knowledge n. 1.知識;學識,學問。 2.了解,理解;消息。 3.認識。 4.〔古語〕學科。 5.〔古語〕性關(guān)系。 book knowledge書本知識。 K- is power. 〔諺語〕知識就是力量。 practical knowledge實際的知識。 secondhand knowledge第二手知識,傳授來的知識。 working knowledge of French 法語知識學到能應用的地步。 I have no knowledge of London. 我對倫敦毫無所知。 It is within your knowledge that ... 這是你所知道的。 The knowledge of our victory caused great joy. 我們獲得勝利的消息傳來,萬眾歡騰。 perceptual knowledge感性認識。 logical [rational] knowledge理性認識。 the theory of knowledge【哲學】認識論。 branches of knowledge學科。 carnal knowledge性經(jīng)驗;【法律】性關(guān)系。 come to sb.'s knowledge被某人知道。 common [general] knowledge眾所周知,常識。 grow out of (sb.'s) knowledge被忘掉了。 have some [a general, a thorough] knowledge of 懂得一點,懂得一個大概,精通。 not to my knowledge我知道并不是那樣。 out of all knowledge(變得)認不出來,無法辨認。 to my knowledge據(jù)我知道。 to sb.'s certain knowledge據(jù)某人確知。 to the best of my knowledge據(jù)我所知,就我所知而論(=so far as I know)。 Too much knowledge makes the head bald. 〔諺語〕知識太多老得快。 without sb.'s knowledge 不通知某人,背著某人。
On drug crime from the angle of knowledge sociology 試論毒品犯罪的知識社會學研究視角
The evolution of the status of the real eexample methods in knowledge sociology 實證方法在知識社會學中的地位演變
Knowledge sociology influenced by experience research approach of sociology as one branch discipline of sociology 摘要知識社會學作為社會學的一個分支學科受到社會學經(jīng)驗研究方法的影響。
This text attempts to analyse every school evolution of theory from real example method status in knowledge sociology , prove knowledge sociology method , in order to enlighten our country contemporary knowledge theory of sociology structures and should walk on the pluralistic way 本文試圖從實證方法在知識社會學中的地位分析各學派理論的發(fā)展過程,論證知識社會學方法,以啟示我國當代知識社會學的理論構(gòu)建應走多元化方法之路。
The view of sociology leads to radical social constructivism adopted the theory of scientific knowledge sociology taking the theory of constructivism as the theory base , the present study investigated the construction of curricula knowledge , with the methods of paper analysis and inquiry 本研究以建構(gòu)主義作為基本的理論基礎(chǔ),通過史料分析、實證調(diào)查等多種研究方法,對課程知識的建構(gòu)進行了雙向的探究:一方面,紛繁復雜的知識是如何形成為課程知識的,另一方面,課程知識形成后教師和學生是如何進行掌握而成為個體的知識的。