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1)  cognition tool
认识工具
1.
How does science become to cognition tool ?;
科学是如何成为认识工具的?
2)  change in the epistemic instrument
认识工具的变革
1.
The change in research method will ask for a change in thinking style, and that will further in turn ask for a change in the epistemic instrument.
研究方法的变革需要思维方式的变革,而思维方式的变革需要认识工具的变革的催生和支持。
3)  cognitive tool
认知工具
1.
Agent : a New Cognitive Tool;
智能主体——一种新型的认知工具
2.
In light of the relations between information technology and curriculum development, the article expounds on the objective and connotation of information technology and curriculum integration, the specific forms of applying information technology as a cognitive tool, and the key points and the practical implementation process of promoting information technology in the teaching of various subjects.
通过信息技术与课程发展的关系,阐述了信息技术和课程整合的目标与内涵、信息技术在各学科教学中作为认知工具使用的具体表现形式以及推进信息技术在各学科教学的关键点与实际实施过程。
3.
In a perspective of cognitive tool,the article introduces the info-technology tools,probes the principles of how to use these tools to support the study and knowledge constructing for students.
本文从信息技术的认知工具角度出发,介绍在学习和教学中使用的多种信息技术工具,并探讨利用认知工具进行有效学习的基本原理,以支持学生的有意义学习和知识建构。
4)  Cognitive Tools
认知工具
1.
We have designed and exploited some cognitive tools based on web, involving databases of three-dimensioned molecule model, organic chemistry reactivity mechanism, video of chemical experiments and rapid-searching manual of chemistry data .
本文探讨多媒体技术作为认知工具的心理学基础以及国内外以多媒体技术作为认知工具的现状。
2.
Content: To meet with the knowledge age s requirements to the talent quality, based on the theoretical and practical researches of instruction supported by cognitive tools both domestic and abroad, this thesis points out the limitations of using IT in school, discusses on the meaning, the significance and instructional strategies when taking IT as cognitive tool.
本研究在把握国内外有关认知工具的理论与实践研究的基础上,以知识时代对人才素质要求为参照,针对信息技术在教学应用中的局限,探讨了在教学中将信息技术作为认知工具的意义、内涵和策略。
3.
"Imaginative" education is a system of educational theory and practice that teachers inspire students\' emotion,imagination,as well as intelligence by applying appropriate cognitive tools into their teaching practice.
"富有想象力"的教育是指教师借助于适当的认知工具在教学过程中有效激发学生的情感、想象力和智慧的教育理论与实践体系。
5)  working consciousness
工作认识
6)  knowledge instrument
知识工具
1.
A concept model of KMS is proposed here with the purpose of analyzing the construction of KMS, where the knowledge instrument is combined with knowledge processing procedure on relevant knowledge systematic basis.
针对知识管理系统(KMS)的构建问题,在相关知识体系结构基础上,将知识工具与知识处理过程相结合,给出了一种KMS概念模型,相应地给出了KMS的逻辑结构,并进一步说明了KMS应具有的主要功能·依据给出的KMS构建模式,可使KMS具有人机交互能力、灵活性和智能化的特点,有助于组织对知识在组织内外流动的动态过程进行系统分析与整合,提高知识生产率和组织的绩效·最后,给出一个构建设备KMS的实例
补充资料:辩证唯物主义认识论(见认识论)


辩证唯物主义认识论(见认识论)
theory of knowledge of dialectical materialism

  blanZhengweiwOZ卜U丫1 rens卜jlUn辩证唯物主义认识论(t heory ofkn。wle此eofd坛lectical mater认价皿)见认识论。
  
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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