为交流平台、资源平台、认知工具，按照主题式组织学习活动，以探究性学习为主要指导思想，着重发展学习者综合能力，使学习者能够主动学习、关注真实社会的问题的一种学习形式。
• The paper has three parts : first, the author explains the implication of situated teaching from the aspects of situation as well as situation teaching . and then the author explains the relevant theoretical supports such as constructivism study theories, situated cognition and study . also the research based on situation at home and abroad is introduced
  论文分为三个部分，第一部分从情境、情境教学两个角度论述了情境教学的内涵；阐述了建构主义学习理论、情境认知与学习理论等情境教学借鉴的理论依据；并概括介绍了国内外基于情境的教学研究。