1) experience knowledge of teachers
教师经验性知识
1.
Is experience knowledge of teachers necessary in distance English instruction? By analyzing instructional characteristics of distance English teaching,online resources design and face-to-face tutorials of English,the article gives an affirmative question :Not only is experience knowledge of teachers needed in distance English teaching,but also they are correlated and inseparate.
远程英语教学还需不需要教师经验性知识?通过分析远程英语教学的特点、英语在线资源设计、远程英语面授课,得出的回答是肯定的:远程英语教学仍然需要教师经验性知识。
2) experiential knowledge
经验性知识
1.
The experiential knowledge expressed by the way of "problems—causes—solutions" takes on the characteristics of fuzziness and uncertainty that are caused by the use of the perceptual words such as "probably","likely" and so on.
以"问题-原因-解决方案"来表达的这类经验性知识,常用"大概"或"很可能"等感性词语修饰,具有模糊性和不确定性的特点,且解决方案与问题和原因高度关联,该特点适合用产生式规则来表示。
3) teacher's practical knowledge
教师实践性知识
1.
The importance of teacher′s practical knowledge is prominent in teaching and teacher professional development.
教师实践性知识在教育教学和教师专业发展中的重要性日益凸显。
4) teacher practical knowledge
教师实践性知识
1.
Based on the three theories,including Meta-cognitive theory,constructivism and anthropology,this paper emphasizes the significance of teacher practical knowledge during the development of foreign language teachers\' cognitive ability to promote teachers\' action research,enhance teachers\' criticism and reflection awareness,and thus develop students\' self-learning ability.
本文依据元认知理论、建构主义理论和人类学理念,强调在发展外语教师认知能力的过程中,注重对教师实践性知识的探究意义,并以此推动教师的行动研究、提升教师的批判与反思意识,进而发展学生的自主学习能力。
5) teacher tacit knowledge
教师隐性知识
1.
This paper will analyze the present situation of communication and spreading of teacher tacit knowledge sharing and purports to put forward some countermeasures.
教师隐性知识共享是教师专业发展的内在要求,但当前教师对隐性知识和隐性知识的共享存在不同程度的认知和实践困难,本文从目前教师隐性知识交流和传播的现状入手,提出了一些应对的策略。
补充资料：陈述性／程序性知识
陈述性／程序性知识
declarative-procedural knowledge
陈述性程序性知识(d eelarative一proeeduralknowledge)现代认知心理学所划分的两种基本的知识类型。陈述性知识指知道是什么，即关于事实的知识;程序性知识指知道怎么做，即关于技能的知识。大部分陈述性知识能够用语言表述，而程序性知识却很难被意识到。例如，大多数人知道怎样骑自行车，但不能用语言清楚地表述出来;而3 X4二12则能用语言表述。前者是程序性知识，后者是陈述性知识。认知心理学主要关心这两类知识在头脑中是怎样被表征的。一般认为，陈述性知识有言语、意象和命题三种表征方式，而程序性知识则是由一套产生式系统来表征的。 (谭立海撰粤藕铃审)
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