learning effect中文是什么意思

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中文翻译
造句

学习效果

learning n. 学，学习；学问，学识；专门知识。 good at ...
effect n. 1.结果。 2.效能，效果，效力，效应，作用，功效 ...
learning n. 学，学习；学问，学识；专门知识。 good at learning 善于学习。 a man of learning 学者。 New learning 新学问，新科学〔尤指十六世纪在英国传播的宗教改革学说及用希伯来文及希腊文对于《圣经》的考证研究〕。
learning to be 做人; 学会生存
learning with it 学习有关问题
be of no effect 无效
by effect 附带现象
by-effect 副作用。
effect n. 1.结果。 2.效能，效果，效力，效应，作用，功效；影响。 3.感触，印象；外观，现象。 4.旨趣，意义。 5.实行，实施。 6.(布的)花纹。 7.〔pl.〕物品，动产，家财。 8.〔pl.〕〔英国〕仿制品。 cause and effect 因果。 curative effects 疗效。 general effect 大意，纲领。 household effects 家产，家具什物。 love of effect 爱面子，爱(修饰)外表。 no effects 无存款。 personal effects 私人财物，手提行李。 sound effects 音响效果。 three-dimensional effect 立体感。 be in (full) effect 正在实行[厉行]。 bring [carry] into [to] effect 实行，实现，贯彻。 come [go] into effect 开始实施[生效]。 feel the effects of 痛感…。 for effect 装门面。 give effect to 实行，实施。 have an effect on [upon] 对…有影响[效果]。 in effect 实际上；总之；有效，生效。 of no effect 无效；无益，不中用。 put into effect 实行。 take effect 奏效，见效，有效验，应验；生效。 to no effect ＝without effect 无效，不灵验。 to the effect that ... 大意是说…，内容是 (A telegram to the effect that ...．电报大意是说…)。 to this [that, the same] effect 按这种[那种、同样]意思。 with effect 有效地。 vt. 1.产生，招致，导致，引起。 2.完成，达到，实现(目的等)。 effect a cure 发挥治疗效果。 effect an insurance 参加保险。 n. -or 〔生〕效应器，效应基因。
effect on 作用,影响
for effect 如果你做某事; 为了得到效果; 做样子, 为了给人良好的印象, 装门面
in effect (实质上，实际上）它在句中一般不需要用逗号隔开; 就是，这个法律规则有效; 生效实施; 实际不; 实际上,事实上; 实际上；正实行中; 实质上，根本上; 实质上，实际上，有效; 事实上,实际上; 有效,实际上; 则是实际上，从本质上来说; 正实行中
no effect 无效果
of (no) effect （无）效
on effect 给光效应; 开效应
s effect s效应
s-effect s效应
the effect 影响7; 作用，影响
to no effect 不起作用,没有取得任何效果; 无效；毫无结果; 无效果, 不灵验
to that effect 大意如此; 是那个意思的; 注意两个常用的习语
to the effect 事实上
to the effect that 大意是, 以便; 大意是…,主要内容是…; 大意是说；意思是; 意思是
accretion learning concomitant learning 附学习
curve of learning; learning curve 学习曲线
learning is e-learning 网络学习

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例句与用法

This paper , aiming at an effective prediction for exploration benefit and resources potentiality in the complex petroleum exploration region , establishes a prediction model which includes technical progress and learning effect
摘要为了对复杂油气探区的勘探效益和资源潜力进行有效的预测，本文建立了考虑地质认知和技术进步等因素影响的勘探效益预测模型。
The three aspects combine into one to make " teaching " and " learning " as an organic whole that interconnect , interact , and cooperate with each other so as to achieve the basic purpose of enhancing the teaching and learning effect
三者合而为一，使“教”和“学”形成相互联系、相互作用、相互配合的动态有机整体，从而达致教学效果和学习效果提升的基本目的。
We took one step further to explore the determinants of knowledge learning effects within the organizational ilm using three main criterion comprise of ( 1 ) job - related trainings , ( 2 ) advancement via sequence of jobs , and ( 3 ) long - term attachment to organization
本研究以三个关键要素：组织长期认同，工作循序晋升，工作相关训? ，深入探究知?学习成效的决定因素。
We give a detailed discussion about some important algorithms and the calculation of some parameters in student model , in which we introduce the method of learning time control and learning effect fuzzy evaluation
对witsmisc中要使用的一些关键算法和学生模型中的一些与微策略调整有关的分量的设定作了详细讨论，其中我们引入了对学生学习时间的控制和模糊评估的方法。
Meaning construction happens in each step of inquiry . metacognitive works in each step and it is necessary for an initial learning . metacognitive affect the whole process of problem - solving , and affect the learning effect
在问题解决的各个阶段都离不开元认知的作用，这是学生自主学习的必要条件，影响着整个问题解决的过程，影响着整个探究过程和意义建构的最终结果。
Our statistical results demonstrate a positive direct effect of long - term attachment link to knowledge learning effects , and two indirect positive effect linking advancement and long - term attachment through willingness to internal transfer with personal learning effects
研究的统计结果显示组织长期认同与知?学习成效之间的正向关系，以及工作循序晋升与组织长期认同?者透过内部移转意愿对知?学习成效所造成的间接正向影响效果。
2 . viewing the impact of cartoon style on the implicit learning effect , disney " implicit learning effect is better than go - go ' s implicit learning effect for the child of the high class , but the differences are insignificant for the low class
在动画片类型对儿童语音意识内隐学习效果的影响上，对于大中班儿童来说， disney的观看内隐效果要好于go - go的观看内隐效果；而对于小班儿童来讲，这两种动画片类型的观看效果没有差异。
Metaleaming theory is developed on the basis of metacognition research . it focuses on teaching the students the ways to perform self - consciousness , self - assessment and self - adjustment in their learning . the learning effect depends much on the students " metaleaming ability
元学习理论是在元认知研究的基础上发展起来的，它的核心是教会学生如何根据学习情况进行自我觉察、自我评价、自我调节，元学习能力高低是影响学习效果好坏的重要因素。
The differences are significant between the high level group and the low level group on the indicators of phoneme omit and the whole phonological awareness ; the differences are insignificant on the other indicators . the differences of the implicit learning effect are insignificant
除了在音素省略这一指标和英语总的语音意识上，汉语语音意识高水平组与低水平组儿童的成绩差异显著，其它指标上，两者之间均不显著，内隐学习效果也没有差异。
To improve the students ' learning quality , standards should be formulated to assess each of the links , and the students should be guided and supervised properly according to their personality and knowledge background , in the hope of promoting their learning effect
因此，在优化学员的学习过程中，首先要总结学习过程诸多环节的质量标准，然而针对学员个性差异及学习基础，因人因科选择恰当的方式进行引导并进行个性化管理，以深度提升学习过程的质量。