客观知识 meaning in English
objective knowledge
Examples
- On understanding the essence and features of popper ' objective knowledge theory
解读波普尔客观知识理论的本质与特性 - We take the view that enterprise is a depositary of accumulated knowledge . the growth of enterprise depends on the continual accumulation of complementary impersonal knowledge
在我们看来，企业是知识积累的载体，企业的成长，依赖于对互补性客观知识的持续积累。 - The paper have mainly discussed the difference between literature information and knowledge , and explored the relation among literature information , knowledge and objective knowledge
摘要本文主要探讨了文献与文献信息的区别，以及文献信息、知识和客观知识三者之间的关系。 - Within the range of traditional epistemology , because knowledge is thought as objective , value - neutraled , teacher and student take the knowledge in class as truth , since truth is unchangeable , therefore , the essential task of teaching is to convey the knowledge in class , teaching model is represented by the input of objective knowledge , the relation of teacher and student is that of instructor and learner , under the influence of the above statements , teaching evaluation of that time had the following characteristics and in terms of denotation , teaching evaluation equals teaching measurement ; in terms of function , teaching evaluation is represented by social guidance ; in terms of method , teaching evaluation is characterized by empirical feature , etc . the deficiency are represented as follows : because teaching evaluation equals , teaching measurement , and the objects of teaching evaluation is measurable , in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge , but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down , the objects of evaluation subjectivity is the knowledge that students learn and grasp , students are neither the evaluating subjectivity nor evaluating objectivity , but are totally suspended in the process of teaching evaluation , not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself , there is still much room for improvement
在传统认识论视野中，由于人们将知识视为客观的、价值中立的，教师和学生都将课程知识等同于真理，而真理是不能改变，也不需要改变的。因此，教学的核心任务就是正确地传递和掌握课程知识，教学的方式则以客观知识的灌输为主，教师与学生仅仅是知识的传递者与学习者… …在上述影响下，该时期的教学评价呈现出如下特点与不足：从内涵上讲，教学评价等于教学测量；从功能上讲，教学评价呈现出一种社会导向的功能；从方法上讲，教学评价体现出实证化的持点等。其不足则表现为：由于教学评价等同于教学测量，并认为教学评价的对象是可以被测量的，从而把“价值”排除在外；教学评价所关注的是作为客体的知识，而不是人，这就使得教学评价的主客体关系本末倒置，评价主体所要评价的对象是学生所要学习和掌握的知识，学生既不是评价主体也不是评价客体，而是完全地被悬空于教学评价过程之中；从评价方法本身来看，也存在着诸多不足。 - Moreover , little limitation from intellectual property right , compete - prohibited clause and occupational moral cost the participators little to expropriate . not only can the new enterprises cheaply use knowledge and other critical sources the old enterprises accumulated , but also can be more efficient in accumulating new complementary impersonal knowledge because of its clearer property right structure . all those provide irresistible lure for the participators who have higher ability in accumulating knowledge
再加上整个社会的制度环境对于产权保护的不力，没有竞业条款和职业道德对企业参与者的约束，使得参与者背叛的成本很低，而新成立的企业在产权上更为清晰，它不光可以廉价地从老企业转移知识积累和其他核心资源，更可以高效率地继续积累互补性客观知识，这无疑是对那些具有较高知识积累能力的企业参与者非常重大的诱惑。