objective knowledge中文是什么意思

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中文翻譯
造句

客觀認識
客觀知識

objective adj. 1.【哲學(xué)】客觀的；真實的；實在的 (opp. ...
knowledge n. 1.知識；學(xué)識，學(xué)問。 2.了解，理解；消息。 3 ...
by objective 目標(biāo)管理
objective adj. 1.【哲學(xué)】客觀的；真實的；實在的 (opp. subjective); 外界的；如實的；無偏見的。 2.目的的；目標(biāo)的。 3.【語言學(xué)】賓格的。 4.【醫(yī)學(xué)】病情除本人外也為他人感覺到的。 n. 1.目的，目標(biāo)，任務(wù)；【軍事】出擊目標(biāo)。 2.【語言學(xué)】賓格。 3.【物理學(xué)】物鏡。 4.客觀事物，實在事物。 military objectives 軍事目標(biāo)。 adv. -ly 在客觀上。 n. -ness 客觀(性)。
objective a 客觀的；無偏見的
a knowledge of 某一學(xué)科的知識; 英語知識
but not knowledge 但是不能買到知識
in the knowledge that 在明知…的情況下
knowledge n. 1.知識；學(xué)識，學(xué)問。 2.了解，理解；消息。 3.認識。 4.〔古語〕學(xué)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(xué)到能應(yīng)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(xué)】認識論。 branches of knowledge學(xué)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。
knowledge and 知識與個案工作
knowledge of 性知識; 有關(guān)…(學(xué)科)知識
of knowledge 知識
to knowledge 據(jù)...所知
accidental objective 意外目標(biāo)
accounting objective 會計目標(biāo)
achromatic objective 消色差物鏡
aerial objective 空中目標(biāo)
air objective 空戰(zhàn)目標(biāo)
airborne objective 空降地哉
amici objective 阿米其物鏡; 阿米西物鏡
anastigmat objective 消像散物鏡
anastigmatic objective 消像差物鏡
antagonistic objective 拮抗目標(biāo)
aplanatic objective 不暈物鏡，齊明物鏡; 消球差物鏡
apochromatic objective 復(fù)消色差接物鏡; 復(fù)消色差物鏡; 消多色差物鏡

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例句與用法

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與文獻信息的區(qū)別，以及文獻信息、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，而是價值負載的，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)濟時代下如何發(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)認識論視野中，由于人們將知識視為客觀的、價值中立的，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，該時期的教學(xué)評價呈現(xiàn)出如下特點與不足：從內(nèi)涵上講，教學(xué)評價等于教學(xué)測量；從功能上講，教學(xué)評價呈現(xiàn)出一種社會導(dǎo)向的功能；從方法上講，教學(xué)評價體現(xiàn)出實證化的持點等。其不足則表現(xiàn)為：由于教學(xué)評價等同于教學(xué)測量，并認為教學(xué)評價的對象是可以被測量的，從而把“價值”排除在外；教學(xué)評價所關(guān)注的是作為客體的知識，而不是人，這就使得教學(xué)評價的主客體關(guān)系本末倒置，評價主體所要評價的對象是學(xué)生所要學(xué)習(xí)和掌握的知識，學(xué)生既不是評價主體也不是評價客體，而是完全地被懸空于教學(xué)評價過程之中；從評價方法本身來看，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
由于知識是情報的本質(zhì)屬性，而知識是人類對實踐經(jīng)驗和對客觀世界認識總結(jié)，所以本文在第4部分又從認知的角度討論了知識的本質(zhì)，以及客觀知識在人類認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，緊緊圍繞資源這個主題，力爭通過系統(tǒng)分析和綜合評價，使人們對甘肅省旅游資源有一個全面、客觀的認識，并為政府主管部門和相關(guān)地區(qū)進行正確的旅游開發(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年來的歷史研究進行回顧、總結(jié)、反思，可以明晰其研究的特點、方法、結(jié)論，并從其研究的制高點進一步探究有價值的研究線索，以此確立進一步研究的目標(biāo)與方向。

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