perceptual experience中文什么意思

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用"perceptual experience"造句

感性经验
知觉经验

perceptual: adj. 知觉的，知觉力的，感性的。 perceptua ...
experience: n. 1.经验，体验。 2.见识，经历，阅历。 3.〔p ...
perceptual: adj. 知觉的，知觉力的，感性的。 perceptual knowledge 感性认识 (opp. conceptual knowledge)。 the perceptual stage of cognition 认识的感性阶段。 adv. -ly
by experience: 凭经验
experience: n. 1.经验，体验。 2.见识，经历，阅历。 3.〔pl.〕【宗教】灵性的感受。 E- is the mother of science [wisdom]. 〔谚语〕经验为学问之母。 an unpleasant experience一次不愉快的经历。 a man of vast worldly experience富有处世经验的人。 have experience with (persons) 和(某些人)打交道有经验。 experience in teaching 教学经验。 E- keeps a clear school. 经验学校学费高；苦头吃得多，学问也增多。 E- teaches. ＝E- does it. 经验使人聪明。 vt. 1.经验，体验。 2.感受，经历。 3.(从经验中)知道，发现。 be thoroughly [poorly] experienced in 在…方面十分有[缺乏]经验。 experience great pleasure 觉得很快活。 experience religion [美俚]获得信仰。 adj. -able ,-less adj.,-r n.

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例句与用法

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
哲学史上有所谓“唯理论”一派，就是只承认理性的实在性，不承认经验的实在性，以为只有理性靠得住，而感觉的经验是靠不住的，这一派的错误在于颠倒了事实。
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
这部分着重从应用对话要针对选文的特点这个角度，就选取的三个课例对对话在统编教材课堂教学中的具体应用作了一些微观的探讨；这部分还对对话在语文校本选修课教学中的应用进行了例说性的探讨。
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
本文试图通过对“语文教学中人文情怀的培养”的论述，力图证明：通过语文教学中人文情怀的培养，可以真正达到对学生情感的渗透和精神的影响，从而培养出真正具有生命情调和感性体验的人。
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
在传统语文教学实践中，虽然有不少关于“悟性”的学说，但大多只能解释为十分有限的感性经验，对这些学说还缺乏科学的理论支柱和实践指导，也难以引起人们足够的重视。
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
语言结构包含三个维度：语料储备(从静的角度理解，包含语言词汇的积累和认知、语法的理性把握和认知、语用理性把握和认知等)语言能力及实践过程(从动的角度理解，包含听、说、读、写的心理状态和过程、言语运用的感性经验等)语文素养(单向的、不断趋同的、由动与静的因素相互作用而折射出的综合性母语品质，包含情感态度、价值观念、审美情趣及人文精神等)本文还对语言结构在语文教学中的特征进行分析，进而我们提出：建构学习者个体的语言结构才是语文教育教学的终极追求。