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认识论视野
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  the epistemological perspective
     The Epistemological Perspective in Educational Research
     教育研究的认识论视野
短句来源
  epistemological perspective
     The Epistemological Perspective in Educational Research
     教育研究的认识论视野
短句来源
     The thinking of the action logic urges us to adopt a kind of epistemological perspective while investigating the educational actions,which is actually a kind of new knowledge view and a restructuring of the relationships between knowledge and practice.
     对行动逻辑的思考促使我们在考察教育行动时采取一种认识论视野,这一视野就其内核而言就是一种新的知识观,以及依此对知识和实践之间相互关系的重构。
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  “认识论视野”译为未确定词的双语例句
     The Development of Education Evaluation in the Perspective of Recognition
     认识论视野下教育评价的发展
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     Logical truth and Factual Truth in the vision of Epistemology of Marxism
     马克思主义哲学认识论视野中的逻辑真理与事实真理
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     Teaching Evaluation Ideas from the Perspective of View of Life Understanding
     生活认识论视野中的教学评价理念
短句来源
     The thesis will further research the reform of teaching evaluation Maxim in the field of cognition, by the analysis of change in cognitive teaching Maxim.
     本文正是通过对认识论视野中教育教学理念变化的分析来进一步探究教学评价理念在认识论领域中是如何变革的。
短句来源
     But the epistemological problem became a mystery which is not easy to uncover because of the narrow eyesight of the Modern time Philosophy.
     但近代哲学狭隘的认识论视野使认识问题成为难解之谜。
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  相似匹配句对
     The Epistemological Perspective in Educational Research
     教育研究的认识论视野
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     Eyeshot
     视野
短句来源
     Constructivism for Epistemology of Cybernetics
     建构主义视野下的控制论认识论
短句来源
     The View of NBBJ
     NBBJ视野
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     Theory of Knowledge about Literary Image
     形象认识论
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  the epistemological perspective
Interaction analysis of mathematical communication in primary teaching: The epistemological perspective
      
Taking the epistemological perspective, it could have been defined as a class.
      
  epistemological perspective
Interaction analysis of mathematical communication in primary teaching: The epistemological perspective
      
The term 'the artificial' can only be given a precise meaning in the context of the evolution of computational technology and this in turn can only be fully understood within a cultural setting that includes an epistemological perspective.
      
Evolution and learning: An epistemological perspective
      
From an epistemological perspective, all knowledge must have a warrant and it is argued in the paper that tacit knowledge is validated by public performance and demonstration.
      
What Makes a Sign a Mathematical Sign - An Epistemological Perspective on Mathematical Interaction
      
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In Modern time, the subject of philosophy transformed and studying epistemological problem replaced all of the philosophic concern. There was a contradiction in epistemology and it became the objective which the whole Modern time philosophy, Neo Kantianism and Husserl's Phenomenology tried their best to overcome. But the epistemological problem became a mystery which is not easy to uncover because of the narrow eyesight of the Modern time Philosophy.“You can not recognize the true appearance of Mountain...

In Modern time, the subject of philosophy transformed and studying epistemological problem replaced all of the philosophic concern. There was a contradiction in epistemology and it became the objective which the whole Modern time philosophy, Neo Kantianism and Husserl's Phenomenology tried their best to overcome. But the epistemological problem became a mystery which is not easy to uncover because of the narrow eyesight of the Modern time Philosophy.“You can not recognize the true appearance of Mountain Lu only because you are in it.”To overcome the epistemological contradiction, philosophy must come out of Epistemology and widen the philosophic field of vision so as to transform the philosophic eyesight. It is a try to transform the eyesight for Heidegger's replacing Epistemology with Ontology. The authors of this article think that it explores a new philosophic eyesight which is different from Epistemology's for Heidegger's existentialism which subject is "Being in the world", and the widening of philosophic eyesight has active meaning to solve the problem of philosophic history and express the spirit of modern time.

哲学在近代发生了问题转换 ,对认识问题的探讨取代了哲学关怀的全面性意义。认识论本身包含着矛盾 ,这一矛盾成为整个近代哲学、新康德主义直至胡塞尔现象学努力求解的目标。但近代哲学狭隘的认识论视野使认识问题成为难解之谜。哲学要克服认识的矛盾 ,必须从认识论中走出来 ,并以新的眼光来开拓哲学的视野 ,实现哲学的视野转换。海德格尔以存在论取代认识论便是实现哲学视野转换的一种尝试。海德格尔以“在世”为主题的生存论开拓了不同于近代认识论的更加广阔的哲学视野 ,这一哲学视野的开拓对于哲学历史问题的解决和时代精神的表达都具有积极的意义

In the perspective of education evaluation, this article puts in order the four transitions of education evaluation, examines and analyses education e valuation with epistemological point of view and in the light of the history of development. It maintains that, with traditional theory of knowledge as its grow ing point, education evaluation today, when the theory of knowledge has been tra nsformed and reconstructed, is undergoing a vital change.

本文从教育评价的角度 ,梳理了教育评价的 4次历史转型 ,对教育评价的发展历史作了认识论视野下的审视和观照 ,认为凭藉传统认识论为生长点的教育评价 ,在认识论得以改造和重建的今天 ,也在经历着重大的改变

View of life understanding is in essence a kind of view of humans or view of existence. Self- recognition is its basic feature, practice is its internal quintessence and understanding is its basis of methodology. Teaching evaluation ideas from the perspective of view of life recognition manifests itself as the generative criterion of teaching evaluation, informational function of teaching evaluation, pluralistic subject of teaching evaluation, living object of teaching evaluation and dialogue style of teaching...

View of life understanding is in essence a kind of view of humans or view of existence. Self- recognition is its basic feature, practice is its internal quintessence and understanding is its basis of methodology. Teaching evaluation ideas from the perspective of view of life recognition manifests itself as the generative criterion of teaching evaluation, informational function of teaching evaluation, pluralistic subject of teaching evaluation, living object of teaching evaluation and dialogue style of teaching evaluation.

生活认识论实质上是一种“人论”或“存在论”。其中,“自我认识”是其基本特性,“实践”是其内在精髓,“理解”则是其方法论基础。在生活认识论的视野中教学评价的理念表现为:教学评价标准的生成性、教学评价功能的信息化、教学评价主体的多元性、教学评价客体的生活性以及教学评价方式的对话性。

 
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