发生认识论的英文

• genetic epistemology

• "发生"英文翻译    happen; occur; take place; a ...
• "认识论"英文翻译    theory of knowledge; epistem ...
• "发生认识论原理" 英文翻译 :    the principles of genetic epistemology
• "发生认识论国际中心" 英文翻译 :    international center of genetic epistemology
• "认识论" 英文翻译 :    epistemological; epistemology; the theory of knowledge; theory of knowledge
• "道德认识论" 英文翻译 :    moral epistemology
• "认识论的" 英文翻译 :    epistemological
• "认识论分析" 英文翻译 :    epistemological analysis
• "认识论网路" 英文翻译 :    epistemological network
• "认识论网络" 英文翻译 :    epistemological network
• "发生认知论" 英文翻译 :    genetic epistemology
• "第二节认识论" 英文翻译 :    epistemology
• "认识论的断裂" 英文翻译 :    epistemological break
• "认识论的重建" 英文翻译 :    evidence and inquiry: towards reconstruction in epistemology
• "心理学认识论" 英文翻译 :    psychological epistemology
• "精神认识论图解" 英文翻译 :    psycho epistemological profile
• "乐观主义的认识论" 英文翻译 :    epistemological optimism
• "认识论或方法论" 英文翻译 :    epistemology
• "认识论无政府状态" 英文翻译 :    epistemological anarchy
• "自然化的认识论" 英文翻译 :    naturalized epistemology
• "认识发生" 英文翻译 :    noegenesis
• "辩证唯物主义的认识论" 英文翻译 :    the dialectical materialist theory of knowledge
• "经济学中的认识论问题" 英文翻译 :    epistemological issues in economics
• "马克思主义哲学原理（认识论）" 英文翻译 :    epistemology
• "日内瓦大学科学认识论与教学实验室" 英文翻译 :    ldes

