实践性知识的英文

• knowledge-in-practice

• "实践性"英文翻译    practicality; practicalness
• "知识"英文翻译    knowledge; know-how; science
• "实践性" 英文翻译 :    practicalness
• "可实践性" 英文翻译 :    durschsetzbarkeit
• "实践性智力" 英文翻译 :    practical intelligence
• "性知识" 英文翻译 :    sexual knowledge
• "表述性知识" 英文翻译 :    declarative knowledge
• "表象性知识" 英文翻译 :    figurative knowledge
• "策略性知识" 英文翻译 :    strategic knowledge
• "常识性知识" 英文翻译 :    common sense knowledge
• "陈述性知识" 英文翻译 :    declarative knowledge; propositional knowledge
• "程序性知识" 英文翻译 :    procedural knowledge
• "创作性知识" 英文翻译 :    productive knowledge
• "分散性知识" 英文翻译 :    dispersed knowledge
• "概念性知识" 英文翻译 :    conceptual knowledge
• "感性知识" 英文翻译 :    experimental knowledge; perceptual knowledge
• "功能性知识" 英文翻译 :    functional knowledge
• "过程性知识" 英文翻译 :    procedural knowledge
• "控制性知识" 英文翻译 :    control knowledge
• "类比性知识" 英文翻译 :    analogic knowledge
• "理性知识" 英文翻译 :    conceptual knowledge
• "联想性知识" 英文翻译 :    associative knowledge
• "描述性知识" 英文翻译 :    descriptive knowledge
• "命题性知识" 英文翻译 :    propositional knowledge
• "魔性知识" 英文翻译 :    fiendish knowledge

• Viewpoint of postmodern knowledge and practical knowledge of teachers
  后现代知识观与教师实践性知识
• Thus teachers " personal experiences affect both their attaining of the practical knowledge and their reflection
  教师个人经历影响到他实践性知识的获得，影响到他的反思。
• Exactly speaking , its aim is to realize the development of teacher professionalism and train expect teachers ; its content is to put the educational knowledge into practice . besides , it also contains the model of initiative study , teaching practice , examples present , school - and - school cooperation , monographic training and problem study ; the all - side and scientific evaluation are included , which are in order to promote the development of teachers
  中小学教师校本培训以实现教师的专业化发展、培养专家型教师为目标；以教育实践性知识为主要内容；以自主学习、教学实践、骨干示范、校际合作、专题培训、课题研究为主要摸式；以促进教师发展为目的进行科学的全方位的评价。
• The other was the initiative professionalization of individual teachers . that was the model of " reflective practice " , in which teachers were reflectors and researchers , practical knowledge of uncertainty and circumstances was the starting point of teachers " professional development
  另一种是“反思性实践”的教师个体主动专业化模式：教师成为反思者和研究者，非确定性的、情景性的“实践性知识”是教师成长的基点，教师专业发展学校、新的教师专业发展方式、教师校本培训、发展性教师评价制度是这种模式的主要表现。
• During the second stage , books related to science teaching were provided to the teachers in order to strengthen their subject matter skills and the theoretical part of the conditional knowledge . at the same time , efforts were made to improve the operational part of the conditional knowledge as well as their pedagogical skills , so as to achieve the transformation of the concept of science teaching through improved teaching skills
  在第二阶段的行动中，研究者一方面为三位教师提供了一些相关的书籍，以便他们在自学中扩充各自的本体性知识与条件性知识中的理论部分；另一方面在教学实践中为三位教师扩充条件性知识中的操作部分与实践性知识，力图使他们在“提高能力”中实现“观念转变” 。