靜態知識 的英文怎麼說

中文拼音 [jìngtàizhīzhì]
靜態知識 英文
static knowledge
  • 靜 : Ⅰ形容詞1. （安定不動; 平靜） still; calm; motionless 2. （沒有聲響; 清靜） silent; quiet Ⅱ名詞（姓氏） a surname
  • 態 : 名詞1. （形狀; 狀態） form; condition; appearance 2. [物理學] （物質結構的狀態或階段） state 3. [語言學] （一種語法范疇） voice
  • 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
  • 靜態 : [物理學] static state; quiescent condition; steady state; statics; dead level; akinesis; akynesis...
  • 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. Virtual reality technology can provide " participants " with a feeling of being personally on the scene. as a main actor in the virtual environment, userscan control any objects in the virtual environment arbitrarily and can get reaction in time. in the hyperspace of the information, he can get acknowledge with their own percipience and cognition, and, seek the solutin, and form the new conception. the association of the virtual reality technology and java technology intensify the interaction between the users and viryual reality technology. with the interface provided by java, the user can control any objecs and change the attributes ( such as position, angle, color and etc. ). this paper formulizes application of the virtual reality technology in the system of the building seilling which uses the real three dimensions models to replace of static picture ' s and word ' s description. in the process of the practice, the paper analyses the difference between javascript, java claa and java applet, and formulize the their applications in this system

    用戶在多維信息空間中，依靠自己的感知和認知能力全方位地獲取知識，發揮主觀能動性，尋求解答，形成新的概念。虛擬現實技術與java技術的結合增加了虛擬現實技術與用戶的交互功能，用戶可以通過java提供的界面，操縱場景中的任何物體，並改變相應的屬性（如：位置，角度，顏色等等） 。本篇論文闡述了虛擬現實技術應用在售樓系統中，用真實的三維模型來代替原有的靜態圖片及文字描述，在實踐過程中，分析了javascript ， java類，及javaapplet實現功能中的利弊，分別闡述了它們在本系統中的應用，從理論上講，本課題所研究的虛擬現實技術不只適用於售樓系統的電子商務中，同樣可用於軍事和演習、醫學、教育、娛樂和工程設計等領域。
  2. The mainstream of the corporate culture therefore becomes learning and innovation, allowing new ideas, new knowledge, and new technology as the life blood for full - scale development

    「知識經濟」促使企業把自己從一個靜態生產機構變成一個動態學習機構，企業文化的主流將是學習和創新，讓新思維、新知識和新技術成為企業發展的生命力。
  3. As for firms and organisations, the kbe is pushing them to change from static productive units into dynamic learning organisations. the mainstream of the corporate culture therefore becomes learning and innovation, allowing new ideas, new knowledge, and new technology as the life blood for full - scale development

    「知識經濟」促使企業把自己從一個靜態生產機構變成一個動態學習機構，企業文化的主流將是學習和創新，讓新思維新知識和新技術成為企業發展的生命力。
  4. Those static block boxes just keep " flowing " one after another as though the float were not there

    那些靜態的塊盒知識保持一個接一個地」跟隨「 ，就好像沒有浮動不在那裡一樣。
  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. 35 ian horrocks, peter f patel - schneider. reducing owl entailment to description logic satisfiability. in proc

    該方法支持靜態知識，動態過程和運行機制的有效的表示和推理。
  7. His knowledge of languages, the respect shown him by the french, the good - nature with which he gave away anything he was asked for he received the allowance of three roubles a week, given to officers among the prisoners, the strength he showed in driving nails into the wall, the gentleness of his behaviour to his companions, and his capacitywhich seemed to him mysteriousof sitting stockstill doing nothing and plunged in thought, all made him seem to the soldiers a rather mysterious creature of a higher order. the very peculiarities that in the society he had previously lived in had been a source of embarrassment, if not of annoyancehis strength, his disdain for the comforts of life, his absent - mindedness, his good - naturehere among these men gave him the prestige almost of a hero. and pierre felt that their view of him brought its duties

