学习能力强的的英文

• fast-learned

• "学习能力"英文翻译    mentality; learning ability; ...
• "强"英文翻译    make an effort; strive
• "的"英文翻译    4次方是 The fourth power of 2 i ...
• "需要学习能力强的" 英文翻译 :    learning skills
• "学习能力强的人" 英文翻译 :    quick learner
• "学习能力强" 英文翻译 :    be a sharand a fast learner
• "灵敏、学习能力强" 英文翻译 :    be a sharp and a fast learner
• "学习能力" 英文翻译 :    academic ability; learned ability; learning ability; learning capability; learning capacity
• "迷宫学习能力" 英文翻译 :    maze learning ability
• "迷津学习能力" 英文翻译 :    mazelearning ability
• "无学习能力的" 英文翻译 :    learning-disabled
• "学习能力测验" 英文翻译 :    test of learning aptitude
• "学习能力培养" 英文翻译 :    academic power strategy
• "学习能力缺失" 英文翻译 :    deficiency of learning ability
• "表达能力强的" 英文翻译 :    articulate
• "协调能力强的" 英文翻译 :    demanding
• "盲人学习能力测验" 英文翻译 :    blind learning aptitude test
• "特异学习能力特" 英文翻译 :    specific learning ability
• "学习能力倾向测验" 英文翻译 :    sat; scholastic aptitude test
• "一般学习能力测验" 英文翻译 :    general learning ability test
• "发酵能力强的酵母" 英文翻译 :    fast-working yeast
• "希内二氏学习能力测验" 英文翻译 :    nebraska test of learning aptitude
• "新技术的快速学习能力" 英文翻译 :    quickly in learning new technology
• "学习能力评估专责小组" 英文翻译 :    academic ability assessment project board
• "高师英语专业学生自主学习能力的培养" 英文翻译 :    cultivation of autonomous learning ability for english majors

• Then the main learning algorithm of svm is presented in detail . as svm have good ability for nonlinear system approximation , in this paper , it is employed for system identification as well as its inverse model , this is the base for controller design
  其后,针对非线性系统的模型辨识及其逆模型辨识等建模问题,论文考虑将非线性逼近性能强、学习能力强的支持向量机应用于此类建模问题,以此作为控制器设计的基础。
• Self - regulated learning which is acknowleged by more teachers can make an important difference in students " future development . through many years " teaching observation and case studying , i feel students whose high self - regulated capability have a better mark than those are weak , and the former part prefers learning in a self - regulated way
  笔者通过多年的教学观察和个案调查，感受到自主学习能力强的学生，学习成绩一般要优于自主学习能力弱的学生，而前者更愿意以一种自主的方式学习；中学教师对自主学习的认知、态度、评价等因素会影响学生自主学习能力的培养和提高。