认识规律 meaning in Chinese
law of cognition
Examples
- Therefore , we can improve the students " chinese quality as a whole . the thought course of the teaching process is to put the whole first , then the parts , at last back to the whole . it accords with the rule of not only the students " psychological development on reading but also cognizing the written articles in the course of reading practice and the teaching essence
其教学程序的思维过程为先整体，后部分，最后又回到整体，它既符合阅读实践中对书面语言作品的认识规律，又符合学生的阅读心理发展规律，还符合教学实践中对教学本质的认识规律。 - The defects and mendings of carnap ' s logical system of the theory of probability confirmation are accounted in the forth part of paper . firstly , carnap ' s theory is based on priori , so his theory does not give exact number to the degree of confirmation , which leaded the study of induction collected with people ' s cognitive ability
由于卡尔纳普的概率逻辑确证理论建立在概率先验性基础上，因而不能精确刻画确证函数的值，遭到了格莱憬尔等人的批评，从而使人们认识到归纳逻辑的研究应与人类的认识规律相结合。 - " wto " a theoretical perspective , can only belong to the philosophy of life or the scope of chinese philosophy ; and the reality , with universal human significance that can be " born " , will guide the understanding of the reality of human understanding of the law , the it is the super - human characteristics , but the lack of the support of theory and practical
是“入世”的理论结晶，只能属于人生哲学或中医哲学的范畴；与现实的、带有普遍人类意义的、能“出世”的、能指导现实中人的认识规律的认识相比，它具有超人类的特性，但又缺乏理论的支撑与可操作性。 - The writer passes the fixed amount and qualitative analysis , the actuality investigates and theories study combines together , thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar , but many abuses exsisr hi the grammar research , thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching , people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations , the contents of the language grammar in the teaching material and arrangement also have certain limitations , such as do n ' t follow the students " regulation of cognition , there is no the contents of the grammar teaching in senior high school and the request , the grammar in junior high school does n ' t pass , in the senior high school then returns to living , gradually , etc ; furthermore , teacher ' s character and the teaching methods are n ' t well suited , do n ' t join the static grammar teaching with the dynamic grammar teaching , neglect the practical characteristics of the teaching grammar ; for a long time , the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly , either higher or lower etc . from here , the writer gets a conclusion : because of the existence of the above problems , cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation , but not grammar knowledge oneselt is useless , therefore , from now on the direction of the grammar reform in education is to resolve these problems , not desa linate and cancel
在1898年马建忠撰写的第一部汉语语法专著《马氏文通》问世到现在的一百多年里，语法教学在中学语文学科中的地位始终没有确定下来， “淡化”甚至“取消”语法教学的观点时而浮现于语文教学的理论与实践中。问题的症结何在?笔者通过定量与定性分析，现实调查与理论探讨相结合，认为中学语法教学的主要症结在于：中学语法教学确立的目标脱离广大师生的教情与学情实际；中学语法内容体系来源于语法研究成果，而语法研究中存在着诸多弊端，从而直接或间接地影响着中学语法教学；人们对中学语法教学目的的认识也有一个不断趋向科学的过程：语法教材也存在着内容及编排的局限性? ?中学语法教材的依据语法体系本身具有局限性，语文教材中的语法的内容与编排也具有一定的局限性，诸如没有遵循学生的认识规律，高中没有语法教学的内容和要求，语法初中没有过关，高中则更趋回生等；再者，教师素质及教学方法不适应，没有把静态的语法教学与动态的语法教学结合起来，忽视了教学语法的实用性的特点；长期以来，中学语法教学的意义定位不准，不是偏高就是偏低等等，由此，笔者得出结论：由于上述问题的存在，导致了“语法无用”进而要求“淡化语法”甚至“取消语法”论调的产生，而并非语法知识本身无用，因此，今后语法教学改革的方向是解决这些问题，而不是淡化和取消。