the accumulation of knowledge造句

• Extraordinary progress in the accumulation of knowledge
  但人类在积累知识方面已经取得了非凡的进步。
• On the accumulation of knowledge in editing academic periodicals on strategics
  军事学学术期刊编辑的知识积累
• 5 although mankind has undergone no general improvement in intelligence or morality , it has made extraordinary progress in the accumulation of knowledge
  虽然人类有智力和道德上没有得到普遍提高，但在知识积累方面却取得了巨大的进步。
• Although mankind has undergone no general improvement in intelligence or morality , it has made extraordinary progress in the accumulation of knowledge
  虽然人类在智力和道德上没有得到普遍的提高，但在知识积累方面却取得了巨大的进步。
• Giving a good lesson can not be accomplished in an action , it needs the accumulation of knowledge , experience , teachers responsibility and their love for teaching and students
  上好一堂课不可能是一跳而就，这不但要有知识及经验的积累，更需要教师有强烈的责任感和对教学、学生的热爱之心。
• Process planning needs cooperation , the accumulation of knowledge and rapid reuse , which requests that contemporary capp system is a integrated distributed application system
  工艺设计工作的实际需求是协同工作，知识积累，快速复用，这要求现代capp系统是一个完整的分布式网络应用系统。
• Even the doctoral degree , long recognized as a required “ union card ” in the academic world , has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge without immediate application to a professor ' s classroom duties
  即使是学术界被长时间认作必须“同盟卡”的博士学位，现在也因为仅仅为了学习本身和知识的累积而学习，却不把知识应用到教授的教学职责中去而受到了严厉的批评。
• In the light of such requirement , the last part of this article reflects on the problems of knowledge education in our country and gives some analyses to their causes of formation . first , it pays more attention to the accumulation of knowledge , less to the construction of reasonable knowledge structure . second , it pays more attention to the result of knowledge accumulation , less to the course of knowledge learning
  根据创造力发展对知识教育提出的要求，文章在最后一部分反思了当前我国知识教育存在的问题并对成其因进行了分析：重知识量的积累，忽视合理的知识结构的建构；重知识积累的结果，忽视知识学习的过程；重知识的掌握，轻知识在实践中的应用。
• Therefore we should reconsider the teaching aims of the classical chinese based on the accumulation of knowledge . we should handle the teaching of the classical chinese from a higher and deeper perspective and bring it into a better stage in the course of the reforms of the teaching of the chinese language
  因此，传统的解题?背景介绍?串讲翻译?字句分析?背诵记忆的文言文教学模式应当被打破，以认知积累为主要目的的文言文教学目标应重新反思，必须从更高层面和更广阔的视角把握文言文教学。
• The first , review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense , the exploration of the idea " teaching and learning vividly " and the forming of teaching style , the maturing of educational ideas and the sublimation of speciality charm . the second , on the base of striving to comprehend gu qiaoying ' s educational ideas connotation , make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person , teaching vividly in order to learn vividly and teaching " biology " as " biology " . the third , make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation , conception teaching , experiment teaching , extracurricular scientific and technological activities teaching , elicitation method of teaching , object teaching , fostering students " learning interest and the capacity of problem solving
  第一部分，对顾巧英的专业成长过程，从知能的积累与专业意识的萌芽、生物学教学的适应与职业意识的确立、 “教活学活”的探索与教学风格的形成、教育思想的成熟与专业魅力的升华四个方面进行了评介；第二部分，在力求体悟顾巧英教育思想内涵的基础上，从“死”教材“活”人教、教“活”是为了学“活” 、把“生物学”教成“生物学”三方面对其“教活学活”思想进行了理论梳理和阐释；第三部分，对顾巧英的备课、概念教学、实验教学、课外科技活动教学、启发式教学、直观教学、对学生学习兴趣与问题解决能力的培养等生物学教学改革与实践进行了较系统地归纳与总结；第四部分，对影响顾巧英专业发展的主要因素，从其人格力量、专业知能基础、专业发展的社会环境等方面对进行了理论分析；第五部分，在以上研究的基础上，进一步指出了顾巧英教育思想对我国生物学教学论课程建设及其专业发展与教学经验对我国中学生物学师资培养的理论和实践意义。