英语翻译As stated by Lebow and Wager (1994):°When authentic acti
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英语翻译
As stated by Lebow and Wager (1994):°When authentic activity is the model for ppropriate learning activity,the perceptions of the learner and the affordances of the environment represent an integral and inseparable context of learner/environment° (p.241).The Cognition and Technology Group at Vanderbilt (1990b) describe authentic activities as °generative° because the completion of the task requires the students to generate other problems to be solved.They draw a distinction between these authentic tasks and simple word problems that already define the problem,such as:°If you travel 150 kilometers at 90 kph,how long will the journey take?°Compare this simple problem with one described by Reeves and Laffey (1999) in an undergraduate engineering course where the students° task is to plan a mission to Mars,encompassing the design a research station there as well as the creation of a renewable power source to sustain life once a station is established.Such activities guide learning in entire courses of study.They are not provided simply to enable students to practice skills taught in more didactic,content-focused ways.They are integral to the way students approach and study the course,and provide meaning to complex curricula.
As stated by Lebow and Wager (1994):°When authentic activity is the model for ppropriate learning activity,the perceptions of the learner and the affordances of the environment represent an integral and inseparable context of learner/environment° (p.241).The Cognition and Technology Group at Vanderbilt (1990b) describe authentic activities as °generative° because the completion of the task requires the students to generate other problems to be solved.They draw a distinction between these authentic tasks and simple word problems that already define the problem,such as:°If you travel 150 kilometers at 90 kph,how long will the journey take?°Compare this simple problem with one described by Reeves and Laffey (1999) in an undergraduate engineering course where the students° task is to plan a mission to Mars,encompassing the design a research station there as well as the creation of a renewable power source to sustain life once a station is established.Such activities guide learning in entire courses of study.They are not provided simply to enable students to practice skills taught in more didactic,content-focused ways.They are integral to the way students approach and study the course,and provide meaning to complex curricula.
正如莱博和下注(1994)指出:°当真实的活动是为适当学习活动模式,学习者的观念和环境的启示代表一个不可分割的背景下学习者/环境°(第241页).科技集团的认识和范德比尔特正如莱博和下注(1994)指出:°当真实的活动是为适当学习活动模式,学习者的观念和环境的启示代表一个不可分割的背景下学习者/环境°(第241页).科技集团的认识和范德比尔特(1990b)描述真实的活动是°生成·因为任务的完成需要学生产生其他问题有待解决.他们之间的这些画一个真实的任务和简单的文字问题已经确定,如问题,区分:·如果您的旅行在90公里150公里,车程多久采取°比较与Reeves和拉菲介绍一此简单的问题? (1999年)在工程本科课程,学生们的任务是对火星上计划的使命,涵盖了设计有一个研究站,以及一个可再生能源来维持生命源创造一次站成立.这些活动引导整个研究课程的学习.他们不是简单地启用以提供更多的教学内容为重点的方式教导学生的实践技能.他们是不可分割的方式方法和学生学习的课程,并提供复杂的课程意义.
嘎嘎....真...无语
嘎嘎....真...无语
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