知識內化 的英文怎麼說

中文拼音 [zhīzhìnèihuà]
知識內化 英文
knowledge internalization
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
  • 內 : 名詞1. （內部; 里頭; 里邊） inner; inside; within 2. （妻子或妻子的親屬） one's wife or her relatives 3. （姓氏） a surname
  • 知識 : 1 （認識和經驗的總和） knowledge; know how; science 2 （有關學術文化的） pertaining to learning o...
  1. As mr lampton points out, just as americans overstate china ' s export prowess as a source of economic power, so they underestimate china ' s intellectual, cultural and diplomatic influence

    正如蘭伯頓所指出的，美國誇大了中國作為經濟強國的內在出口動力，這樣一來就低估了中國的知識、文化與外交影響。
  2. The paper analyzes the based function of knowledge translation among knowledge management, the meaning of knowledge inertness, the reason of bringing knowledge inertness, and brings forward forward pertinence suggestion

    分析了知識管理中知識轉化的基礎性作用，在此基礎上分析了知識惰性的內涵、知識惰性產生的原因，並提出了有針對性的管理措施。
  3. Study of knowledge innovation based on the inner transformation of tacit knowledge

    基於隱性知識內部轉化的知識創新研究
  4. At last, the contents should be organized and designed in the textbook. in part iv, we analyze some textbooks we can get. firstly, we emphasize on analyzing the inquiry activities in the textbook life & science which was published by the oxford university publishing house

    首先分析了「牛津版」 《生活與科學》教材中探究活動的設計，然後針對「人教版」 、 「上教版」 、 「牛津版」三套教材中「水的凈化」部分，分別做了知識內容編排、活動欄目設計和教材版面設計三方面的比較分析。
  5. Ijcai - 77, 1977, pp. 1045 - 1058. 20 johnson m, dampney c n g. on category theory as a meta ontology for information systems research. in proc

    對象間態射的缺失意味著知識內部結構性的缺失，從而產生了對各種知識不完備性以及不完備知識完備化的范疇論意義上的研究。
  6. To make humanities knowle4ge internalized, it is necessary to clarify the humanities teachers ' duty, improve humanities teachers ' quality, value the use of emotional teaching mode, give full play to emotional teaching in the internalization of humanities knowledge, enhansce students ' understanding of the significance in learning and strengthen their initiative in studying humanities knowledge

    創造滿足人文知識內化課堂教學的條件，在實踐中必須做到：明確人文教師的職責，提高人文教師的素質；重視情感教學模式的運用，充分發揮情感教學在人文知識內化中的重要功能；強化學生主體對學習意義的認識，增強學生學習人文知識的主動性。
  7. In order to convey the logical theory knowledge to legal ideation, reform should be made on the teaching contents and teaching methods

    為達到將邏輯理論知識轉化為法律思維能力之目的，法律邏輯學應在教學內容和教學方法等方面進行改革。
  8. In this article, the author analyzes the new change of ability of technical innovation with dynamic knowledge conception. the author also discusses the relationship between the knowledge current and the ability of technical innovation from these three dimensions ( aspects ) : the knowledge current and the technical innovation ; the knowledge deposit and the technical ability ; the knowledge current and the ability of technical innovation. the enterprise should probe into from following direction : establishing learning organizations, strengthening the transform of knowledge inside the enterprise, regarding the transfer of knowledge among enterprises, establishing efficient and smooth systems for the knowledge current

    本文分析了動態知識觀指導下的技術創新能力新變化，從知識與技術創新、知識存量與技術能力、知識流與技術創新能力三個維度探討了知識流與技術創新能力之間的關系，認為建立學習型組織，強化企業內部知識轉化，重視企業間的知識轉移，建立高效、順暢的知識流動機制應是企業提高技術創新能力的探索方向。
  9. An ontology based genetic fusion algorithm is introduced to form a new knowledge space of solution, applying a self - adaptive mechanism of performance evaluation and refinement of parameters to promote the evolutionary process

    元知識的抽取簡化了知識轉換的過程，基於本體庫的遺傳融合演算法在知識內涵的層次上構建了新的解知識空間，並對解知識空間的結構演化進行了分析。
  10. Chapter two covers the problem of connotation of the knowledge structure for chinese teachers and the problem of how to improve the k nowledge structure. it is stated that teachers of chinese should have all - round cultural quality, with three - dimensioned developing structure of knowledge

