Chinese translation for "objective knowledge"

客观认识
客观知识

Related Translations:

instructional objectives:  教学目标

anastigmatic objective:  消像差物镜

stockage objective:  储存目标

objective cap:  镜头盖物镜盖

realistic objective:  实际目标

objective pattern:  物体形态特征

market objective:  市场目标

noise objective:  噪声标限噪声指标

establishing objective:  目的的设定

multiple objective:  多重目标函数

Example Sentences:

	1.	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
	2.	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。
	3.	Look for reason and inadequacy from oneself , coordinate with the leader more communicate , make good fluctuation class concern , let a leader have objective knowledge to your job . . . . 从自身找原因和不足，多与领导协调沟通，作好上下级关系，让领导对你的工作具有客观的熟悉。 。 。 。 。
	4.	The cultural characteristic of the curriculum contents is represented by its value . namely , the contents are neither neutral and objective knowledge , nor absolute mith , they are value - loaded and ideology - penetrated 课程内容的文化特征表现为它的价值性，也就是说，课程内容并不是中立的和客观的知识，也不是绝对的真理，而是价值负载的，是意识形态渗透的。
	5.	After criticizing the subjectivism of knowledge theory which is offered by such as descartes , loch , my paper offers the view that the traditional knowledge is different from the other scientific knowledge and modern knowledge because it is unclassified itself and objective knowledge 在文章最后为克服制度障碍、保护知识传承提出了三条较为可行的发展路径,并对知识经济时代下如何发挥传统知识的优势提出了相应对策建议。
	6.	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。
	7.	The studies of western view of china , on the ground of post - modernist and critical knowledge , assumes that it is an image of cultural " others " constructed on the stratum of social imagination by the west , and it produces and allocates meaning , in which there is no objective knowledge , nor truth or fiction 在后现代的、批判的知识立场上研究西方的中国观，假设西方的中国观是西方在社会想象层次上构筑的有关文化他者的形象，自身生产与分配意义，无所谓客观的知识，也无所谓真实或虚构。
	8.	Knowledge is the essential attribute of information , and also it is human ' s cognitive summing - up to practice experience and objective world . so in the forth part this paper discusses the essence of knowledge from the visual angle of cognition , and the status and function of objective knowledge in cognition of human , and the problem of knowledge systematization 由于知识是情报的本质属性，而知识是人类对实践经验和对客观世界认识总结，所以本文在第4部分又从认知的角度讨论了知识的本质，以及客观知识在人类认知中的地位和作用和知识的组织化问题。
	9.	Around the resource theme firmly , the thesis tries to make people get an overall and objective knowledge of the tourism resources of gansu province by the systematic analysis and the comprehensive appraisal for the tourism resources . it offers the stronger scientific basis for the government and the relevant departments to make a right decision 论文在写作中，紧紧围绕资源这个主题，力争通过系统分析和综合评价，使人们对甘肃省旅游资源有一个全面、客观的认识，并为政府主管部门和相关地区进行正确的旅游开发决策提供有力的科学依据。
	10.	We are glad to find that most studies are based on the information - processing theory . the factors of problems ( task variables , syntax variables , types of problems ) , strategies and methods of problem solving are all considered as static and objective knowledge , and the object of instruction is recognized as the transmission of such knowledge 接下来论文把目光聚焦到数学问题解决兴起的源头以及研究最为集中的美国，通过对过去近20年来的历史研究进行回顾、总结、反思，可以明晰其研究的特点、方法、结论，并从其研究的制高点进一步探究有价值的研究线索，以此确立进一步研究的目标与方向。

Similar Words：

"objective interval" Chinese translation, "objective item" Chinese translation, "objective judgement" Chinese translation, "objective judgment" Chinese translation, "objective justice" Chinese translation, "objective language" Chinese translation, "objective law" Chinese translation, "objective laws" Chinese translation, "objective le" Chinese translation, "objective lens" Chinese translation