knowledge compilation 中文意思是什麼

knowledge compilation 解釋
知識編譯
  • knowledge : n. 1. 知識；學識，學問。2. 了解，理解；消息。3. 認識。4. 〈古語〉學科。5. 〈古語〉性關系。
  • compilation : n. 匯集，編輯（物）；匯編。
  1. Par method can explain the whole process of " problem - program " as well as improve substantially the programming skills of students ; about the implement technology, the popular generic paradigm is incorporated and the results in ai ( knowledge representation and automated reasoning ) are used, which enables the system to be a truly " open system " with infinitely many problems and solutions, instead of just a compilation of fixed ones ; about the function of the system, it incarnates the constructivism and it has excellent human - machine interface, concurrence, and openness

    Par方法可以說清「問題程序」的全過程，可以解決現有程序設計教學存在的根本問題，幫助學習者實質性地提高程序設計的能力；在實現技術方面，借鑒了當代流行的泛型思想，並將人工智慧在知識表示、自動推理等研究中形成的思想方法和成果應用於程序設計icai系統的開發，使得系統具有一個既有問題又有解答的無限題庫，這些解答是由自動推理產生的而不再是固定問題、答案的堆砌；在系統功能方面，充分體現了建構主義思想，具有良好的人機交互性、並發性和開放性。
  2. In the history of the compilation since liberation, the chinese reference books are mainly organized by the explanatory notes and their focuses are stated according to the knowledge. but there are also some questions, such as simple styles and obsolete ideas, which have a deep negative effect upon the chinese teaching

    從建國后中學語文教參編寫的歷史來看，語文教參以注釋模式為主線，以陳述性知識為核心，有體例單一、思想守舊等諸多問題，在語文教學中產生了廣泛的消極影響。
  3. 4 to counter the risks which come more user involvement in the compilation and analysis of weather maps, important domain knowledge embedded within the weather objects ensure that sound weather map construction techniques are adhered to

    為了避免大多數用戶在編輯和分析天氣地圖時遇到的問題，在天氣對象中嵌入了重要的該學科的知識以確保可靠的天氣地圖構建技術。
  4. This text try to carve up the compilation of junior high school history textbooks since the reform and opening - up with three phases : restructuring and restoring ( end - 70 age of 20 centuries - mid - 80 age of 20 centuries ), first step developing ( mid - 80 age of 20 centuries ~ 20 century end ), deep developing ( since 21 centuries ). select the junior high school history textbooks for example, respectively according to 1981, 1992 and 2001 history programme or history curriculum standard. contrasting the variety of the compilation in different period, analyze the change of value orientation of compiling junior high school history textbooks of our country, since the reform and opening - up : from the value orientation of " course basis " of fixing attention on teaching needs and teaching system knowledge, to the value orientation of " student ' s basis " of facing needs of student ' s study and development, try hard for the actual teaching demands

    本文將改革開放以來初中歷史教科書的編制劃分為整頓與恢復（ 20世紀70年代末20世紀80年代中期） 、初步發展（ 20世紀80年代中期20世紀末）和深化發展（ 21世紀以來）三個階段，分別選取根據1980年、 1992年和2001年歷史教學大綱和課程標準而編制的初中歷史教科書為範例，通過對比不同時期教科書編制的差別，從五個方面分析了改革開放以來，我國初中歷史教科書的編制從著眼于教師教學需要，著眼于傳授系統知識的「學科本位」的價值取向，向著眼于學生學習需要，著眼于學生發展需要的「學生本位」 ，力求符合實際教學需要的價值取向嬗變和發展。
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