2) Science concept
科学概念
1.
The thesis analyzes how to construct a science concept through gradually abstraction and describe the inside contradiction of it,such as,clear and misty,subjective and objective,stability and varability.
探讨了从客观物质世界经层层抽象构建科学概念的过程和机制,描述了科学概念的清晰性与模糊性、客观性与主观性、稳定性与动态性等内在矛盾,并以“原子”概念的发展为例,研究了科学概念的演化逻辑。
2.
The science concept is the cornerstone of the scientific theory system and the science concept’s teaching is an important part of science education.
科学概念是科学理论体系的基石,科学概念教学是科学教育的重要内容。
3) scientific concept
科学概念
1.
The scientific concept in the library science system is the subject of scientific research.
图书馆学体系中的科学概念 ,就是科学研究主题。
2.
Before the study of scientific concepts, students have already formed their views on all kinds of natural phenomena.
学生在学习科学概念之前,已经形成了对各种自然现象的看法,同时也养成了他们独特的思维方式。
4) scientific concepts
科学概念
1.
Vygotsky,the famous Soviet Psychologist has made research on the forming of scientific concepts in students thinking process from a special angle of view,which is significant in Mathematics concept teaching.
前苏联杰出的教育心理学家Vygotsky(维果茨基)对学生的科学概念的形成作了特定视角的研究,提出了独到的见解,对我们认识数学概念的教学有着重要的启示。
2.
By means of the paradigms of word high speed classifying, sentence verification and picture high speed classifying, the present study explored the effect of the ways of linguistic expression on the semantic recovery time of scientific concepts.
研究语言表达方式对科学概念语义提取的影响。
3.
Fact-surpassing science teaching has,in the process of design and implementation,the concrete scientific concepts and conceptual ideas at its core and the concrete factual knowledge and theme as the tools,aimed at developing students\'thinking ability and promoting their understanding of science so that students will have a higher scientific quality.
超越事实的科学课教学的基本内涵是指:在科学课设计与实施过程中,以具体科学概念和概念性观念为核心,以具体事实性知识和主题为工具,以发展学生思维能力、促进学生对科学的理解并最终提升学生的科学素养为目标。
5) scientific conceptions
科学概念
1.
Two viewpoints are Vygotsky s everyday conceptions and scientific conceptions and nave theory.
维果茨基的日常概念和科学概念理论与儿童“朴素理论”是儿童概念发展中的两种主要观点。
2.
The congnition that the students have formed through the perception of daily phenomenon of life and long-term experience and studying formed with the distinguishing type before they accept the formal scientific conceptions, which is called pre-scientific conception (abbreviated to preconception).
学生在学习正式的科学概念前，通过对日常生活现象的感知，以及长期的经验积累与辨别式学习所形成的对事物的认识，叫做“前科学概念”(pre-science conception)，简称为“前概念”(preconception)。
6) scientific conception
科学概念
1.
Inquiring into the preconception of the students’cognitive structure as well as the conceptual change teaching which can improve the students’comprehension about the scientific conceptions has become the research focus of Educational Psychology over more than ten years in abroad, and it is also a great challenge to educational reform in China.
探究学生认知结构中的前概念,以及为增进学生对科学概念的理解而兴起的概念转变教学,是国外近十几年来教育心理学研究的热点问题,也是当前我国教育改革面临的巨大挑战。
2.
Conceptual change learning is just the course from children s alternative conceptions turning to scientific conceptions.
大量的科学教学实践表明：在科学教学之前，儿童已经通过其日常经验建立起了对客观世界的基本理解与基本信念，而这种基本理解与基本信念往往与科学家们对客观世界的理解与信念(科学概念)不一致，甚至是相矛盾的，因此，我们称之为“相异概念”。
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