表述性知識 的英文怎麼說

中文拼音 [biǎoshùxìngzhīzhì]
表述性知識 英文
declarative knowledge
  • 表 : Ⅰ名詞1 （外面;外表） outside; surface; external 2 （中表親戚） the relationship between the child...
  • 述 : Ⅰ動詞（陳說; 敘述） state; relate; narrate Ⅱ名詞（姓氏） a surname
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 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
  • 表述 : formulation
  1. So, the expert system expresses intuitional knowledge by application of multimedia technology and principle knowledge by system reasoning and decision

    因此，對于常識性、經驗性和原理性知識歸納為描述性知識，採用多媒體技術表達。
  2. Since it is a new pattern recognition method, some fundament knowledge was discussed in this paper, such as the basic notion of subspace method, the construct of subspace classifier, the classing rules, the rejecting rules, etc. at last the representative blsm and alsm classifier were tested with multiple character sets

    作為一種新的模式識別方法，本文講述了子空間方法的基本理論、子空間分類器的構造、分類決策規則、拒識規則等知識，並用多種小字符集測試了具有代表性的blsm和alsm子空間識別器。
  3. In the method of combing theory and practice, the thesis analyzes the manifestations of students " deviated behavior and their negative influence on students. after exploring the possible causes of deviated behavior, the thesis puts forward some concrete remedies : the nation should strengthen the supervision and the management of computer networks ; middle schools should effectively manage, guide and educate their students ; teachers should be quick in improving and broadening their knowledge and pay more attention to the psychology of their students ; parents should supervise their children well

    本文採用理論聯系實際的方法，在界定網路偏差行為的基礎上，指出了網路偏差行為的表現及其對中學生所產生的危害性，並從多角度分析了產生網路偏差行為的原因，最後闡述了具體的對策：國家要加強對計算機網路的監督和管理；學校應加強對學生的管理、教育和引導；教師應加速知識的更新和提升，並注重對中學生進行心理教育，開展心理咨詢；家長應切實做好對孩子的監護工作等，多管齊下，齊抓共管，共同促進中學生身心的健康發展。
  4. On the other hand, many general texts as well as numerous research articles on interviewing in fields other than journalism have been written. many of these books and articles present the theoretical and empirical aspects of the interview as well as the training of the interviewers

    另外，在新聞學以外的領域，已發表了許多關于采訪的一般性書籍和研究論文，其中有很多闡述了采訪的理論方面和經驗方面的知識，也談及了對采訪者的培訓。
  5. The present study is done under the guidance of the reading theories of contemporary cognitive psychology. starting with an analysis of the reading process, it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading. it is found that declarative knowledge is static, represented by schemata, while procedural knowledge is dynamic, represented by the " if - then " model

    本研究擬以當代認知心理學的閱讀理論為指導，以英語閱讀過程分析為切入口，以中職生（包括職業中專和綜合高中的學生）為主要研究對象，對中國學生個體在閱讀過程中表現出的在以圖式為其綜合表徵形式的靜態性的陳述性知識和以「 if - then 」產生式為其表徵形式的動態性的程序性知識方面的差異進行實際調查，了解造成閱讀困難的根源所在。
  6. Although some of these tables are only for physical layout, there is still a significant amount of online data that is stored in html tables. since tables are inherently concise as well as information rich, the automatic understanding of tables has many applications including knowledge management, information retrieval, web mining, summarization, and content delivery to mobile devices

