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constracfion of learning style 学风建设
This kind of learning style has characteristics of subjectivity,openness,process and constructiveness. 它具有主体性、开放性、过程性、建构性的特点。
The idea of infiltrating the sense of research-based learning into task-based classrooms has brought about a change of learning style. 将研究性学习理论渗透进任务型教学活动，是一种新的学习方式变革。
Nowadays, comprehensiveness, practicality and multiformity are the trend and tide of learning style development in most countries. 综合性、实践性、多样性是当今各国课程改革下学习方式发展的潮流。
She has not one dram of learning. 她一点学问也没有。
He set up for a man of learning. 他自认为是个有学问的人。
Teachers need to grasp the application requirements of different learning style accurately, understand the relationship between them and prevent from the routinization of learning style. 作为教师，需要准确把握不同学习方式的适用范围和应用条件，正确理解不同学习方式之间的关系，防止将新的学习方式模式化。
He who is ashamed of asking is ashamed of learning. [谚]耻于问即耻于学。
His purpose of learning is to be a doctor. 他学习的目的是想当医生。
The change of learning styles is the keystone in the curriculum reform of basic education. 学习方式的变革是基础教育课程改革的重点之所在。
There are many different schemes of learning styles in addition to the visual, auditory and kinesthetic model. 我们都有自己所喜欢的学习方式。
A Case Study of Learning Style in ESL Classroom 第二语言学习风格个案研究
Methods 87 male students and 97 female students were test with MBTI (Myers-Briggs Type Indicator), ILS(Index of Learning Styles). 方法用“迈尔斯-布里格思个性分类指标”(MBTI)和费尔德教授学习风格检测表(ILS)比较了87名男大学生和97名女大学生的认知风格。
We cannot emphasize too much the importance of learning English. 我们再怎样强调学英文的重要性也不为过。
the construction of learning style 学风建设
Not (being) fond of learning, he ran away from home. 由于不喜欢读书，他就离家出走了。
In terms of learning styles, the numbers of students who were activist, reflector, and theorist were almost the same, while pragmatist accounted for the smallest number. 中文摘要本研究主旨在描述国小高年级学童在学习风格的分布及风格强度情形，再尝试比较不同年级、性别、学习风格学童，其科学问题解决能力之表现。
Respondents who were activist and reflector scored above the norm in their strength of learning styles, while students who were theorist and pragmatist scored below the norm. 具体而言，本研究之目的有五：1.;描述国小高年级学童学习风格的分布与强度情形。2
The aim of a university should be the advancement of learning. 大学的目标应是促进学术。
Only 31% of them had matching learning styles. 学习形态一致的占31%25。