learning outcome中文是什么意思

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中文翻译
造句

学习结果

learning n. 学，学习；学问，学识；专门知识。 good at ...
outcome n. 1.结果；成果；后果。 2.【理】输出口；〔比喻〕 ...
s learning outcome variety 加涅的学习结果种类
outcome n. 1.结果；成果；后果。 2.【理】输出口；〔比喻〕出路。 The outcome of a war is decided by the people. 决定战争胜败的是人民。
learning n. 学，学习；学问，学识；专门知识。 good at learning 善于学习。 a man of learning 学者。 New learning 新学问，新科学〔尤指十六世纪在英国传播的宗教改革学说及用希伯来文及希腊文对于《圣经》的考证研究〕。
learning to be 做人; 学会生存
learning with it 学习有关问题
actual outcome 实际结果被测对象在特定的条件下实际产生的结果。
affective outcome 情感的成果
avert the outcome 避免后果
binary outcome 二元结果
branch outcome 分支结果
clinical outcome 临床结果
cognitive outcome 认知结果
concrete outcome 具体结果
condition outcome 条件结果条件为真为假的评价。
conditional outcome 条件结果
contradictory outcome 矛盾结果
decision outcome 判定结果一个判定的结果，决定控制流走哪条路径。
equality of outcome 结果平等
equivocal outcome 未定结局
evaluation outcome 评鉴成果
expected outcome 期待结果; 期望结果
final outcome 最后结局
inevitable outcome 必然归宿

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例句与用法

The adoption of these resources and activities alone may not achieve real gains in learning outcome and changes in learning practices , and may even become burdensome and meaningless
然而单单采用这些内容及形式不一定能真正提升学习成果，甚至可能变成没意义的负担。
The concept of student learning outcomes is introduced into the specifications , and the objectives , teaching and learning methods , and assessment methods of the program are formulated according to the learning outcomes
在计划中引入学生学习产出的概念，由此出发制订培养目标、教学方法和学生评价方法。
The study suggests that the application of video - recording related instruction as teaching aid has its positive effect and influence on the enhancement of learning outcome in oral activities for big efl teaching settings
本研究发现实施录影辅助教学于大班制英语教学情境之口说活动中对增强学习效果有其正面之影响。
The outcomes from teacher ' s anticipation still need the students ' suggestions to implement . students learning outcomes on the internet should have a specific theme and students own opinions
这些仅仅是教师的想法，大家还可以提出自己的建议，把搜索到的资料，再经过整理加工，加入自己的观点就可以成为一份活动成果，注意要有明确的主题。
Fourthly , edified by gagne & merrill , i describe the learning outcomes from two dimensions , one dimension is the content , the other is the performance , and modify the content - performance matrix which be put forward by merrill
第四，中小学课程的学习结果可以按照内容维度和绩效维度建立的内容-绩效二维矩阵进行归类。第五，信息技术可以促进多课程间的整合。
The attempts are made to explore how the personality influences the second language acquisition ( sla ) with a view to discovering that the learners ' characteristics play a dominant role in determining and predicting l2 learning outcomes on proficiency / achievement / rate of acquisition
摘要主要探讨性格对第二语言习得的影响，以期揭示学习者特征在决定和预测学习者第二语言学习水平、成就及速度方面所起的作用。
Analysis and discussion are made about the results , and it is hoped that the data will help instructors develop a knowledge of learners ' learning styles and the impact of learning styles on learning outcomes so that they could guide the learners to a more effective way of language learning
并对调查结果进行分析、讨论，目的是让教师了解学生的学习风格，了解学习风格对学业成就的影响，从而帮助学生更加有效地学习英语。
The assessment in this model is not used to give grades or to satisfy the accountability demands of an external authority , but rather used to capture important learning goals and processes , and more directly , to be used as a part of instruction to support and enhance learning outcomes for students
本文以认知和社会-构建理论为框架，首先回顾了教育在新形势下的发展状况，进而指出它们对评估提出的更高要求，即把教、学与评估紧密结合起来。
The form of it has it ' s inevitability . this paper analyzes the impact to reform in k12 from it and draws the conclusions : the first , it emphasizes the composing of technology , while it in education stress on how to educate with it , it in education focus on how to realize the value of technology and stress on the application process , learning outcomes and integrating between it & curriculum
文章在研究的基础上形成如下结论：首先，现代信息技术与教育信息化是现阶段的主流资源方式所表现出来的技术构成及其价值实现方式，在中小学普及信息技术，重心应当放在技术的价值实现上，强调技术的应用过程与作用结果，重视信息技术与课程之间的整合。
Finally , on the basis of upper two parts , it summarized six characteristics of the elementary curriculum of the province of british columbia : learning outcomes are specific ; curriculum contents connect with life ; curriculum design is integrated ; curriculum resources are abundant ; curriculum implement is flexible ; curriculum assessments are standard , various and respective
第三部分是在前两部分探讨的基础上，总结出加拿大b . c省小学课程的六大特征：学习结果的明确性；课程内容的生活化；课程设计的综合化；课程资源的丰富性；课程实施的灵活性；课程评价的标准化、多样化与个别化。

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其他语种释义

learning outcomeとは意味：学習成果｛がくしゅうせいか｝

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Last modified time:Thu, 14 Aug 2025 00:29:56 GMT