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objective knowledge in Chinese

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

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  • 客觀認(rèn)識
  • 客觀知識

Examples

  • On understanding the essence and features of popper ' objective knowledge theory
    解讀波普爾客觀知識理論的本質(zhì)與特性
  • The paper have mainly discussed the difference between literature information and knowledge , and explored the relation among literature information , knowledge and objective knowledge
    摘要本文主要探討了文獻(xiàn)與文獻(xiàn)信息的區(qū)別，以及文獻(xiàn)信息、知識和客觀知識三者之間的關(guān)系。
  • Look for reason and inadequacy from oneself , coordinate with the leader more communicate , make good fluctuation class concern , let a leader have objective knowledge to your job . . . .
    從自身找原因和不足，多與領(lǐng)導(dǎo)協(xié)調(diào)溝通，作好上下級關(guān)系，讓領(lǐng)導(dǎo)對你的工作具有客觀的熟悉。 。 。 。 。
  • The cultural characteristic of the curriculum contents is represented by its value . namely , the contents are neither neutral and objective knowledge , nor absolute mith , they are value - loaded and ideology - penetrated
    課程內(nèi)容的文化特征表現(xiàn)為它的價(jià)值性，也就是說，課程內(nèi)容并不是中立的和客觀的知識，也不是絕對的真理，而是價(jià)值負(fù)載的，是意識形態(tài)滲透的。
  • After criticizing the subjectivism of knowledge theory which is offered by such as descartes , loch , my paper offers the view that the traditional knowledge is different from the other scientific knowledge and modern knowledge because it is unclassified itself and objective knowledge
    在文章最后為克服制度障礙、保護(hù)知識傳承提出了三條較為可行的發(fā)展路徑,并對知識經(jīng)濟(jì)時(shí)代下如何發(fā)揮傳統(tǒng)知識的優(yōu)勢提出了相應(yīng)對策建議。
  • Within the range of traditional epistemology , because knowledge is thought as objective , value - neutraled , teacher and student take the knowledge in class as truth , since truth is unchangeable , therefore , the essential task of teaching is to convey the knowledge in class , teaching model is represented by the input of objective knowledge , the relation of teacher and student is that of instructor and learner , under the influence of the above statements , teaching evaluation of that time had the following characteristics and in terms of denotation , teaching evaluation equals teaching measurement ; in terms of function , teaching evaluation is represented by social guidance ; in terms of method , teaching evaluation is characterized by empirical feature , etc . the deficiency are represented as follows : because teaching evaluation equals , teaching measurement , and the objects of teaching evaluation is measurable , in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge , but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down , the objects of evaluation subjectivity is the knowledge that students learn and grasp , students are neither the evaluating subjectivity nor evaluating objectivity , but are totally suspended in the process of teaching evaluation , not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself , there is still much room for improvement
    在傳統(tǒng)認(rèn)識論視野中，由于人們將知識視為客觀的、價(jià)值中立的，教師和學(xué)生都將課程知識等同于真理，而真理是不能改變，也不需要改變的。因此，教學(xué)的核心任務(wù)就是正確地傳遞和掌握課程知識，教學(xué)的方式則以客觀知識的灌輸為主，教師與學(xué)生僅僅是知識的傳遞者與學(xué)習(xí)者… …在上述影響下，該時(shí)期的教學(xué)評價(jià)呈現(xiàn)出如下特點(diǎn)與不足：從內(nèi)涵上講，教學(xué)評價(jià)等于教學(xué)測量；從功能上講，教學(xué)評價(jià)呈現(xiàn)出一種社會導(dǎo)向的功能；從方法上講，教學(xué)評價(jià)體現(xiàn)出實(shí)證化的持點(diǎn)等。其不足則表現(xiàn)為：由于教學(xué)評價(jià)等同于教學(xué)測量，并認(rèn)為教學(xué)評價(jià)的對象是可以被測量的，從而把“價(jià)值”排除在外；教學(xué)評價(jià)所關(guān)注的是作為客體的知識，而不是人，這就使得教學(xué)評價(jià)的主客體關(guān)系本末倒置，評價(jià)主體所要評價(jià)的對象是學(xué)生所要學(xué)習(xí)和掌握的知識，學(xué)生既不是評價(jià)主體也不是評價(jià)客體，而是完全地被懸空于教學(xué)評價(jià)過程之中；從評價(jià)方法本身來看，也存在著諸多不足。
  • The studies of western view of china , on the ground of post - modernist and critical knowledge , assumes that it is an image of cultural " others " constructed on the stratum of social imagination by the west , and it produces and allocates meaning , in which there is no objective knowledge , nor truth or fiction
    在后現(xiàn)代的、批判的知識立場上研究西方的中國觀，假設(shè)西方的中國觀是西方在社會想象層次上構(gòu)筑的有關(guān)文化他者的形象，自身生產(chǎn)與分配意義，無所謂客觀的知識，也無所謂真實(shí)或虛構(gòu)。
  • Knowledge is the essential attribute of information , and also it is human ' s cognitive summing - up to practice experience and objective world . so in the forth part this paper discusses the essence of knowledge from the visual angle of cognition , and the status and function of objective knowledge in cognition of human , and the problem of knowledge systematization
    由于知識是情報(bào)的本質(zhì)屬性，而知識是人類對實(shí)踐經(jīng)驗(yàn)和對客觀世界認(rèn)識總結(jié)，所以本文在第4部分又從認(rèn)知的角度討論了知識的本質(zhì)，以及客觀知識在人類認(rèn)知中的地位和作用和知識的組織化問題。
  • Around the resource theme firmly , the thesis tries to make people get an overall and objective knowledge of the tourism resources of gansu province by the systematic analysis and the comprehensive appraisal for the tourism resources . it offers the stronger scientific basis for the government and the relevant departments to make a right decision
    論文在寫作中，緊緊圍繞資源這個(gè)主題，力爭通過系統(tǒng)分析和綜合評價(jià)，使人們對甘肅省旅游資源有一個(gè)全面、客觀的認(rèn)識，并為政府主管部門和相關(guān)地區(qū)進(jìn)行正確的旅游開發(fā)決策提供有力的科學(xué)依據(jù)。
  • We are glad to find that most studies are based on the information - processing theory . the factors of problems ( task variables , syntax variables , types of problems ) , strategies and methods of problem solving are all considered as static and objective knowledge , and the object of instruction is recognized as the transmission of such knowledge
    接下來論文把目光聚焦到數(shù)學(xué)問題解決興起的源頭以及研究最為集中的美國，通過對過去近20年來的歷史研究進(jìn)行回顧、總結(jié)、反思，可以明晰其研究的特點(diǎn)、方法、結(jié)論，并從其研究的制高點(diǎn)進(jìn)一步探究有價(jià)值的研究線索，以此確立進(jìn)一步研究的目標(biāo)與方向。
What is the meaning of objective knowledge in Chinese and how to say objective knowledge in Chinese? objective knowledge Chinese meaning, objective knowledge的中文，objective knowledge的中文，objective knowledge的中文，translation, pronunciation, synonyms and example sentences are provided by ichacha.net.