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1·In the course of mathematical concept learning, Representation of mathematical concept is the most important step.

数学概念学习过程中，概念表征是重要的环节。

2·The connotation of life-long learning reflects on changes in several aspects. In time concept learning once has changed into life-long learning.

终身学习的现代内涵，是指在时间观念上，变一次性学习为终身学习；

3·All the strategies above are the basic strategies of technique design and application in the process of concept learning and problem-solving learning.

这些策略是概念学习、问题解决学习过程中技术设计和应用的基本策略。

4·There are differences of stage, level, subject, and individuality and two types of process error and reasonable error in process of mathematics concept learning.

数学概念学习过程中有阶段性、水平性、学科性、倾向性等差异，有过程性和“合理性”两种类型错误。

5·This partial order structure can be extended to any concept learning problem, and therefore, it plays an instructive role in all algorithms for concept learning.

这种偏序结构可以推广到任何概念学习的问题中，从而对整个概念学习的算法有着重要的指导意义。

6·Concept learning can be formulated as a problem of searching through a predefined space of potential hypotheses for the hypothesis that best fits the training examples.

概念学习可以看作是一个搜索过程，它在预定义的假设空间中按着某种搜索策略进行搜索，使学到的概念与训练样例有最佳的拟合度。

7·The two algorithms for concept learning efficiently complete the whole search through the hypothesis space based on a very useful structure: the general-to-specific partial order.

对于这两种算法来说，都是利用一般到特殊序的偏序结构来完成整个搜索过程。

8·Through the practice of studying the concept translate, the following conclusion can be reached: Have a full realization of the important role preconceptions play in concept learning;

通过自己研究概念转变的实践，得到了以下结论和启示：充分认识前概念在概念学习中的重要作用；

9·The challenge here is to learn how not only to assign content to one of the agreed-upon topic types (concept, task, or reference), but also to mind the context of the overall learning objective.

通过这种挑战，要学习的不仅是把内容归结为上述的主题类型（概念、任务或参考），还要考虑整个学习目标的上下文。

10·Learning for learning s sake is an outdated concept.

为了学习而学习已经是过时的理念。