1) surface motive
浅层学习动机
1.
The results evidenced: (1) transferring style rather than shaping style or traveling style was confirmed to most easily induce surface motive and surface strategy; and (2) the more teachers employed traveling style, the less students studi.
近几年的研究表明浅层学习方法在本科生中非常普遍,该研究从教—学过程的整体入手,运用结构方程模型(SEM)分析了教学方式、学生年级、学生浅层学习动机和策略、学生学习表现及满意度之间的因果关系。
2) surface learning
浅层学习
1.
Nowadays, many learners haven’t get a substantive effect in the informationize environment, They regard the information technology as a tool which appears information, they are in surface learning when they learn with information technology.
当前信息化环境下,许多学习者的学习效果并未得到实质性的提高,他们大多把信息技术作为呈现信息的工具,利用信息技术进行学习时也只是处于浅层学习的状态。
3) intrinsic motivation
深层学习动机
1.
However, many current English learners merely pursue temporary profits and lack intrinsic motivation and interest, resulting in the impossibility that they would afford enough time and lasting efforts to improve their comprehensive language competence and master English.
笔者针对这一情况提出了在EFL教学和学习中以文化导入为切入点来提高学生的学习兴趣和深层学习动机,进而提高学生的综合语言能力,同时探讨了语言教学中导入文化的范畴、原则和具体策略。
2.
A total of 100 English majors ranging in age from 17 to 22 years were assessed on measures of such controllable factors as intrinsic and extrinsic motivation for second language learning,interest,and positive affect Juniors reported higher levels of intrinsic motivation than did freshmen.
本研究对英语专业一年级和三年级共计100名、年龄跨度为17~22岁的学生在二语学习过程中情感因素和动机因素进行了对比,对他们的深层学习动机、表层学习动机、学习兴趣和积极的学习情感等可控因素进行了检测。
4) surface/deep learning approach
浅(深)层学习途径
5) surface learning approach
浅层学习方法
1.
In recent years, it is common compliant that undergraduates used to study in universities with surface learning approach.
近几年的研究表明浅层学习方法在本科生中非常普遍,该研究从教—学过程的整体入手,运用结构方程模型(SEM)分析了教学方式、学生年级、学生浅层学习动机和策略、学生学习表现及满意度之间的因果关系。
6) surface strategy
浅层学习策略
1.
The results evidenced: (1) transferring style rather than shaping style or traveling style was confirmed to most easily induce surface motive and surface strategy; and (2) the more teachers employed traveling style, the less students studi.
研究证明灌输式教学方式最容易导致浅层学习动机和策略,而引导式教学方式不会使学生采用浅层学习策略;在年级、教学方式和浅层学习动机中,浅层学习动机是导致浅层学习策略的首要因素;同时浅层学习策略导致了差的学习表现。
补充资料：间接远景性学习动机
间接远景性学习动机
indirect distant prospect learning motivation
间接远景性学习动机(indirect distantProsPect learning motivation)与学习活动本身没有直接联系而与学习的社会意义或个人未来的长远目标相联系的学习动机。如以振兴中华、实现祖国“四化”为学习动力，或以个人未来的出路为学习志向，都属于间接的远景性学习动机。这类学习动机反映了社会、学校教育或家庭对学习者在学习上的要求，与学习者对学习意义的认识、有无远大志向以及他们的人生观和世界观的性质有极为密切的关系。这是一种比较深刻的、稳定的、持久的学习动机，不易为情境中的偶然因素所动摇。 (成立夫撰匪巫…国审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条