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1)  Constructivism of knowledge meaning
知识意义建构
2)  cognitive meaning construction
认知意义构建
3)  constructive view of knowledge
建构主义知识观
1.
The conflict of rational view of knowledge and constructive view of knowledge is equal to the gambling of the national traditions and foreign theories.
当前我国基础教育课程改革领域,理性主义知识观与建构主义知识观的分庭抗礼实为民族传统与舶来理论的博弈。
4)  Knowledge construction
知识建构
1.
Introspection and research:the valid means of English teacher s knowledge construction;
反思与研究——英语教师知识建构的有效手段
2.
The interaction between learners has been playing an active role in promoting learners knowledge construction.
学习者之间的交互活动对于促进学习者的知识建构具有积极的作用。
3.
Studying the descriptive geometry course was the process of knowledge construction, which mainly included organizing knowledge unit and knowledge structure chain step by step.
画法几何学课程的学习是逐步建立知识单元和知识结构链的知识建构的过程。
5)  constructing knowledge
知识构建
1.
In order to reach training aim,four phases -decomposing skill,constructing knowledge,designing teaching,assessing teaching are brought forward.
文中根据高职特点对大纲制订流程进行了改革探索,将大纲制订过程分为技能分解、知识构建、教学设计、教学评估四个阶段,形成首尼相连的制订循环,以达到以职业能力为培养目标的要求。
6)  knowledge architecture
知识构建
1.
Analysis on Knowledge Architecture Core Elements and Optimization of Knowledge Management;
知识构建核心要素分析与知识管理优化研究
2.
Realization of knowledge service based on knowledge architecture
基于知识构建的知识服务的实现
3.
It analyzed the developing inevitability from information architecture to knowledge architecture,which is based on the knowledge architecture of the core elements,and combining with integrate the development trend of information science from the scope of the study and disciplines.
本文对信息构建到知识构建的发展必然性进行了分析,在此基础上提出了知识构建的核心要素,并结合国内外情报学的发展趋势,从研究范畴和学科定位两个方面分析了知识构建对情报学发展的影响。
补充资料:建构式数学

建构式数学为台湾地区教改内容,

是把简单化为复杂的计算法:

以593+638为例:

593=500+90+3

638=600+30+8

500+600=1100=1000+100

90+30=120=100+20

3+8=11=10+1

593+638=1000+(100+100)+(20+10)+1=1231

是一种为了消灭下一代计算能力以让黑预算过关的阴谋。

说明:补充资料仅用于学习参考,请勿用于其它任何用途。
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