• J piaget ( 1896 - 1980 ) is famous in the world for establishing the genetic epistemology , which has enriched the knowledge of the human beings to know themselves exactly
  1研究动机瑞士学者让?皮亚杰( jean ? piaget ) ( 1896 ? 1980 )因创立发生认识论这一新学科而饮誉世界，发生认识论体系极大地丰富了人类对自己认识的宝库。
• The concept of reflective abstraction plays a very important role in the piaget ' s genetic episteraology . it is viewed as the individual genetic mechanism of logico - mathematical knowledge that forms the general aspect of human knowledge
  反省抽象概念在皮亚杰的发生认识论中占有举足轻重的地位，它被看作是对人类认识构成具有普遍意义的逻辑?数学知识的个体发生机制。
• Through the development , the thory of owurance knowledge and teaching of basic chemistry thoery , this paper probes into the content , methods and use that put latent scientific thoery and methods into use in the education of basic chemistry thoery
  摘要本文从化学基本理论的自身发展、发生认识论和教学出发，探讨了把潜科学理论和方法应用于化学基本理论教育之中的内容、方法与作用。
• Immediately after , it summarizes the comprehension of the thought concept and the hypostatic cognition in intuitional thought . then on the foundation , it puts forward the concept of the intuitional thought in mathematics , joining together to the description to the intuitional thought of the domestic and international scholars , and according to the genetic epistemological principle and the view of the doctrine mental state school of thought
  在此基础上，结合国内外学者对直觉思维的描述，根据皮亚杰发生认识论原理和建构主义心理学派的观点，提出了数学直觉思维的概念：人脑凭借建构的数学直觉认识结构，对数学对象的结构、关系的整体性理解和直接领悟的心理过程。
• It is concluded that for china , owing to its high cultural status , its accommodation capacity has been relatively diminished rather than reinforced ; while for japan , its accommodation mechanism has always been more active and responsive in face of the stimulus from outside , allowing it to adjust more readily to the changing environment through reforming the original schemes
  运用发生认识论对导致该现象的内在心理成因进行考察可发现：中国因长期处于文化高势能地带，其同化机制强大，顺应能力因得不到巩固而弱化；日本则因不断面临新刺激，其改变旧格局和创新的顺应能力大大增强。
• Based on the elementary ideas of category in the genetic epistemology , we used the approaches of implicit learning and componential analysis in modern cognitive psychology to explore the process of 7 , 8 - year - old children who lies in the transition from piaget ' s pre - operational thinking to concrete operational thinking , acquiring disjunctive categories in the experimental research
  在本研究中，我们立足发生认识论有关“范畴”的基本思想，采用现代认知心理学中有关内隐学习和成分分析的方法对处于由前运算思维向具体运算思维过渡时期的儿童( 7 ? 8岁)获得“析取”范畴的过程进行了研究。
• This research project , based on the existing problems in mathematics curriculum evaluation and the conceptions of mathematics curriculum as the guideline , systematically analyzes the basic characteristics of the developmental evaluation , i . e . multi - dimensional , formative , developmental , understanding and inspiring . drawing on the modern mathematics conceptions , multi - intelligence theory and theories of constructivism , this project systemically illustrated the connotation of the developmental evaluation : the key of evaluation is for application ; the goal is multi - dimensional ; the process is context - dependent ; the outcome is to promote the development . in view of the conceptions of developmental evaluation ( i . e . human - centered whole evaluation ; quality - focused overall evaluation ; participation - stressed autonomous evaluation ; future - faced evaluation ; guiding evaluation and inspiring evaluation ) , the components of the developmental evaluation model in the new mathematics curriculum is analyzed in details in this project ( i . e . goal system , subject system and object system ) and the core structure of the developmental evaluation is established ( i . e . evaluation indicator system model )
  本课题研究以数学课程评价的现存问题为着手点，以数学课程理念为目标指向，系统分析了数学新课程发展性评价的多元性、形成性、发展性、理解性、激励性等基本特征;以现代数学观、多元智力理论、建构主义理论以及成功智力理论为理论背景，系统阐述了数学新课程发展性评价之意蕴?评价核心聚焦应用，评价目标指向多元，评价过程依存情境，评价结果归依发展;以数学新课程发展性评价理念，即以人为本的全体性评价、注重素质的全面性评价、注重参与的自主性评价、促进完善的引导性评价、不断进取的激励性评价、面向未来的期望性评价为航标，深入剖析了数学新课程发展性评价模式的构成成分，即目标系统、主体系统和客体系统，由此构建发展性评价模式的核心图式?评价指标体系的模式:以数学新课程发展性评价过程为参照，寻求并创设评价准则的设计技术，评价权重的构造技术，评价信息的收集技术，评价结果的分析与处理技术;以数学新课程评价系统内蕴的一般认识论、发生认识论与发展认识论指导评价方法，详细探讨了档案袋法、表现性评价、自我评价与同伴评定相结合的方法、苏格拉底式研讨评定和测验法在评价中的应用。
• Piaget has made significant contributes in the psychology of children ' s cognition as follows : first , he produces a complete theory of children ' s cognition structures which is full of dialectical thoughts ; second , he depicts the cognitive developing line of children from their birth to early youth ; third , he is the first psychologist one who introduce mathematical logic to draw children " development of thinking ; finally , he sets up the theoretical construction of genetic epistemology
  2儿童认知发展理论的进展与思考2 1皮亚杰儿童认知结构理论的回顾皮亚杰对儿童认知心理学的主要贡献主要体现在以下几个方面：第一，提出了一套完整的、富有辨证思想的儿童认知结构理论；第二，描绘了儿童从出生到青年初期( 15岁)认知发展的路线；第三，首次采用数理逻辑作为刻化儿童逻辑思维发展的工具；第四，构造了发生认识论的理论框架。
• I think the idea of the radica1 constructivism stemmed in the l 8th century from the famous ltalian scholar vico ' s scienza nuova , who had an idea , namely , " truth is creation " , and was nurtured by kant ' s kopernikus inversion which meant subject built object and piaget ' s theory of genetic epistemology made it grow up , which was " subject and object built each other " . the idea of the radical constructivism was finally produced by v . glasersfeld ' s two essential principies . one is that knowledge is not passively obtained but actively constructed by the individual , and the other is that the function of knowledge is to accommodate and serve the organization of the empirical world , but not to discover the objective reaiity of ontology
  本研究认为，激进建构主义思想开启于18世纪意大利著名学者维柯“真理即创造”的“新科学” ，发展于康德“主体建构客体”的“哥白尼倒转” ，确立于皮亚杰“主客体双向建构”的“发生认识论” ，生成或定位于冯?格拉塞斯费尔德的两个基本原则- - “ ( a )知识不是由认知主体被动地获得的，而是积极主动地建构的； ( b )知识的功能是适应并服务于经验世界的组织，而不是对本体论的客观现实的发现” 。

• 发生认识论什么意思：

  发生认识论

  拼音：fā shēng rèn shi lùn

  注音：ㄈㄚ ㄕㄥ ㄖㄣˋ ㄕㄧ ㄌㄨㄣˋ

  词语解释

  瑞士皮亚杰关于认识的理论。认为不能静止地看待认识论问题；人类知识的形成是包括着主体和外部世界在连续不断地相互作用中逐渐建立起来的一系列结构。强调认识的个体心理起源和历史发展。人的...