perceptual experience 中文意思是什麼

perceptual experience 解釋
感性經驗
  • perceptual : adj 知覺的，知覺力的，感性的。 perceptual knowledge 感性認識 （opp conceptual knowledge）。 the p...
  • experience : n 1 經驗，體驗。2 見識，經歷，閱歷。3 〈pl 〉 【宗教】靈性的感受。vt 1 經驗，體驗。2 感受，經歷。...
  1. The second part offers some perceptual experience of overall application of the dialogue in reading instruction and emphasizes the application of the dialogue theory in three different kinds of reading materials selected from the textbooks and gives some concrete microprobe. in this part the author also gives readers some ideas of the application of the dialogue in schoolbased curriculum, hoping to improve it

    這部分著重從應用對話要針對選文的特點這個角度，就選取的三個課例對對話在統編教材課堂教學中的具體應用作了一些微觀的探討；這部分還對對話在語文校本選修課教學中的應用進行了例說性的探討。
  2. There are three key points need to be considered in language structure : firstly, words built up, from its static ' s point of view, it includes the words accumulated and understanding, grammar rational knowledge, and practical rational knowledge etc. ; secondly, language ability and practice process, thinking about the movement including the psychology and process of listening, speaking, reading and writing, and perceptual experience use of language ; thirdly, chinese attainments, which is from one - way to unanimity, from the interaction of movement to static and then comes to the character of synthetical mother language, which is consist of emotion, evaluation, aesthetic interest and human spirits. the language structure in chinese teaching has been analyzed in this essay. the writer thinks that the real aim for chinese education and teaching is to make learners master the language structure

    語言結構包含三個維度：語料儲備（從靜的角度理解，包含語言詞匯的積累和認知、語法的理性把握和認知、語用理性把握和認知等）語言能力及實踐過程（從動的角度理解，包含聽、說、讀、寫的心理狀態和過程、言語運用的感性經驗等）語文素養（單向的、不斷趨同的、由動與靜的因素相互作用而折射出的綜合性母語品質，包含情感態度、價值觀念、審美情趣及人文精神等）本文還對語言結構在語文教學中的特徵進行分析，進而我們提出：建構學習者個體的語言結構才是語文教育教學的終極追求。
  3. Abstract : this paper discussed the meanings of landscapes in four aspects : ( 1 ) landscapes as visual perceptual objects, where landscapes and the observers are spatially separate, but landscapes are expressions of the observers ' ideology and attitudes toward nature and cities ; ( 2 ) landscapes as living places, where man live and experience to orient in and identify with the places ; ( 3 ) landscapes as systems, which are to be analysized and understood scientifically and objectively ; ( 4 ) landscapes as symbols, which tells the story and history of human beings

    摘要：本文從四個層面探討了景觀的含義： （ 1 ）景觀作為視覺審美的對象，在空間上與人物我分離，景觀所指表達了人與自然的關系、人對土地、人對城市的態度，也反映了人的理想和慾望； （ 2 ）景觀作為生活其中的棲息地，是體驗的空間，人在空間中的定位和對場所的認同，使景觀與人物我一體； （ 3 ）景觀作為系統，物我徹底分離，使景觀成為科學客觀的解讀對象； （ 4 ）景觀作為符號，是人類歷史與理想，人與自然、人與人相互作用與關系在大地上的烙印。
  4. The experience economy and the confirmation of perceptual choice

    體驗經濟與感性選擇的確證
  5. In the history of philosophy there is the " rationalist " school that admits the reality only of reason and not of experience, believing that reason alone is reliable while perceptual experience is not ; this school errs by turning things upside down

    哲學史上有所謂「唯理論」一派，就是只承認理性的實在性，不承認經驗的實在性，以為只有理性靠得住，而感覺的經驗是靠不住的，這一派的錯誤在於顛倒了事實。
  6. This article attempts to prove a fact through discussing humanity feelings " training in chinese teaching, that its developing can put an effect on students " emotion, attitude and values and lay a good spiritual path for them to develop a real person with life taste and perceptual experience

    本文試圖通過對「語文教學中人文情懷的培養」的論述，力圖證明：通過語文教學中人文情懷的培養，可以真正達到對學生情感的滲透和精神的影響，從而培養出真正具有生命情調和感性體驗的人。
  7. In practice of traditional chinese teaching, there are a few theories of " power of understanding ", but most of them can only be explained as extremely limited perceptual experience. moreover, there are yet lack of scientific and theoretic support and practical guidance for them thus causing difficulty to catch people ' s enough attention

    在傳統語文教學實踐中，雖然有不少關于「悟性」的學說，但大多隻能解釋為十分有限的感性經驗，對這些學說還缺乏科學的理論支柱和實踐指導，也難以引起人們足夠的重視。
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