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knowledge construction in Chinese

Pronunciation:
How to pronounce "knowledge construction""knowledge construction" in a sentence

Translationmobile phoneMobile

  • 知識(shí)建構(gòu)

Examples

  • Research of problem representation and knowledge construction
    問題表征與知識(shí)建構(gòu)研究及其意義
  • The course of teachers " educational knowledge construction consists of 3 aspects , i . e . the course of feeling , recognition and practice
    教師建構(gòu)教育知識(shí)的過程是由三個(gè)不可分割的方面構(gòu)成的，即感情過程、認(rèn)知過程與行動(dòng)過程。
  • Some researchers have recently argued that technologies should be used as engagers and facilitators of thinking and knowledge construction ( jonassen , 1999 , 2000 )
    一些學(xué)者們最近更指出，科技應(yīng)該當(dāng)作思考與知識(shí)建構(gòu)的的接合點(diǎn)和促進(jìn)者。
  • So the system uses the knowledge method which is the synthetic knowledge construction of describing frame and the rule base of rule frame and rule body
    為此，系統(tǒng)采用描述框架和“規(guī)則架+規(guī)則體”的規(guī)則組庫組成的綜合知識(shí)體結(jié)構(gòu)的知識(shí)表示方法
  • Firstly , the course of feeling can be analyzed into 2 parts . when the teachers start their work , their driving forces of knowledge construction come from their external motive and their need of development
    其感情過程可分兩個(gè)階段： 1 、在工作初期，教師建構(gòu)教育知識(shí)的動(dòng)力主要來自外部動(dòng)機(jī)與發(fā)展需要等。
  • Yet this is only one of many theories for how we learn , including behaviorist , information processing , schemas / semantic networks , social negotiation , remembering / retention , knowledge construction , conceptual change , and many others
    我認(rèn)為把技術(shù)與大腦行為關(guān)聯(lián)起來的嘗試未必奏效，因?yàn)楹苊黠@大腦的認(rèn)知方式是多種多樣的。
  • Some disputes in object of literature , cultural knowledge construction , culture misread , literature misread and culture identification , etc in contemporary china show the crisis of literature identification recognization
    當(dāng)代中國在文學(xué)的對(duì)象、文化知識(shí)建構(gòu)、文化誤讀和文學(xué)誤讀，中國文化“身份”等方面出現(xiàn)了一些爭論，顯示了文學(xué)身份認(rèn)同的危機(jī)。
  • However , in the light of present situation of liberal arts teachers in our country , they ca n ' t adapt to the new requirements of the comprehensive liberal arts neither on knowledge construction nor on professional skills
    但是，就我國中學(xué)文科教師的現(xiàn)狀來看，無論在專業(yè)知識(shí)構(gòu)成上，還是在專業(yè)技能實(shí)踐上，都與綜合文科課程的教學(xué)要求有一定差距。
  • Then it presents the requirements for teachers of inquiry learning on the basis of the specialties of inquiry learning . it requires teacher renew ideas , increase in the aspect of ability system and method system , perfect knowledge construction
    根據(jù)研究性學(xué)習(xí)的特點(diǎn)指出研究性學(xué)習(xí)對(duì)教師的要求，首先要求教師更新觀念，同時(shí)要求教師在能力體系、方法體系、及知識(shí)結(jié)構(gòu)方面提高和完善。
  • When their experience grow up , their motive of inquiry is the main driving force of knowledge construction . secondly , the course of recognition can be analyzed from linear way , then we can say it consists of gestalt formation , schematizing and theory building
    該模型告訴我們，在獲得經(jīng)驗(yàn)和具體事例的基礎(chǔ)上，主體進(jìn)入第一種水平的知識(shí)建構(gòu)階段，即格式塔的形成，然后進(jìn)入圖式化，最后是理論建構(gòu)。
  • More examples：  1  2  3
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