| 1. | Attribution tendency for vocational college students in pe courses
高职大学生体育学习结果的归因倾向 |
| 2. | Not only taking the study result seriously , but thinking highly of the study process
(六)即重视学习结果，更重视学习过程。 |
| 3. | Applying the theory of classifying learning outcomes to improve classroom instructional design
运用学习结果分类理论改善课堂教学设计 |
| 4. | Additionally , design research focuses on more authentic , contextually dependent learning outcomes
另外，设计研究关注更真实，更情景化的学习结果。 |
| 5. | The mediated influence of on - line self - regulated learning activities on the learning outcomes in different learning situations
不同情境下临场自我调节学习活动对学习结果的中介影响 |
| 6. | Besides , we also study the goal - oriented evaluation means based on fuzzy comprehensive evaluation to the learning result in the model
此外,还研究了学习结果的基于模糊综合评判的面向目标的评价方法。 |
| 7. | But now it is not only paying attention to the result but also the study process and the change of feelings , attitude and behavior
对地理学习的评价从重结果转为既要关注学习结果，又要关注学习过程，以及情感、态度、行为的变化。 |
| 8. | Ability of problem solving is different from learning results of concepts , proposition and rules . we must specially do research on instructional design of problem solving
问题解决能力是一种区别于概念、命题、规则的学习结果，必须专门研究问题解决的教学设计。 |
| 9. | The results also reflected the fact that one model might be more suitable for some students ; whereas , the other model or a combination of both models may be more appropriate for other students
学习结果更显示两种不同复回归模式对不同学习背景的学习者有不同的意义。 |
