条件性知识的英文

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"条件性知识"怎么读用"条件性知识"造句

英文翻译手机版

conditinal knowledge
conditional knowledge

"条件"英文翻译 condition; term; factor
"性知识"英文翻译 sexual knowledge
"性知识" 英文翻译 : sexual knowledge
"条件性" 英文翻译 : conditionality; conditioned
"表述性知识" 英文翻译 : declarative knowledge
"表象性知识" 英文翻译 : figurative knowledge
"策略性知识" 英文翻译 : strategic knowledge
"常识性知识" 英文翻译 : common sense knowledge
"陈述性知识" 英文翻译 : declarative knowledge; propositional knowledge
"程序性知识" 英文翻译 : procedural knowledge
"创作性知识" 英文翻译 : productive knowledge
"分散性知识" 英文翻译 : dispersed knowledge
"概念性知识" 英文翻译 : conceptual knowledge
"感性知识" 英文翻译 : experimental knowledge; perceptual knowledge
"功能性知识" 英文翻译 : functional knowledge
"过程性知识" 英文翻译 : procedural knowledge
"控制性知识" 英文翻译 : control knowledge
"类比性知识" 英文翻译 : analogic knowledge
"理性知识" 英文翻译 : conceptual knowledge
"联想性知识" 英文翻译 : associative knowledge
"描述性知识" 英文翻译 : descriptive knowledge
"命题性知识" 英文翻译 : propositional knowledge
"魔性知识" 英文翻译 : fiendish knowledge
"启发性知识" 英文翻译 : heuristic knowledge
"实践性知识" 英文翻译 : knowledge-in-practice

例句与用法

Creative thoughts of education include new outlook on educational object , teacher and student , curriculum and teaching . having rational knowledge structure means a teacher should optimize his knowledge structure with disciplinary knowledge , theory of educational sciences , basic culture , experiential knowledge and modern info - tech expertise , etc . creative personality is the engine for teacher ' s creativity it gives support for the development of creativity
创造的教育观包括新型的教育目标观、师生观、课程与教学观；合理完善的知识结构是指教师应具有由本体性知识、条件性知识、文化基础知识、经验性知’识和工具性知识等构成的有机整合的科学的知识结构。
During the second stage , books related to science teaching were provided to the teachers in order to strengthen their subject matter skills and the theoretical part of the conditional knowledge . at the same time , efforts were made to improve the operational part of the conditional knowledge as well as their pedagogical skills , so as to achieve the transformation of the concept of science teaching through improved teaching skills
在第二阶段的行动中，研究者一方面为三位教师提供了一些相关的书籍，以便他们在自学中扩充各自的本体性知识与条件性知识中的理论部分；另一方面在教学实践中为三位教师扩充条件性知识中的操作部分与实践性知识，力图使他们在“提高能力”中实现“观念转变” 。