    正因為表格形式簡潔並且含有豐富的信息，自動理解表格在知識管理、信息檢索、 web挖掘、摘要提取以及對移動設備的內容傳遞等應用中有著非常廣泛的用途。表格在網頁中的普遍存在性以及它們能夠簡潔直觀地描述關系信息的特性也使得他們成為web信息抽取中吸引人的目標，研究web表格信息抽取對web信息抽取技術的研究有著重要的意義。
  7. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  8. Knowledge value chain describes new ways of envisioning the strategic process, which states that business strategies cannot be effectively shaped without a deep understanding of the knowledge capability interdependencies between core activities along the value chain as a core capability of innovation, new product development ( npd ) always makes great contribution to organizational performance. this dissertation proposes a framework of the link between km process capabilities and npd performance aiming at identifying the key facilitators of npd and enabling companies to launch their products into market more successfully than their competitors. attempts are made to measure km capabilities in terms of knowledge acquisition and dissemination and to use the results of empirical study for leveraging an organization against its competitors in the context of npd

    本論文以文獻整理的研究方法，對既有的知識管理理論進行梳理；通過對十個較具代表性的知識管理理論框架的比較分析，以知識管理過程能力、知識管理基礎資源能力、知識管理應用能力及知識場為基石，構建了知識管理能力的框架模型；通過對產業結構為本觀點和組織資源為本觀點的比較分析，探討了競爭優勢產生的根源，創造性地構建了知識價值鏈模型，以解釋企業的核心能力；論述了以知識管理能力為主的組織特徵和相應的組織化能力匹配權變情況，即知識分佈與權力分佈的關系，分析了技術在知識管理能力領域的作用；以個案研究的方法探討了知識管理組織化能力和知識管理技術化能力；以實證研究的方法，對知識的獲取和擴散與新產品研發的績效互交關系進行了研究，以理解知識管理過程能力對業務創新產生主導影響的機制。
  9. Through the study of the style of knowledge description, the paper elaborates the numerical model knowledge, the symbolic experience knowledge and the instantial swatch knowledge. these three kinds of different knowledge have been used in loans risk classification in the paper. just as the using of the object oriented technique and the ai ( include es, ann, and the integrated of ann and es ) technique, can the paper realize the five - grade loans risk classification

    本文通過對知識描述形式的研究，表述了經驗符號性知識、模型化數量性知識和實例樣本性知識三種類型，通過對其行為特徵及轉換、集成的研究，將這三種異構知識引入貸款風險分類分析；採用面向對象技術和人工智慧的es 、 ann兩種形式及其結合，實現了貸款風險五級分類。
  10. In this paper, we will more deeply research on the base of the works, the first part, we give the summarize for the condition and the significance. the second part, we give the preparation knowledge to the whole paper ; the third part, we research the lower and upper bound of the generalized hamming weights for the linear codes ; include d ( r, n, k ) bound, the finite sum representation of the lower and upper bound function of generalized hamming weights for linear codes, generalized griesmer bounds ; the 4 - th part, research the definition, the property of the r - th generalized weights for the non - linear codes and non - linear constant codes, and give the expression of the generalized weight of binary ( n, m, d ) non - linear codes ; the 5 - th part, research the weight hierarchy of linear codes and non - linear codes, for example, necessary condition and sufficient condition, the 6 - th part, we research the expression of the r - th generalized hamming weights of reseaval classes codes

    本文在已有的基礎之上作了進一步的探討，第一章綜述了廣義hamming重量的現狀和意義；第二章給出了全文的預備知識；第三章研究了線性碼的廣義hamming重量的一些上下界；包括d （ r ， n ， k ）界，上下限函數有限和表達式，廣義griesmer界；第四章討論了非線性碼及非線性等重碼的廣義hamming重量的定義、性質，給出了2元（ n ， m ， d ）非線性碼的第r廣義hamming重量的表達式；第五章研究了線性碼、非線性碼的重量譜系；第六章給出了幾類碼的廣義hamming重量的表達式，這些碼包括直和碼（ directsumcodes ） 、笛卡爾積碼（ cartesianproductcodes ） 、張量積碼（ tensorproductcodes ） 、延長hamming碼。
  11. Based on the concept of possibility distribution, linguistic expert knowledge that is intrinsically fuzzy is translated into an elastic constraint on the values that may be assigned to a competitor ' s bid

