- 学习风范
- learning: n. 学，学习；学问，学识；专门知识。 good at ...
- paradigm: n. 1.【修辞学】范例；示例。 2.【语法】(名词、动 ...
- paradigm: n. 1.【修辞学】范例；示例。 2.【语法】(名词、动词等的)词形变化表。
- blackbox paradigm: 黑箱范式
- box paradigm: 黑箱范式
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learning paradigm中文什么意思
- 学习风范
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例句与用法
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- In a society upholds life - long education , a paradigm shift from " instructional paradigm " to " learning paradigm " has taken place in the field of education
在崇尚“终身教育”的知识社会中，教育领域发生了从“教学范式”向“学习范式”的转换。 - Topics covered include : applications of rule chaining , heuristic search , logic , constraint propagation , constrained search , and other problem - solving paradigms , as well as applications of decision trees , neural nets , svms and other learning paradigms
涉及的主题包括：链式规则的应用、启发式搜索、逻辑、约束传播、约束搜索和其它问题解决范例，另外还有决策树的应用、神经网络、向量机（ svm ）以及其它学习范例。 - Topics covered include : applications of rule chaining , heuristic search , logic , constraint propagation , constrained search , and other problem - solving paradigms , as well as applications of decision trees , neural nets , svms and other learning paradigms
涉及的主题包括：规则链的应用、启发式搜索、逻辑、限制传递、条件限制的搜寻和其他问题解决范例，另外还有决策树的应用、神经网路、支援向量机（ svm ）以及其他学习范例。 - Second , considering that ensemble learning paradigms can effectively enhance supervised learners , this paper proposes to build multi - instance ensembles to solve multi - instance problems . experiments on a real - world benchmark test show that ensemble learning paradigms can significantly enhance multi - instance learners
由于多示例学习具有独特的性质，被认为是一种与监督学习非监督学习强化学习并列的一种新的学习框架。 - Because of the multiplicities and changeability of the field , which include the emergence of new theoretical , methodological , and learning paradigms , special understanding and expertise is required to assess the quality and depth of such scholarly activities . this thesis has been written for the following three purposes : ( a ) a clearer understanding of call and its activities ; ( b ) suggested approaches to the organization of call activities and ( c ) a systematic evaluation on call
面对目前的这种状况，作者撰写本论文主要有3个目的： ( 1 )使广大英语教师和英语学习者更清楚的了解计算机辅助语言学习这个学科； ( 2 )对组织计算机辅助语言学习教学活动，提出作者自己的观点和建议； ( 3 )提出一个相对系统的评价系统，去评价现有的计算机辅助语言教学活动。