学习

To sum up, in order to improve 'problem solving ability', blended Problem-Based Learning Model could be adopted, raising suitable learning models according to corresponding learning styles: Accommodator is suitable for team learning, in-group discussion platform and blog learning platform: Diverger is suitable for individual competition, guided online course, blog learning platform and Vodcast learning tool: Converger is suitable for competition, experts' forum, scenario guidance and in-group discussion platform: Assimilator is suitable for learning through Vodcast and Podcast learning tool.

最后，提出若要提升「问题解决能力」，可利用混成式问题导向学习模式；分别针对各学习风格提出适合的学习模式，适应者适合合作学习、群组讨论平台及Blog学习平台，发散者适合个别竞争、老师引导式线上课程、Blog学习平台及Vodcast学习工具，收敛者适合竞争、专家社群、情境式引导及群组讨论平台，同化者适合Vodcast及Podcast此两种学习工具来学习。

In this learning model , in the circumstance of internet , the investigative learning activity of learner is self-antimating ,self-guiding and it must have the definite cognitive inquirment and learning direction ,and it is an internet learning behavior . A learner can search for the correct starting point ,basing on self-level and the choice of study materials ,the establishment of study goal can be made by his need .In the course of study ,the learner can have a self-reconsideration, have a self-evaluation, and can expand the free space of study activity .

WBQ（Web-based Query）学习模式是基于因特网的探究式学习，在这种学习模式下，学习者在网络环境下的探究学习活动是自我驱动、自我引导的，具有明确的认知需要和学习方向，是一种内在的学习行为，学习者根据自身的水平，寻找适当的学习行为起点，学习材料的选择、学习目标的确定由学习者根据自己的学习需要而定，在学习过程中学习者进行自我反思、自我评价，真正扩大了学习者学习活动的自由空间。

The learning model of WBQ bases on the investigative internet study .In this learning model , in the circumstance of internet , the investigative learning activity of learner is self-antimating ,self-guiding and it must have the definite cognitive inquirment and learning direction ,and it is an internet learning behavior . A learner can search for the correct starting point ,basing on self-level and the choice of study materials ,the establishment of study goal can be made by his need .In the course of study ,the learner can have a self-reconsideration, have a self-evaluation, and can expand the free space of study activity .

WBQ（Web-based Query）学习模式是基于因特网的探究式学习，在这种学习模式下，学习者在环境下的探究学习活动是自我驱动、自我引导的，具有明确的认知需要和学习方向，是一种内在的学习行为，学习者根据自身的水平，寻找适当的学习行为起点，学习材料的选择、学习目标的确定由学习者根据自己的学习需要而定，在学习过程中学习者进行自我反思、自我评价，真正扩大了学习者学习活动的自由空间。

The large Chinese characters on the red spread banner above her are "to learn from Ma Yuge to give love to someone else"（"学习马宇歌把爱心献给他人"）; the other two display panels are the complimentary close and brief introduction to Ma Yuge by HuijiaSchool.

上图唯一在主席台就座、面向大家的那个小女孩，是当时就读于北京市西城区后广平小学校五年级3班的11岁该校大队组织委员马宇歌，1998年5月20日星期三，应邀课余到北京市海淀区汇佳学校，给1至12年级全校师生作题为《博爱伴我走天下》的报告，并回答大家现场提问时的情景。她头上的红色通栏横幅，写的大字是"学习马宇歌把爱心献给他人"，下面两块展板分别贴着校方对马宇歌的敬语和情况介绍。

Most of the e-learning research topics focus on metadata of learning object. These studies extract useful information from metadata, and use them to organize the LOs. However, to understand the metadata is not enough to organize the multimedia-style LO in meaningful manner. The comprehensive multimedia-style LO is especially useful for mobile learners to choose what they really demanded. In order to attack the problem, this project uses multi-agent technique to develop a personalized hyper-seamless learning environment for managing LOs comprehensibly. Following that, the proposed environment coordinates two agents: Content Reorganize Agent, and Zone Agent to provide mobile learners the efficient multimedia-style learning experience. The CRA is responsible for reorganizing the discovered critical multimedia content by analyzing learner』s behavior and the multimedia』s annotation. The ZA is designed for terminal devices to monitor the learning behavior, and it sends the collected behaviors to CRA for evaluating. Moreover, the ZAs can communicate with each other, and they can self-organize as a group for sharing learning resources. Due to the cooperation of the two agents, the learning environment can give the properly multimedia-style LO for learners without bandwidth squandering. Finally, we expect this project can construct a comprehensive multimedia-style LO map for efficient personalized seamless learning.

中文摘要大多数的数位学习研究著重於如何利用学习物件的Metadata来组织管理学习物件，然而只透过Metadata仍旧无法有效管理多媒体形态之学习物件，多媒体学习物件的内容若能被了解，则学习者能正确的选择所需的学习内容，尤其是行动学习，能正确选择行动内容不但能减少频宽的浪费，亦能有效利用行动装置有限的资源，有鉴於此，本研究计画拟利用多重代理人机制发展个人化超无缝学习环境来管理内容可被理解之多媒体形态学习物件，在超无缝学习环境中Content Reorganize Agent 与Zone Agent 这两支代理人程式负责协调作业以提供高品质之行动学习经验，其中CRA所负责的工作为分析学习行为与学习物件之注解找出多媒体关键内容来重组具备学习主题之多媒体学习内容，而ZA为安装於学习装置端的代理人程式，其负责监督学生在学习过程中产生的行为，并将该资讯传回CRA以供分析，此外ZA与ZA之间具备自我群聚组织的能力，同一群组下的ZA可彼此共享所需的学习资源，透过CRA与ZA的合作，个人化超无缝学习环境能在不浪费网路频宽的前提下，提供正确且合适的多媒体学习物件给行动学习者，最后我们预期透过本计画的执行能够建立具备内容理解能力之学习物件模型，并利用此模型提供有效率的个人化无缝学习。

Moreover the thesis analyse specificness of the new system in details:The process of Mathematics learning strategies.The colony of Mathematics learning strategies.The activities of Mathematics learning strategies.The individuality of Mathematics learning strategies.The modernnization of Mathematics learning strategies.The new system of mathematics learning cant apart from the firm theory foundation.

