知識應用 的英文怎麼說

中文拼音 [zhīzhìyīngyòng]
知識應用 英文
knowledge application
  • 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
  • 應 : 應動詞1 （回答） answer; respond to; echo 2 （滿足要求） comply with; grant 3 （順應; 適應） suit...
  • 用 : Ⅰ動詞1 （使用） use; employ; apply 2 （多用於否定: 需要） need 3 （敬辭: 吃; 喝） eat; drink Ⅱ名...
  • 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. Even the doctoral degree, long recognized as a required “ union card ” in the academic world, has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge without immediate application to a professor ' s classroom duties

    即使是學術界被長時間認作必須「同盟卡」的博士學位，現在也因為僅僅為了學習本身和知識的累積而學習，卻不把知識應用到教授的教學職責中去而受到了嚴厲的批評。
  2. We should apply our book knowledge to practice

    我們應該把書本的知識應用到實踐中。
  3. Rogers ' s learning theory is generally known as humanism, but from the other point of view, it also can be viewed as constructivism which can be seen from its emphasis on knowledge implementation and uncertainty, the interactive learning method based on the integration of students experiences and the learner - centered assessments

    摘要羅傑斯的學習理論通常被認為是人本主義的，其實從另一角度解讀，它又是建構主義的，具體表現在對知識應用性和不確定性的強調、整合學生經驗的互動的學習途徑與方式和以學習者為中心的評價觀。
  4. Chapter 3 focuses on the relations between knowledge and organizations. on the basis of leavitt ' s diamond model of organizational factors, a six - factor model of organizations is proposed. the stock and struc

    在kbtod模型的基礎上，第六章提出組織結構的兩大基本模式：以知識應用為基礎的組織結構和以知識創新為基礎的組織結構。
  5. Mathematical experiments and mathematical modeling

    深入開展中學生數學知識應用活動
  6. The motivations for the search of new knowledge and the application of already acquired knowledge for practical purposes are entirely different.

    探索新知識的動力與把既得的知識應用於實用目的這兩件事完全不同。
  7. That is, the knowledge frame of teacher is made up of eight parts : subject matter knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners, knowledge of self, knowledge of contexts and knowledge of educational ends and values. with regard to the sources of teacher knowledge, teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self. " the training on service " and " organized professional activities " are more important source, but in comparison with above sources " the experiences as a student ", " training beforce service " and " reading professional books and periodicals " are less important sources

    研究得到的主要結論是，提出並闡明了教師知識的理論框架結構模型，即教師的知識結構是由八個部分組成：學科內容知識、課程知識、一般性教學知識、學生知識、教師自身知識、教育情景知識、教育目的及價值知識和學科教學知識；在教師知識的來源上，教師「自身的教學經驗和反思」以及「和同事的日常交流」是他們發展自身教學知識的最重要的來源， 「在職培訓」和「有組織的專業活動」也是比較重要的來源，但是相比之下， 「作為學生時的經驗」 、 「職前培訓」和「閱讀專業書刊」則是最不重要的來源；在教師知識應用上，闡述教師知識和教師教學決定的關系；針對新課程的改革，以及教師知識的轉換，闡述課程設計與教師教育的有關問題:最後對教師知識的未來發展進行了展望。
  8. Inquiry learning is a high - level of studying which means that students choose and research a subject from subject fields or the real life situation according to their interest, love and ability under the guide of the teachers to gain knowledge, use knowledge and solve problems on their own initiative in the way which is similar to scientific research, in order to develop creative quality, form scientific spirit and scientific attitude, and improve the comprehensive quality and ability

    研究性學習指學生在教師的指導下，根據自己的興趣、愛好和條件從學科領域或現實生活情境中選擇和研究課題，以類似科學研究的方式主動獲取知識、應用知識、解決問題，從而發展創新素質，養成科學精神和科學態度，提高綜合素質和能力的一種高層次的學習方式。
  9. He called on ha s staff to better equip themselves by actively taking part in these training courses and to engage in dialogue with the management to further improve hospital services

    他呼籲醫管局員工踴躍參加防感染訓練班，把所學的知識應用於工作上；同時有意見的時候應與醫院管理層多作溝通，以進一步改善醫院服務。
  10. Unlike that of the pure science, the main objective of applied science is to apply knowledge to practical problems

    不像純科學，應用科學的主要目的是把知識應用到實際問題上。
  11. The purpose of the study is to decrease error rate of boundary defense alarm system by applying data blending knowledge in an original data blending boundary alarm system

    摘要為了降低周界防越報警探測器誤報和漏報的概率，將數據融合相關知識應用於周界防越報警探測系統，構成周界防越報警數據融合系統。
  12. Students learned the practical application of the theory

    學生們學著把理論知識應用到實際中去。
  13. We have to put what we learn from the books into practice

    我們應該把書本知識應用到實踐中。
  14. After graduation, he hoped to apply his knowledge to work

    畢業后，他希望把知識應用到工作中去。
  15. U junke likes to apply what he learns on his farm

    吳俊科喜歡將所學的知識應用到自己的生產實際當中。
  16. A general experiment design representing the application of gereral knowledge

    一項體現綜合性知識應用的實驗方案設計
  17. Public policies in government administration : discussion on application of population policies

    人口政策知識應用層面的探討
  18. Advocate scientific knowledgestimulate innovation and creativitypromote sports for health

    提倡科學知識應用激發創新與創意普及運動與健康
  19. Through the analysis of the concrete teaching practice case, this thesis proposes the teaching strategies of " four - link " teaching method for the occurring problems in practice, and introduces the primary effects. at last, the researcher thinks that the ideological and political course teachers should inspire students study interests and passion, give them more opportunities to express themselves and attend the discussion, more opportunities to apply what they have studied to analyze and solve practical problems, not chained by certain teaching mode, but neatly apply every kinds of teaching method to promote students " study and development

    通過對具體的教學實踐案例的分析，針對在教學實踐中出現的問題，本論文提出了「四環節」教學法的教學策略，並介紹了實施該教學法的初步成效，最後，研究者認為中學思想政治課教師在教學中應該注意激發學生的學習興趣和熱情，給予學生更多的參與討論、表達自己的機會，讓學生能有更多的機會將所學知識應用到實際當中去，解決現實中的問題，不被各種教學模式局限，靈活運用各種教學方式來促進學生的學習和發展。
  20. In order to improve the teaching of reading, this paper sets out to analyze the nature of reading, text properties, context and schematic knowledge, and to discuss how to train the language learners ( i. e. students ) to acquire " discourse competence " and improve their comprehension by applying the theories of text to reading courses

    在此基礎上，提出了適合於現代英語閱讀教學的新思路，新模式，即：把情景，背景，語境，語篇分析等相關的理論和原理融入英語閱讀教學課堂教學之中。本文擬在分析閱讀的實質、語篇特徵、語境及圖式理論等的基礎上，探討如何將語篇知識應用於閱讀教學之中，培養學生的「語篇能力」 ，從而提高其閱讀理解能力。
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