    皮埃爾由於自己的語言知識，由於法國人對他表示的尊敬，由於他的耿直，由於他對別人向他提出的任何要求都是有求必應他每星期可以領到三個盧布的軍官津貼費由於他的力氣他表演給士兵們看他用手把一根鐵針按進棚子裏面的墻壁上，由於他對同伴們的態度是那樣和藹可親，由於他那種看起來什麼事情都不想和一動也不動的靜坐的本領，他在士兵們的心目中是一個神秘莫測的有高級本領的人物，正是由於這樣一些原故，正由於他的這些特性，他在以往他生活的那個上流社會中即使對他無害，也令他感到拘束，可是在這里，在這些人中間，他力大無比他蔑視舒適安逸的生活他對一切都漫不經心他單純這一切使他獲得了近乎是一位英雄的地位。
  8. The found of enterprise economics, realize the convert of economics science form, bring - forward the basic of enterprise for conformity in the macroeconomics and microeconomics, worth economics and humanity economics, static economics and dynamics economics, form economics and development economics, attribute economics and knowledge economics, bring - forward the method as the economics for core to integration the philosophy, administration, behavior of science sociology, criterion and develop the enterprise practice, there are important worth in the theory and the reality

    創業經濟學的創立，實現了經濟學科學範式的轉換，提供了以創業為基礎對宏觀經濟學和微觀經濟學、價值經濟學與人性經濟學、靜態經濟學與動態經濟學、結構經濟學與發展經濟學、物質經濟學與知識經濟學進行整合的框架，以經濟學為核心對哲學、管理學、行為學、社會學等進行綜合的方法，規范與推動了創業實踐的發展，有重大的理論和現實意義。
  9. There is the intellectual transition between the not knowing and the knowing. there is the intellectual transition between the standstill and the flexible, the intellectual transition between the ontological and the epistemological. there is the intellectual transition between the subjectivity and the objectivity, the intellectual transition between the conceptual form and the material form, the intellectual transition between its individual f orm and its social form

    本文認為，知識轉化的形式是多維度的：有知與無知的轉化、知識的靜態和黑龍江大學博士學位論文一動忐的轉化、知識的主體性和客觀性的轉化、知識的觀念形態和物質形慫的轉化、知識的個體形態和社會形態的轉化、知識的同化、進化和異化的轉化。
  10. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  11. The second, open out the definition, the character, the element and the structure of the cis, and bring forward the model of csp ( the core - level determinants, the supplementary - level determinants, and the periphery - level determinants ), then, based on which, aiming at the model of csp, we explain that the basic pattern of the mode of cluster learning which is the dynamic mechanism of cis, and consider that the degree of the interact between the actors of clusters and the knowledge base are the two crucial dimensions in the research of cluster learning, go step farther that we put forward the four corresponding kinds of spatial forms clusters and the three - phrase evolution path, and so the integrated framework of cluster learning is built

    在此基礎上，針對csp模型，從動態知識學習和靜態知識積累兩個角度解釋了集群學習模式（集群創新系統動態機制）的基本範式、機制模式，明確了集群成員之間知識互動的緊密度和集群靜態知識基礎的水平是考察集群學習的兩個維度，並由此進一步提出了對應的四種集群空間形態和三階段演進路徑，從而構建了集群學習的模式框架。
  12. So the following three chapters show the conceptual treatment, the choice of knowledge expressing, the disambiguation of structural ambiguity based on static knowledge base and the application in the mechanical transmission design

    所以本文在後面的三章中從應用的角度闡述了概念的處理、知識表示方法的選擇、基於靜態知識庫的結構歧義消除以及在機械傳動設計領域的應用。
  13. It regards the master of knowledge as its sole objective and ignores the vitality of teacher and student ; it pursues unified requirements and ignores students " differences and potential development ; it emphasizes linear and static control and ignores dynamics and synthetic aspects of teaching ; it stresses one - way subject - object structure and ignores subjects " multipole interaction, social interaction, two - way structure and dual conformity in subject - object - subject structure in educational communication

