| 1. | Research of problem representation and knowledge construction
问题表征与知识建构研究及其意义 |
| 2. | The course of teachers " educational knowledge construction consists of 3 aspects , i . e . the course of feeling , recognition and practice
教师建构教育知识的过程是由三个不可分割的方面构成的，即感情过程、认知过程与行动过程。 |
| 3. | Some researchers have recently argued that technologies should be used as engagers and facilitators of thinking and knowledge construction ( jonassen , 1999 , 2000 )
一些学者们最近更指出，科技应该当作思考与知识建构的的接合点和促进者。 |
| 4. | So the system uses the knowledge method which is the synthetic knowledge construction of describing frame and the rule base of rule frame and rule body
为此，系统采用描述框架和“规则架+规则体”的规则组库组成的综合知识体结构的知识表示方法 |
| 5. | Firstly , the course of feeling can be analyzed into 2 parts . when the teachers start their work , their driving forces of knowledge construction come from their external motive and their need of development
其感情过程可分两个阶段： 1 、在工作初期，教师建构教育知识的动力主要来自外部动机与发展需要等。 |
| 6. | Yet this is only one of many theories for how we learn , including behaviorist , information processing , schemas / semantic networks , social negotiation , remembering / retention , knowledge construction , conceptual change , and many others
我认为把技术与大脑行为关联起来的尝试未必奏效，因为很明显大脑的认知方式是多种多样的。 |
| 7. | Some disputes in object of literature , cultural knowledge construction , culture misread , literature misread and culture identification , etc in contemporary china show the crisis of literature identification recognization
当代中国在文学的对象、文化知识建构、文化误读和文学误读，中国文化“身份”等方面出现了一些争论，显示了文学身份认同的危机。 |
| 8. | However , in the light of present situation of liberal arts teachers in our country , they ca n ' t adapt to the new requirements of the comprehensive liberal arts neither on knowledge construction nor on professional skills
但是，就我国中学文科教师的现状来看，无论在专业知识构成上，还是在专业技能实践上，都与综合文科课程的教学要求有一定差距。 |
| 9. | Then it presents the requirements for teachers of inquiry learning on the basis of the specialties of inquiry learning . it requires teacher renew ideas , increase in the aspect of ability system and method system , perfect knowledge construction
根据研究性学习的特点指出研究性学习对教师的要求，首先要求教师更新观念，同时要求教师在能力体系、方法体系、及知识结构方面提高和完善。 |
| 10. | When their experience grow up , their motive of inquiry is the main driving force of knowledge construction . secondly , the course of recognition can be analyzed from linear way , then we can say it consists of gestalt formation , schematizing and theory building
该模型告诉我们，在获得经验和具体事例的基础上，主体进入第一种水平的知识建构阶段，即格式塔的形成，然后进入图式化，最后是理论建构。 |
