1) knowledge-loaded education
知识性教育
1.
As society advances, education, especially knowledge-loaded education one has been more and more the main way in which quality for people in modern society comes into education of this type and the formation of that quality has tended to be seriously "materialized".
随着社会的不断进步，教育特别是作为主流教育的知识性教育越来越成为现代人素质生成的主要方式。
2) education of sex knowledge
性知识教育
3) the Nature of the Pedagogical Knowledge
教育知识的性质
4) knowledge education
知识教育
1.
The general impression on several visited universities in Taiwan is that they are civilized campuses attaching importance to both knowledge education and the development of characters.
对走访的台湾几所大学的总体评价是既注重知识教育,又注重人格成长的文明校园,具体表现为:一、学校发展强调“前瞻性”,并向国际化迈进;二、注重培训教师,提升教师的专业水平;三、资讯化的办公中心,全方位开放的图书馆;四、注重德智体美全面发展,关心学生就业选择;五、实施导师制,增进师生联谊共创丰硕成果。
2.
It informs that a new point of view on the core value contains the knowledge management,knowledge education and the knowledge service via understanding it again.
通过对图书馆核心价值的再认识,提出了知识管理、知识教育和知识服务是图书馆核心价值的新观点。
3.
The writer of this article insists that accounting education is an organic unit while knowledge education and value education of accounting are two basic components of it.
会计的知识教育和价值教育是会计教育的两个基本属性,两者相辅相成,缺一不可,不能相互分割也不可相互替代。
5) educational knowledge
教育知识
1.
From Educational Knowledge to Pedagogy Knowledge;
从教育知识到教育学知识
2.
According to the survey on the status quo of current educational knowledge transformation by computation and tracing method,there are problems in the transformation of current educational knowledge in terms of channels,contents and embracers.
通过采用计量追踪法对当前教育知识转化的现状进行调查发现,当前教育知识转化在渠道、内容和接受者方面存在着问题。
3.
It is indisputable that certain value lies in educational knowledge,the issue of whose value,however,still remains to be explored theoretically.
教育知识具有一定的价值是无可争议的,但教育知识的价值问题在理论上仍然值得探索。
6) pedagogical knowledge
教育知识
1.
In traditional pedagogical knowledge idea,the public,unitarity,assurance,sociality of the pedagogical knowledge and the authority,universal,general of the pedagogical knowledge that are formed naturely in pedagogical practices that cause individuality of 1 pedagogical knowledge is restrained by the public in the theory construction and ignored by the universal in practice.
传统的教育知识观念中,教育知识的公共性、单一性、确定性、社会性及其在教育实践中所自然形成的权威性、普遍性、一般性致使教育知识的个体性在理论建构上被"公共性"扼制,在实践中被"普遍性"漠视。
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