需要进一步指出，罗杰斯的 意义学习与奥苏伯尔的有意义学习（meaningful learning）是有所不同的，前者关注学习内容与个人 之间的关系，学习的内容不但包括认知，还包括情 感和动作技能；后者强调新旧知识的联系，...
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... peer teaching同学互教 meaningful learning理解性学习 notional-al syllabus意念-功能派教学大纲 ...
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meaningful learning theory 意义学习论 ; 有意义学习理论
theory of meaningful learning 意义学习理论
Verbal Meaningful Learning 有意义学习理论
Tridimensional Meaningful Learning 立体式意义学习
Form of Meaningful Learning 有意义学习形式
Ausubel meaningful learning theory 奥苏贝尔学习理论
Mayer’s research on multimedia learning began in the late 1980s. Mayer’s search for instructional methods that promote meaningful learning and the development of multimedia technology eventually led him to multimedia learning.
对能够促进学习者有意义学习的教学方法的关注和当时多媒体技术的迅速发展是促使梅耶进行多媒体学习研究的主要原因。
参考来源 - 梅耶多媒体学习研究探析Learners who realize that reading is a constructive, integrative process are more likely to engage in meaningful learning as they read and more likely to undergo conceptual change when they encounter ideas that contradict their existing beliefs.
如果学习者意识到阅读是一个建构的整合过程,那么他们阅读时更有可能进行有意义的学习,当遇到和自己已有的信念相冲突的观念时,则更有可能改变观念。
参考来源 - 阅读信念对记叙文意义建构的影响·2,447,543篇论文数据，部分数据来源于NoteExpress
以上来源于: WordNet
The learner acquire distinct and steady knowledge so that realization the meaningful learning.
从而使学习者获得清晰、稳定的知识结构，实现有意义的学习。
Emphasizing meaningful learning and meaningful practice at the basis of comprehending the linguistic knowledge and rules;
在理解语言知识和规则的基础上操练外语，强调有意义的学习和有意义的操练；
The severe doubts lingering over it, even though overdue, should be turned into a meaningful learning process toward rational debate.
萦绕着它的严重怀疑，甚至已经过期了，应该向着理性的方向成为一个有意义的学习过程。
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