野外改正 的英文怎麼說
中文拼音 [yěwàigǎizhēng]
野外改正
英文
field correction- 野 : Ⅰ名詞1 （野外） open country; the open:曠野 open spaces [country]; wilderness; 田野 open fields; ...
- 外 : Ⅰ名詞1 （外面） outside; external side 2 （外國） foreign country 3 （以外） besides; beyond; in ...
- 改 : Ⅰ動詞1 （改變） change; transform 2 （修改） revise; alter; modify 3 （改正） rectify; correct 4 ...
- 正 : 正名詞（正月） the first month of the lunar year; the first moon
- 野外 : open country; field; outdoor（s）
- 改正 : correct; amend; put right改正液 correction fluid
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Field investigations found that epigenetic reworking deformation fracture include 3 types, named normal relief fracture, fracture filled mud and epigenetic reworking of disturbed belts. and epigenetic reworking of rock mass structural also includes gradual deformation of the blocks that are made up of different attitudes structural planes besides normal relief. through field geological investigations, the features of rock mass structural planes are generalized, especially development laws of interlayer shearing belts, instrastratal shearing belts, faults and base crack
在已有研究成果基礎上，總結了壩區玄武巖的巖相特徵和構造應力場對巖體結構的影響；通過現場調查，總結了3種類型淺表生變形破裂，即正常卸荷型破裂、鬆弛夾泥型破裂和緩傾角錯動帶表生改造；通過野外地質調查，總結了層間錯動帶、層內錯動帶、斷層和基體裂隙的發育規律。Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement
在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。
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