    第二章論述了語文教師的知識結構的內涵，以及如何優化知識結構的問題，指出新的時代要求語文教師具有全面的知識文化素質，形成動態的、立體交叉的知識結構。
  11. The theoretical foundation of inquiry learning : second, the study theory of piaget s constructionism, the center of constructionism lies in making students construct and complete their own cognition foundation on their own initiative according to inquiry learning, and achieve removement successfully, constructionism in inquiry learning, emphasizes the researching and exploring functions of the students in the procedure of knowledge s internal change, emphasizes the creation of questionable situations during study procedure, emphasizes knowledge s foundation and renewal, emphasizes t

    2 、皮亞傑建構主義學習理論。建構主義的中心在子通過研究性學習，使學生自主地建構和完整自己的認知結構，順利實現遷移。建構主義在研究性學習中，重視學生在知識內化過程中探索研究的作用，重視教學過程中有關問題情景的創設，重視知識結構和更新，重視學生認識活動的個體特殊性，以及認知風格、學習態度、學習信念和學習動機等。
  12. Then it tries to explore the internationalization theories of smes from different perspectives, namely, entrepreneurship, clusters and network capabilities, internalization of information and knowledge and resource - based view. c ' hapter two is concluded by the development of a theory of smes " international competitiveness

    論文分別從企業家精神、企業集群和網路能力、信息和知識內化、資源基礎論視角等多個維度，探討中小企業國際化的理論，並進一步闡述了中小企業的國際競爭力理論。
  13. There are six big problems exist. first, the leaders or the chiefs of enterprises lack of the strategic views, pursue short - term interests excessively, a lot of mistaken ideas exist in training management ; second, system, mechanism and development strategy of management training remain to be perfected and further clarified ; the training is lack of systematical and standardization ; third, the content of courses is outmoded, the way lags behind, the style is blankness, especially lack ability of combination of theory and practice, lack of operating method and technology ; fourth, the system of training effectiveness feedbacks is imperfect, the system of training support is insufficient, which have hindered the transfer of training ; fifth, the individuals who under training have insufficient motivation, also have problems in after training loyalty, and to transfer the obtained knowledge into their work ; sixth, the government institutions do n ' t fulfill it ' s own responsibilities in constructing the system of management training. some training policies and managements even restrict the development of management training

    本論文根據作者的培訓實踐，並參考大量資料，通過觀察、訪問、具體案例分析等闡述了國有企業管理培訓自改革開放（ 1979年）以後的發展狀況及新形勢，完成的主要研究工作有：首先，指出了國有企業管理培訓存在的六大問題，一、國有企業經營管理者缺乏戰略眼光，過分追求短期利益，在管理培訓觀念上存在許多誤區；二、管理培訓的制度、機制及發展戰略有待進一步完善和明確，培訓工作缺乏系統化和規范化；三、教學內容陳舊，方式落後，風格單一，尤其缺少理論聯系實際能力，缺少操作的方法與技術；四、培訓效果反饋體系不健全，培訓支持系統不足，阻礙了培訓成果的轉化；五、受訓者個人接受培訓動力不足，培訓后忠誠性不足，缺乏將培訓所獲知識轉化于工作中的動力；六、政府培訓主管部門對構建管理人員培訓體系的作為不足，某些培訓政策及管理制約了企業管理培訓的發展。
  14. Not seem as the traditional research route this paper in terms of maxism and the evolutionism theory to study the absorptive capability attribute and impress along with the knowledge innovation, to study knowledge innovation chain structure and contain among the different course compare with the lack and narrow sense and broad sense state of absorptive capability, accompany with market and state innovation system working. it reaches conclusion as follow : 1. the absorptive capability is substantial which make up of core competence and take a important role for enterprises to capture overflow knowledge of competitor and common knowledge in society, to deepen inner r & d activity, to build up the utility of organization and information intercourse