    首先，提出以可能性分佈描述競爭對手報價行為的思路。文中基於可能性分佈的概念，將以自然語言表示的專家知識轉換為其他發電公司報價取值的彈性約束。
  12. In paper, reaching the aim, firstly, we have researched thorough about symbol recognition and theory understanding relative theory and technology, and basing on those theory and technology, we adopt the based global characteristic symbol recognition and engineering drawing understanding algorithm which can automatic convert the vectorgraph which doesn ’ t include the relative physical information into the vectorgraph which includes the relative physical information. secondly, researching about the 2d computer animation technology and combine the cbt system, we have presented the new path animation model which include the union path description, animation pattern and time - velocity and time ? distance parts

    為達到上述目標，本文首先對目前圖形符號識別技術進行系統的、較深入的分析，結合民航飛機原理圖特點採用基於全局特徵的符號識別演算法對原理圖進行符號處理，並以此為基礎改進了基於圖的方法和全局知識的語義分析方法相結合的原理圖理解演算法，可將無序的矢量圖轉化成高層的知識表示，為動畫製作提供素材，為后續的電路完整性檢測及動畫自動播放提供相應的知識支持。
  13. Besides, this is also a tentative study of the influences of the schema theory on the english reading comprehension so as to verify the relevant researches on reading made by cognitive psychologists and to propose some measures to improve relevant teaching activities. this paper consists of five chapters

    同時，結合有關圖式理論對于英語閱讀理解的影響的探討，來驗證認知閱讀心理學家們對個體閱讀能力表現在程序性知識和陳述性知識方面的差異有關研究，並提出相應的改進閱讀教學的措施。
  14. The knowledge is divided into the state - knowledge and the procedure - knowledge, which demands the aims of the curriculum to consider the ability and the strategy rather than to limit the explanation and representation of the nation and the law

    它分陳述性知識和程序性知識。這種新的知識觀要求人們課程的目的不應僅僅局限於概念、法則的闡述與表徵，同時還應考慮到能力與策略。
  15. The key to these issues is a proper context representation and reasoning model, which should satisfy the following requirements : 1 ) it should have the capability to deal with uncertainties, which is an intrinsic property of context ; 2 ) it should be first - order, since we need to discuss at the level of entities, attributes and relations. this property is also necessary for representing generally applicable context reasoning knowledge. 3 ) it should have reasonable complexity, since the application wants to now the up - to - date context

    上述問題的核心是目前缺乏一個良好形式化的上下文表示和推理模型，而這個模型必須滿足如下屬性： 1 ）能處理由於傳感器的不可靠以及不確定的知識帶來的上下文的不確定性； 2 ）具備一階（ first - order ）描述能力，這是因為上下文信息需要在實體的屬性和實體間的關系層次進行描述，同時這種能力也是使上下文推理知識具有通用性的基礎； 3 ）合理的復雜度，因為應用查詢上下文時希望了解的是即時的情況。
  16. At last the paper uses fully learning data according celts, constructs theory and methord of implementing system. the theory has two aspects : gives imprecise learning methords using rules when sequencing initially, such as introducing, narrating emphases and so on ; during the process of learning, we construct a fuzzy evaluating model using the data of scores, learning time and browsing times, and adjust scores with learning objects. then we can inference more precice learning strategy based on the result of evaluation, such as searching previous knowledge units, learning current knowledge units repeatly

    該原理主要體現在兩個方面：一是在初始編列時，根據規則的匹配與調用可以實現較為粗略的教學方法指導，如一般性介紹、重點講述等；二是在過程導學當中，針對最具代表性的測驗成績、學習時間、瀏覽次數的學習效果和行為，結合學習者的預期學習目標等因素進行適當的成績調整、時間改進等處理，並運用模糊綜合評判的方法對學習者實施有效評價，以推理出在學習過程中較為細化的教學建議，如搜索前驅知識單元、重新學習當前知識單元等。
  17. However, the traditional expert systems only handle the dominant and superficial knowledge, they have lots of demerit such as weak reasoning ability, poor intelligence and the difficulty in getting knowledge and so on. therefore, this paper introduces the technology of the artificial neural network ( ann ) to overcome the shortage of expert systems, and tries to solve the problem which has complicated relationship, fuzzy boundary questionably factor and expresses hard in regulation and mathematical model

