Learn knowledge的問題，透過圖書和論文來找解法和答案更準確安心。 我們挖掘到下列精選懶人包

Beyond Love and Light: A Reimagining of Solidarity and Self

為了解決Learn knowledge的問題，作者Cargle, Rachel Elizabeth 這樣論述：

A deeply personal and illuminating approach to antiracism and allyship, revealing the power of imagination and action to dismantle oppressive systems and build liberating ones, from a highly lauded lecturer, public academic, writer, and activist.In A Renaissance of Our Own, Rachel Cargle details

the seminal event that put her on the map--her viral 2017 Women’s March appearance that thrust her into the national conversation on feminism and allyship--and how she soon woke up to the fallacies of a movement she had believed in. Discovering and unpacking the white-washed lies she’d been fed abou

t intersectional ＂solidarity,＂ Cargle’s awakening, although painful and seismic, gifted her the opportunity to see the world through a new lens. Now, Cargle shares her journey, depicting a framework for allyship, and beyond, that she developed along the way. In creating KEA (Knowledge, Empathy, Acti

on), or as she calls them ＂from the head to the heart to the feet,＂ Cargle learned to craft a world independent of oppressive constructs that allowed her to critically examine her surroundings. Alongside KEA, she established a set of intentional values based on an individual sense of purpose, known

as higher values, and through the combination of these tools, reimagined her approach to the personal, societal, and structural components of life that are often stifled. She provides the same tools and prompts that she used to unearth and align her own values so anyone can wield them, and ultimatel

y, identify the structures and mindsets that hold them back and learn to move forward. A Renaissance of Our Own serves as a reminder of the power of reimagining as an engine for critical learning, radical empathizing, and intentional action.

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寫人型文言短文教學策略研究─以〈五柳先生傳〉、〈張釋之執法〉為例

為了解決Learn knowledge的問題，作者簡秀玫 這樣論述：

本研究根據筆者以往的教學經驗，發現國中生在文言文本的學習表現與學習遷移效果差，且學生的學習動機薄弱。以往傳統文言文教學的窠臼，在於照著課本的編排教學，重視太多瑣碎的知識，忽略文章整體的架構與脈絡，偏向單篇文本教學模式，使學生在語文知識和閱讀能力上無法有進階性的成長。因此，欲以「寫人型文言短文」作為提升文言閱讀能力的媒材，具體的操作方式則將「詮釋、摘要、推論、分析」的閱讀能力融入於教學活動，歸納學生在上述教學活動過程所遇到的困難，並提出解決的策略與修正，以期建立語文學習的系統性及提升文言閱讀能力。本研究採取行動研究法，以〈五柳先生傳〉、〈張釋之執法〉為教學文本，突破以往的教學模式，依據文本特性

重新聚焦，並編製學習單做為上課教材與評量依據。教學實施為新北市某公立國中七年級學生，共24人，時間自107年4月初起至4月中止，計16節課。筆者結合教學方案、教學歷程省思、課後回饋與學習單表現，歸納出以下結論：一、 教學方案設計有助於提升文言閱讀理解能力二、 師生對話有助於發現學習的困難，加以解決三、 建立學習模組，有助於提升動機與學習遷移最後，梳理本研究歷程。第一章為「緒論」：概述國中生在文言閱讀上的困境，作為研究起點。第二章為「文獻探討」：探討前人研究成果、分析會考文言題組試題評量重點、梳理寫人型文言短文學習重點。第三章到第四章為「寫人型文言短文教學策略」，分別為〈五柳先生傳〉、〈張

釋之執法〉，紀錄教材分析、教學設計、實施過程與省思修正。第五章為「結論」，綜合學生各項能力的學習表現，提出建議，跳脫傳統教學的框架，作為寫人型文言短文教學研究策略的參考。

Practice R: An Interactive Textbook

為了解決Learn knowledge的問題，作者Treischl, Edgar J. 這樣論述：

Many students learn to analyze data using commercial packages, even though there is an open-source software with cutting-edge possibilities: R, a programming language with countless cool features for applied empirical research. Practice R introduces R to social science students, inspiring them to

consider R as an excellent choice. In a non-technical pragmatic way, this book covers all typical steps of applied empirical research. Learn how to prepare, analyze, and visualize data in R. Discover how to collect data, generate reports, or automate error-prone tasks. The book is accompanied by an

R package. This provides further learning materials that include interactive tutorials, challenging you with typical problems of applied research. That way, you can immediately practice the knowledge you have learned. The package also includes the source code of each chapter and templates that help

to create reports. Practice R has social science students in mind, nonetheless a broader audience may use Practice R to become a proficient R user.

探討認知師徒制融入數位學習之學習成效及自主學習行為-以醫放系實習生學習上腹部超音波病灶辨認為例

為了解決Learn knowledge的問題，作者蘇于珊 這樣論述：

近幾年，受到疫情的影響使得數位學習在教學領域上的應用愈來愈普遍，數位學習運用在醫學領域相關課程的學門逐漸受到重視。醫院放射科的超音波技術非常重視實作經驗及影像辨認，一向使用師徒制的方式來進行教學，每位實習生所遇到的病灶量與質有差異，且學習過程缺少了反思和探索。因此本研究運用融入認知師徒制之數位學習來進行上腹部超音波病灶之教學，以到醫院實習的醫放系22位實習生為研究對象，希望能藉此提升實習生辨認超音波病灶的學習成效、並探討其學習滿意度及自主學習行為。結果發現運用數位學習上腹部超音波的方式確實能夠提升實習生辨認超音波病灶的學習成效，且整體學習滿意度頗佳，自主學習能力也有提升學習滿意度及自主學習之

間具有顯著相關，且學生的自主學習能力與專題報告也呈現顯著正相關。建議臨床教師推動數位學習融入超音波實習課程，可採用同步線上課程和非同步線上課程的搭配方式及利用線上討論和通訊軟體提供互動活動，未來研究可融入自主學習策略於教學探討對學生自主學習行為和能力的幫助。