1) subject matter knowledge
学科知识
1.
Pedagogical theory knowledge,curriculum knowledge,subject matter knowledge and pedagogical content knowledge of middle school teachers and pre-service teachers who will be graduated in subject of Chinese,Mathematics and English was investigated by questionnaire survey.
通过问卷测查语文、数学、英语三个学科的初中教师和临近毕业的师范生的教育理论知识、课程知识、学科知识和PCK现状,结果显示:师范生和在职教师的各类专业知识表现均不理想,大部分知识低于及格水平;师范生和在职教师的各类专业知识状况存在显著差异;就全部专业知识来看,部属院校优于省属院校,省属重点院校优于省属一般院校的特征明显。
2.
Teachers must have deep subject matter knowledge,at the same time they should have wide pedagogical content knowledge as well.
教师不仅要拥有深刻的学科知识而且还要拥有宽广的学科教学知识。
3.
This study used questionnaires to assess the subject matter knowledge of thirty two elementary mathematical teachers including expert teachers and non-expert ones with a ratio of 50/50.
经采用问卷测查法,考察了32名小学数学专家与非专家教师①的学科知识。
2) subject knowledge
学科知识
1.
Teachers must get thorough understanding of subject knowledge,the teaching contents knowledge and the curricular knowledge so as to melt the character education into the teaching procedure,to get the close relation between the reading and character education.
研究结果表明:在教学,尤其高效教学中,学科知识有举足轻重的作用。
2.
Since 1950s, the increase of subject knowledge, in particular the rapid increase of technological knowledge results in two difficulties for universities to select subject knowledge as course contents.
上世纪50年代以来学科知识特别是技术知识的急速增长,致使大学在选择学科知识作为课程内容的时候遇到了两个困难。
3.
Nowadays China bilingual teaching\'s target location is the following: subject competence,language competence and comprehensive competence,whose connotations and relationships are,subject knowledge target as the key,language competence target as the base and comprehensive competence cultivation as the supreme status of bilingual teaching.
这三大目标的内涵及其关系是:学科知识目标是关键,语言能力是基础,综合能力培养是双语教学的最高境界。
3) disciplinary knowledge
学科知识
1.
Disseminating Paradigm Research of Disciplinary Knowledge;
学科知识传播的范式研究
2.
The treatise expounds the significance of constructing the disciplinary knowledge service platform and creates a conception of constructing the disciplinary knowledge service platform with disciplinary knowledge resource databases,disciplinary information gateways and disciplinary knowledge reference desks.
构建学科知识服务平台有突出的现实意义,应以学科知识资源库、学科信息门户和学科知识咨询台等组建学科知识服务平台。
4) scientific knowledge
科学知识
1.
The production function of scientific knowledge——the sociology of science and sociology of knowledge approach;
科学知识的生产函数——基于科学社会学与知识社会学视角的研究
2.
Grasping production mode of scientific knowledge based on theory of practical construct;
以“实践建构论”科学观 把握科学知识的生产——简评《科学知识生产方式及其演变》
3.
Combination of scientific knowledge and ecological ethics as a form of cultural progress——An interpretation of the philosophical text of Albert Schweitzer;
科学知识与生态伦理的耦合:文化进步的合理形态——阿尔贝特·史怀泽哲学的文本解读
5) knowledge science
知识科学
1.
The information technology, knowledge science and intelligent technology are the development trend in computer science at present and in future.
信息、知识、智能是现在和未来计算机科学发展的主题;作者系统地介绍了信息处理、文字与自然语言的理解、数据仓库和数据挖掘;知识科学;人工智能与专家系统、人工神经网络的研究、遗传算法、逻辑学等领域研究中前沿的若干问题,并进行评价和提出了一些新的观点。
2.
This paper discuss beginning of knowledge management,presents that knowledge chain management is new management mode of knowledge enterprise,information integration come into knowledge integration,knowledge system and knowledge science will is new direction of knowledge management research.
本文讨论了知识管理的起源,提出了知识链管理是知识型企业的新的管理模式,信息集成进入知识集成阶段,知识系统工程和知识科学将是知识管理发展的新方向。
6) science knowledge
科学知识
1.
The objectives of public understanding of science are making public know more about science knowledge and scientific methods, improving public understanding and trusting of science, and promoting the country s competitiveness and prosperity.
公众理解科学的宗旨是让公众掌握更多的科学知识和科学方法,增加公众对科学的了解和信任,促进国家的竞争力和繁荣。
2.
In the view of teachers,science knowledge has such characteristics as objectivity,value neutrality and universal correctness.
在众多教师的观念中,科学知识是具有“客观性”、“价值中立性”、“普遍正确性”等特性的,由此造成教师创新意识淡薄,教师教育研究相对滞后,教师缺乏对知识及课程的反思、批判、追问与探究,致使教师不能清醒、深刻地认识到“科学霸权”、“知识霸权”的存在。
3.
The main problem of the science education in the current China is that science education has long been believed to be the education to spread science knowledge and that no due attention is paid to the education of scientific ideas, methods and spirit.
在中华传统教育思想的主导下,长期以来,无论是高等教育还是基础教育都一直存在着把科学教育片面理解为只是传播科学知识的教育,而忽视了更高层次的科学思想、科学方法和科学精神的培养教育的问题,这不仅与时代要求不相适应,而且对人才的培养极为不利。
补充资料：《标准化是一门新学科》
《标准化是一门新学科》
Standardization-a New Discipline
B心卫hunhua Shi Yimen XinxLJek6《标准化是一门新学科》(%26翔叨阮心必以蜘一aN‘JD改动红配)首次较系统地论述标准化是一门学科的著作。印度囚C.魏尔曼著，1盯2年发表。由苏锡田、张玉麟等译成中文，科学技术文献出版社于1980年出版。全书共26章。主要内容包括:标准化的目的和作用，标准化的领域和内容，企业、行业、国家、地区和国际各级标准化的组织和工作程序，标准的计划、编制和贯彻执行，计量制度和单位，质量认证标志与说明性标签，标准化教育与训练，标准化的经济效果，标准化的数理手段，发展中国家和消费者标准化问题等。同时，对未来标准化工作的发展也作了展望。 (赵全仁崔华)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条