    但傳統專家系統只能處理顯性的表面的知識，存在推理能力弱，智能水平低，而且知識獲取難等缺點，所以本文引入了人工神經網路技術來克服傳統專家系統的不足，來試圖解決農業系統中存在的關系復雜、邊界模糊、不確定性強等難于用規則或數學模型嚴格描述的問題。
  18. The findings not only show that eliciting mathematical explanation is really helpful to construct declarative knowledge and procedural knowledge, to integrate new and old knowledge, and to generate self - inference and repair students " mental model, but also show that if the teacher provides appropriate intervention, it may have a critical influence on fostering students " understanding

    研究結果表明誘導學生數學解釋的確有助於促進學生陳述性和程序性知識的建構，有助於促進學生對新舊知識的整合，有助於學生產生自我推論和修復心理模型.同時發現教師提供適當的干預對促進學生理解有重要影響
  19. Moreover, i discussed with the expert who is an authority in the field of the organizational learning. in a word, the questions i come up with in this paper are common and the problem - solved ways i make every effort to seek are general, therefore many organizations can benefit from it. the whole paper includes seven parts : preface discusses the background of study and raises the key question ; chapter 1 introduces the radical theory of organizational learning, as well as the organizational learning ' s essence ; chapter 2 discusses the classical model and the unproved model of organizational learning, then analyzes the disability of the organizational learning ; chapter 3 discusses the two important properties of medias and the general principle when selecting the media for organizational learning ; chapter 4 introduces the tools, way and strategy about organizational learning i ; chapter 5 describes the two typical ways and the proper tools about the organizational learning ii besides a successful case ; conclusion summarizes the whole paper with the prospects of the further study in the future

    本論文主要由以下部分和內容組成：引言部分，在分析時代背景的基礎上，闡述了組織學習的重要性；第一章對組織學習的定義、實質機制和知識共享的關系進行了闡述；第二章論述了組織學習的經典模型和改進模型，從這個模型出發，總結了組織學習能力的兩大構件，並分析了組織學習主要的障礙因素；第三章論述了媒體的兩個重要屬性，並指出了根據不同的學習環境和學習情況，選擇不同媒體的原則；第四章重點論述了第一類學習（組織對顯性知識的學習）的工具、方法和克服組織學習智障的主要對策等；第五章主要針對組織第二類學習（組織對內隱知識的學習） ，介紹了兩種最具代表性的學習方法、與之相關的媒介工具和成功的案例；結束語部分主要是對本論文的回顧和總結，並對將來更深入、更全面的研究做了展望和期待。
  20. This dissertation discusses and studies to surround the knowledge representation, learning, reasoning, and the main contents include : at the first chapter, some familiar uncertain knowledge representation and reasoning and the difficulties of them : evidential theory, certainty factor, fuzzy logic and fuzzy reasoning, subjective bayesian method, belief network are introduced. we present the basic knowledge, primary reasoning algorithm, complexity of reasoning algorithm, the way of dealing with some problem of causality diagram relative and the research direction in causality diagram theory particular at the second chapter

    論文圍繞著因果圖的知識表達、學習、推理進行了討論和研究，主要內容包括:在扼要介紹了一些比較常見的不確定性知識的表示和推理方法:證據理論、確定性因子、模糊邏輯與模糊推理、主觀bayes方法、信度網的基本知識之後，比較詳細地闡述了因果圖的知識表達，主要的推理演算法、計算復雜度以及對一些問題的處理方式方法。
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