本文在对《标准》的总体目标及学习目标进行分析的基础上，构建了《标准》指导下的新的数学学习策略的体系，并分析了新的数学学习策略所呈现出的新的特点：——数学学习策略的过程性；——数学学习策略的群体性；——数学学习策略的活动性；——数学学习策略的个体性；——数学学习策略的现代化；构建新的数学学习策略体系离不开坚实的理论基础。

First , divide the vocabulary into 5 categories (synonymy ; antonym; homophony; homomorphism; conjugate) Second, different strategies to different categories but to make the CAI visual, interesting, and systematic. The thorough strategies carried out in the experiment are as follows: Use picture-showing to differ some synonymies ; Use movie clip to learn some antonym; Use flash cartoon to create the mini-situation of homomorphism ;Use audio equipment to learn homophony; Use specific characters and design crossword to help students memorize the conjugates.

多媒体词汇教学在实践中的具体应用策略如下：近义词学习主要采用图片直观法，文本讲练法，图示辨析法，英英连线法进行实验；反义词学习主要采取下面三种形式，结合影片片段学习反义词，学生参与反义词教学，和游戏竞赛学习；形近词学习主要采取利用动画情境联想教学，利用歌曲的Flash动画学习形近词的策略；近音词、同音词学习方式主要采取利用音频手段比较学习，利用操练的形式学习近音词；同根词学习采取多变字效学习及crossword 学习的策略。

Learning-theory has an apparent improving effect on students" learning the basic skill of table-tennis. In the comparison between tested group and compared group, an obvious difference appears; it also has a positive effect on students" learning interest, for it can make students keep more interest in learning; using learning-theory is able to improve students learning method of table-tennis. Based on the similar initial learning level of tested group and compared group, and through a one-term teaching experiment, apparent difference of learning method between tested group and compared group arrears, and the learning method of tested group is better than that of compared group.

学习理论对学生学习乒乓球的基本技术有明显的促进作用，在实验组与对照组的比较中表现出显著性差异；对学生的乒乓球学习兴趣也存在积极的影响，可以使学生保持较高的学习兴趣；学习理论应用到乒乓球教学中还可以提高和改善学生的乒乓球学习方法，在实验组与对照组学习方法基线水平无显著性差异的基础上，通过一学期的教学实验发现，实验组与对照组在学习方法上出现显著性差异，实验组的学习方法好于对照组。

This article aims to explore the basic principles and methods in writing online learning resources. It is divided into four parts. The first part introduces the characteristics and significance of online learning resources. The second part elaborates the basic principles in terms of choice, writing, organization, layout, presentation of the learning content. The third part describes how to write online learning resources including use of language, rubrics and graphics, etc. The fourth part describes the uses of the principles through a case study.

本文的目的是介绍和探讨网上学习材料撰写的基本原理和方法，文章分为四个部分：第一部分说明网上学习材料撰写的特点和重要性；第二部分阐述网上学习材料撰写的基本原理，从学习内容的编排、学习内容的撰写、学习内容的选择、学习内容的组织、学习内容的呈现五个方面进行了分析；第三部分描述网上学习材料撰写的方法，包括语言使用、动词使用、图表使用等；第四部分通过案例，描述网上学习材料撰写的原理和方法的实际应用。

The specifically used learning-theories are Thorndike"s, error-tried learning-theory Pavlov"s conditioning learning-theory, Watson"s learning-theory, Guthrie"s neighboring learning-theory, Estes"s sampling learning-theory, Skinner"s manipulating learning-theory, Wertheimer"s learning-theory, Wulf"s learning-theory, Lewin"s surroundings cognizing learning-theory, Piaget"s constructing learning-theory, Bruner"s cognizing structure learning-theory, Ausubel"s assimilating cognize learning-theory, processing information learning-theory, Tolman"s signal learning-theory, Grgne"s accumulating learning-theory, Bandura"s society learning-theory, Rogers"s learning-theory.

具体所应用的学习理论包括：桑代克试误学习理论；巴甫洛夫条件作用学习理论；华生学习理论；格思里邻近学习理论；埃斯蒂斯抽样学习理论；斯金纳操作学习理论；韦特墨学习理论；沃尔夫学习理论；勒温认知一场学习理论；皮亚杰建构学习理论；布鲁纳认知结构学习理论；奥苏贝尔认知同化学习理论；信息加工学习理论；托尔曼信号学习理论；加涅积累学习理论；班杜拉社会学习理论和罗杰斯学习理论。

The absorption and distribution of chromium were studied in ryeusing nutrient culture technique and pot experiment.

采用不同浓度K2CrO4(0，0.4，0.8和1.2 mmol/L)的Hoagland营养液处理黑麦幼苗，测定铬在黑麦体内的亚细胞分布、铬化学形态及不同部位的积累。

By analyzing theory foundation of mathematical morphology in the digital image processing, researching morphology arithmetic of the binary Image, discussing two basic forms for the least structure element: dilation and erosion.

通过分析数学形态学在图像中的理论基础，研究二值图像的形态分析算法，探讨最小结构元素的两种基本形态：膨胀和腐蚀；分析了数学形态学复杂算法的基本原理，把数学形态学的部分并行处理理念引入到家实际应用中。