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|  | | 为了更好的帮助您理解掌握查询词或其译词在地道英语中的实际用法,我们为您准备了出自英文原文的大量英语例句,供您参考。 | |
Calls for teaching and learning that cross subject boundaries have been making themselves heard in recent Higher Education literature in different national contexts.
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We have gone further to develop cross-subject clustering, a method of learning common representations.
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Unsupervised classifiers, both single-subject and cross-subject, provide an alternative approach to making predictions about new subjects.
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The cross-subject clustering algorithm is significantly slower than the ROI approaches.
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There are many simple and potentially useful extensions of the cross-subject clustering algorithm.
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| | We strongly call for the cross-subject integrative innovation in educational theory, for the sake of breakthrough the limitations of subject construction, and effectively performing the functions of educational theory. We suggest to enhance the integrative cross-subject study, to do research from multi-cultural perspectives, to change our thinking way. | | 为了突破我国教育科学一直沿着"学科建设"的思路进行理论创新的局限,充分、有效的发挥教育理论的功能,我们必须大力进行教育理论破学科的综合性创新,即必须打破学科界限,加强多学科交叉的综合性研究;必须破学科的一元化文化视域,进行跨文化多样性研究;必须破现代科学的困境,变革思维方式,突破理论与实践依存关系的路径,为教育理论创新注入新活力、开辟新资源、提供新思路。 | | 文摘来源 | | >=Following the principle that logic be consistent with history,through elaborating the theory of big causes and effects chain regarding the educational development and the theory that the economic, social demand for education essentially is the personal demand for education, this article has expounded and proven the thesis that the logical beginning of educational economics is economic, social and personal development and the demand for education. Then, making the personal demand for education starting poi... | | 本文遵循历史与逻辑相统一的方法论原则,通过对于教育运行和发展的大因果链理论、经济社会发展对教育的需求实质上就是人的发展对教育的需求这两个方面的阐释和论述,论证了“教育经济学的逻辑起点是经济社会发展与人的发展对教育的需求”这个论断,再从以人的发展对教育需求出发,揭示出教育经济学作为教育学和经济学的交叉学科,而在理论和方法上所存在的内在的矛盾性——属于人学学科的教育学与属于实证学科的经济学理论和方法的矛盾性。 | | 文摘来源 | |   |
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