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基于智能视频模式的语言教学策略系统的优化设计。

Optimal Design of Language Teaching Strategy System Based on Smart Video Mode.

机构信息

Department of Foundational Disciplines, Shijiazhuang People's Medical College, Shijiazhuang, Hebei, China.

出版信息

Comput Intell Neurosci. 2022 Jun 28;2022:7501765. doi: 10.1155/2022/7501765. eCollection 2022.

DOI:10.1155/2022/7501765
PMID:35800693
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9256379/
Abstract

The accuracy of video and goal enables students to learn and strengthen their ability constantly. Strengthening our country's study initiative degree can promote student study more effectively. As a new teaching method, students can not only obtain the basic knowledge, learning priorities, and difficulties needed for learning through video, but also understand the content of the text, the content of the article, and even cultivate students' interest in many related languages, such as writing, text, sound, image, color, and video, which can be displayed, clarified, and displayed intuitively, creating a free and relaxed learning environment, an interesting background teaching process, encouraging students to experience emotion, including physical experience, and being open and open. Establishing a complete and comprehensive ideological channel to further improve students' acceptance of information is helpful for students' analysis and training, understanding, and evaluation. Therefore, this paper first identifies video and excavates the intrinsic value of video application. This can provide technical and methodological support for the design of video teaching system.

摘要

视频和目标的准确性使学生能够不断学习和加强他们的能力。加强我国的学习主动性可以更有效地促进学生的学习。作为一种新的教学方法,学生不仅可以通过视频获得学习所需的基本知识、学习重点和难点,还可以了解文本内容、文章内容,甚至培养学生对许多相关语言的兴趣,如写作、文字、声音、图像、颜色和视频,可以直观地展示、澄清和显示,创造一个自由和轻松的学习环境,一个有趣的背景教学过程,鼓励学生体验情感,包括身体体验,以及开放和开放。建立一个完整和全面的思想渠道,进一步提高学生对信息的接受能力,有助于学生的分析和训练、理解和评估。因此,本文首先确定了视频并挖掘了视频应用的内在价值。这可以为视频教学系统的设计提供技术和方法支持。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/4aaea0e3675c/CIN2022-7501765.005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/565526e84d2c/CIN2022-7501765.001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/49e6e9d98b28/CIN2022-7501765.002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/fc9fb28919a8/CIN2022-7501765.003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/d835bd231656/CIN2022-7501765.004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/4aaea0e3675c/CIN2022-7501765.005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/565526e84d2c/CIN2022-7501765.001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/49e6e9d98b28/CIN2022-7501765.002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/fc9fb28919a8/CIN2022-7501765.003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/d835bd231656/CIN2022-7501765.004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3e64/9256379/4aaea0e3675c/CIN2022-7501765.005.jpg

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本文引用的文献

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Students' perceptions of online learning: implications for teaching.学生对在线学习的看法:对教学的启示
Nurse Educ. 2004 May-Jun;29(3):111-5. doi: 10.1097/00006223-200405000-00009.