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Concept maps which visualise the artifice of teaching sequence: Cognition, linguistic and problem-based views on a common teaching problem

机译：概念地图，可视化教学序列的技巧：对常见教学问题的认知，语言和问题的观点

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1. Concept maps which visualise the artifice of teaching sequence: Cognition, linguistic and problem-based views on a common teaching problem [J] . Hay David B., Proctor Martina Knowledge Management & E-Learning: An International Journal . 2015,第1期

机译：可视化教学序列技巧的概念图：对常见教学问题的认知，语言和基于问题的观点
2. Comments on Combination of Problem-Based Learning and Immunological Concepts Teaching in Veterinary Immunology Education: A Brief Review [J] . Guang-Hui Zhao, Yang Mu, Xiao-Yan Li, Journal of animal and veterinary advances . 2012,第1期

机译：基于问题的学习和免疫学概念教学在动物免疫学教育中的结合述评：简评
3. The Analysis of Teaching of Medical Schools ( AToMS ) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning [J] . Oliver Patrick Devine, Andrew Christopher Harborne, Hugo Layard Horsfall, BMC Medicine . 2020,第1期

机译：医学院教学（原子）调查分析：25英国医学院的47,258时机教学活动分析，涉及时间，持续时间，教学格式，教学内容和基于问题的学习
4. Engineering visualisation, a new approach to teaching concepts [C] . Close, A.M. . 1991

机译：工程可视化，一种教学概念的新方法
5. A comparison of inquiry-based teaching through concept maps and traditional teaching in biology. [D] . Gulati, Sangeeta. 2005

机译：通过概念图和生物学传统教学进行探究式教学的比较。
6. The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47258 timetabled teaching events in 25 UK medical schools relating to timing duration teaching formats teaching content and problem-based learning [O] . Oliver Patrick Devine, Andrew Christopher Harborne, Hugo Layard Horsfall, 2020

机译：医学院教学分析（AToMS）调查：对25所英国医学院中47258个时间表教学事件的分析涉及时间持续时间教学形式教学内容和基于问题的学习
7. Comments on Combination of Problem-Based Learning and Immunological Concepts Teaching in Veterinary Immunology Education: A Brief Review [O] . Guang-Hui Zhao, Yang Mu, Xiao-Yan Li, 2012

机译：基于问题的学习和免疫学概念教学中的兽医教育教学的结合评论：简要介绍

Concept maps which visualise the artifice of teaching sequence: Cognition, linguistic and problem-based views on a common teaching problem

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