1) postmodern knowledge
后现代知识观
1.
Viewpoint of postmodern knowledge and practical knowledge of teachers;
后现代知识观与教师实践性知识
2.
We think over continuing education of teachers with a new methodogy of reangle and reviewpiont which has great value in postmodern knowledge.
后现代知识观对现代知识观进行了强烈的反思、批判与超越,强调知识的动态生成性、理解性、情境性、开放性和创造性。
3.
The view of postmodern knowledge perspectives will help teachers to reflect their roles,and adapt to new changes.
本文分析指出,后现代知识观为教师反思和审视自身提供了新的视角,有助于教师理解自身的新角色、适应新的变化,同时指明了教师角色后现代转向的具体方式。
2) Postmodern concept
后现代知识观
1.
Based on the analysis of the difference between the modern concept of knowledge and the postmodern concept of knowledge, this article compares the difference of teaching evaluation between the new criterion of Chinese curriculum and former teaching syllabus.
本文从考察后现代知识观与现代知识观的差别出发,就新近出台的语文课程标准与先前的教学大纲在教学评价思想上的变化进行了深层次探讨,并就如何推进语文新课程标准的实施进行了思考。
3) post-modern view of knowledge
后现代主义知识观
1.
Now,we are in a period of transformation from modern to post-modern view of knowledge.
从知识观的演进看,我国基础教育先后出现了三种主流知识观:理性主义知识观、经验主义知识观和后现代主义知识观。
5) post-modern knowledge
后现代知识
1.
The culture,the condition and the value of post-modern knowledge demand engineering education "double-typed" teachers to construct the knowledge structure objective of complexity,opening and innovation.
后现代知识的文化性、境域性、价值性要求工程教育"双师型"教师建构复合型、开放型、创新型知识结构目标。
6) modern knowledge concept
现代知识观
1.
Postmodern knowledge concept denies modern knowledge concepts characteristics of essentialism,objectivism,elitism,idealism and pays atte.
由于现代知识观确立了知识的客观性、普遍性、中立性,排斥非理性在认识中的合法地位,使得评价出现了一元化、单向度的特点,人的主动性、能动性、创造性得不到张扬,内在的丰富情感得不到理直气壮的表现。
补充资料：现代性病知识
现代性病知识
书名。王顺年等编著。本书作者根据大量医学资料和有关医学理论，阐 述了性病产生的根源、危害、中国性病的现状，以及各种性病或有关疾病的传播途径、临床表 现、预防和治疗措施。有1991年人民军医出版社铅印本。
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