    本文以馬克思主義唯物史觀和辨證分析理論為指導，運用企業能力進化論和企業發展演進的分析方法，圍繞隨著企業知識創新在各個階段的不斷深化所帶來企業吸納能力的形成與增進，探討了吸納能力范疇及其在不同創新過程中的特徵；提出了企業知識創新鏈結構，分析了吸納能力缺失、狹義吸納能力和廣義吸納能力增進的不同內涵；知識創新市場機制和國家創新體系對企業吸納能力增進的環境效應等，得出以下結論： 1 、吸納能力對于企業有效地獲取外界公共知識和競爭對手溢出知識、深化r & d活動、增強組織結構的有效性和信息交流的充分性等具有十分重要的意義。
  15. The third chapter first classifies the fifth degree of cultural demands in the curriculum standard for english teaching as knowledge culture and communication culture, then examines the cultural structure of jefc ( 2000 ) from both the static and the dynamic angle according to such a classification. the next chapter, chapter 4, makes suggestions for improving our culture teaching to meet the demands set in the curriculum standard. and the last chapter summarizes the whole paper

    第三部分首先根據知識文化和交際文化的文化結構劃分，細化《全日制義務教育普碩士學位論文義三夕master 『 5mesls通高級中學英語課程標準（實驗稿） 》中的五級文化要求，然後以此為標準從靜、動態兩方面收集資料，評估《英語》的文化內涵，從而把握中學文化教學現狀。
  16. The view of the curriculum in the subjective theory is that, the reasonable curriculum framework should be founded, then the education can accelerate the students " development. meanwhile the content and the form in the books should be renewed, modulated, and enriched, which can make the knowledge in the book be fabric

    主體性教育的課程觀認為，教育要促進學生主體性素質的發展，就必須建立合理的課程結構；同時更新、調整和豐富教材的內容和形式，實現教材知識內容的結構化。
  17. Based on the above, this article presents three conversion model : individual tacit knowledge turns into individual tacit knowledge ; individual tacit knowledge turns into organizational explicit knowledge and individual tacit knowledge turns into organizational tacit knowledge. admittedly, this article argues how to carry the three conversion model into practice and it is a useful makeup for nonaka ' s " seci " model

    為了給知識管理的戰略實施提供具體支持，本文從實現三個互動的角度出發，在充分挖掘知識管理內涵的基礎上，總結了隱性知識轉化的三種模式：個人隱性知識到個人隱性知識、個人隱性知識到團隊顯性知識、個人隱性知識到團隊隱性知識。
  18. The present study conditions about knowledge creation are as follows : the study on how to combine the new product development with the knowledge creation is not enough ; the study on the relativity of the organization environment and knowledge creation is short of data supporting and quantitative analysis ; the study on the index system of knowledge creation performance is almost blank

    目前有關知識創造的研究現狀是，有關文獻雖然分別強調了研究知識創造與新產品開發的重要價值，但對于如何把二者結合起來，以便更好地認知新產品開發各階段的知識轉化，尚缺乏深入分析與探討;大多數文獻對于組織環境與知識創造的相關性研究則缺乏數據支撐和定量分析;國內外關于知識創造績效指標體系及其評估方法的研究幾乎是空白。
  19. We classify the inquiry activities * into four types which are inquiring the factual, theoretical, methodological and sts knowledge respectively according to the characteristic of chemistry subject and knowledge. inquiry activities can lead students to learn by means of inquiry

    根據化學學科和知識內容的特點，化學教材中的科學探究活動內容可以分為事實性知識探究、理論性知識探究、策略性知識探究和sts型知識探究四種主要類型。
  20. Finally, from the point of teaching, among different complex factors, this paper focuses on the performances and functions of context, which affects the comprehending of object utterance. from both extra and inner context, this paper, using the middle school texts as language materials, analyzes the influence of verbal context, time and place of pragmatics, speech style and the background knowledge of object utterance, culture surroundings, nation psycho and so on, upon the comprehending of utterance. it concludes the basic features and rules of context adaptation, and then finds out the significance of context adaptation to utterance comprehending and chinese teaching

    最後，本著以教學為出發點的原則，在紛繁復雜的語境構成因素中，本文著眼于語境在理解中的活動形態和功能，從外顯性和內隱性語境兩個角度，以中學語文課文為語料，分析上下文、語用的時間、地點、話語語體以及主體的背景知識、文化環境、民族心理等因素對話語理解的影響，說明語境適應的基本特點和規律，論證語境適應規律對話語理解、對語文教學的重要意義。
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