    它以知識的掌握作為教育的唯一追求，忽視教師、學生的生命性；追求統一要求，忽視學生的差異性、潛在發展性；強調線性的、靜態的控制，忽視動態的非線性的動態生成性和綜合滲透性；強調單向度的主體一客體，忽視教育交往中主體?客體?主體結構中主體的多極性、社會交往性以及雙向建構和雙重整合性。
  14. Then combining the theories of teacher - pupil interaction with teaching practice, the paper analyzed the shortages of traditional moral education in middle school, such as static - knowledge view, nonliving - evolution view, and antinomy between teachers and students. so the interaction between teachers and students is necessary in moral education. finally, the paper links this theory with one moral education example, and discussed how we can realize the interaction between teachers and students

    聯系課堂教學實踐，本文還從師生互動的角度對中學思想政治課堂教學進行了反思，分析了以往思想政治課堂教學中存在的弊端和不足，譬如靜態的知識觀、缺乏生命關照的發展觀、主客對立的師生觀等，論述了思想政治課堂教學中師生互動的必要性。
  15. Second, temporal logic is adopted to describe the temporal attributes of the static knowledge and the temporal relations, constraints of the dynamic knowledge, with which are dealt as isolated temporal knowledge

    二、採用時態邏輯描述靜態知識的時態屬性以及動態知識的時態關系和約束，把它們獨立出來作為時態知識進行處理。
  16. Subjects tested in the current " ability credential of tcafl " still emphasize the static knowledge accumulation, while abilities of dynamic transference, interpretation teaching organization are not embodied

    目前的《漢語作為外語教學能力證書》的考試科目，側重點仍放在靜態的知識積累層面，而實際教學中的動態傳遞、闡釋、組織教學等能力的考核似乎沒有落腳點。
  17. The primary contributions of this thesis include : with respect to the requirements of domain knowledge modeling on the web, the author puts forwards a new method for domain ontology modeling, named domain knowledge ontology for web ( dkow ). based on the foundational theory of ontology, dkow integrates the methods of semantic network, object - oriented modeling and semantic data modeling

    Dkow方法直接建立在本體論的基本理論之上，具有樸素的知識建模思想，是一種將語義網路的知識表示與面向對象邏輯建模、面向數據的語義建模有機地結合的方法，能夠有效地對領域結構、領域中的概念、概念的性質、概念間的關系等靜態知識進行建模和推理。
  18. In the school time, the most important thing is not to learn the static knowledge, but to learn how to learn

    學生在校期間，重要的不是學會一時的靜態知識，而是要學會如何學習，學會如何自我意識等。
  19. In chapter four, based on the analysis and comparison of the three ways of knowledge expression, we put forward the knowledge expression method of this spc expert system. in this chapter, the management and maintenance of the knowledge base is discussed

    本章在對當前5種知識表達方式進行分析比較的基礎上，結合所構建系統的實際需要，採用產生式規則方式來表達規則知識，用框架結構來對過程質量信息等靜態知識進行描述。
  20. Therefore build a web - based opening learning environment connect to market, technology and sociality. ( 2 ) research of brain ' s architecture the paper build brain ' s thought state by belief, desire, intention level, and complete it ' s self - learning, self - learning, self - organizing, and self - balancing mechanism. therefore, based on the static memory structure model and with the control of these control strategy, brain can carry out some mind activities like thought, problem - solving, learning

    首先以信念-意圖-動機控制層級結構建立了模型的思維控制狀態，實現了人腦模型的自學習、自組織、自適應等機制，完成思維模型靜態知識結構在控制機制下的運行，研究了人腦模型的思維、學習、問題解決等職能活動過程。
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