Chinese translation for "认识规律"

law of cognition

Related Translations:

规律延伸:  law extensions

认识路:  find one’s way around

认识领域:  cognitive domain

认识力:  cognition

认识模糊:  have but a hazy understanding

认识模型:  cognitive modelmodel of cognition

认识别人:  case 2 getting to know people

逻辑认识:  logical knowledge

审判认识:  cognition of adjudication

手指认识不能:  finger agnosia

Example Sentences:

	1.	Therefore , we can improve the students " chinese quality as a whole . the thought course of the teaching process is to put the whole first , then the parts , at last back to the whole . it accords with the rule of not only the students " psychological development on reading but also cognizing the written articles in the course of reading practice and the teaching essence 其教学程序的思维过程为先整体，后部分，最后又回到整体，它既符合阅读实践中对书面语言作品的认识规律，又符合学生的阅读心理发展规律，还符合教学实践中对教学本质的认识规律。
	2.	The defects and mendings of carnap ' s logical system of the theory of probability confirmation are accounted in the forth part of paper . firstly , carnap ' s theory is based on priori , so his theory does not give exact number to the degree of confirmation , which leaded the study of induction collected with people ' s cognitive ability 由于卡尔纳普的概率逻辑确证理论建立在概率先验性基础上，因而不能精确刻画确证函数的值，遭到了格莱憬尔等人的批评，从而使人们认识到归纳逻辑的研究应与人类的认识规律相结合。
	3.	" wto " a theoretical perspective , can only belong to the philosophy of life or the scope of chinese philosophy ; and the reality , with universal human significance that can be " born " , will guide the understanding of the reality of human understanding of the law , the it is the super - human characteristics , but the lack of the support of theory and practical 是“入世”的理论结晶，只能属于人生哲学或中医哲学的范畴；与现实的、带有普遍人类意义的、能“出世”的、能指导现实中人的认识规律的认识相比，它具有超人类的特性，但又缺乏理论的支撑与可操作性。
	4.	The writer passes the fixed amount and qualitative analysis , the actuality investigates and theories study combines together , thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar , but many abuses exsisr hi the grammar research , thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching , people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations , the contents of the language grammar in the teaching material and arrangement also have certain limitations , such as do n ' t follow the students " regulation of cognition , there is no the contents of the grammar teaching in senior high school and the request , the grammar in junior high school does n ' t pass , in the senior high school then returns to living , gradually , etc ; furthermore , teacher ' s character and the teaching methods are n ' t well suited , do n ' t join the static grammar teaching with the dynamic grammar teaching , neglect the practical characteristics of the teaching grammar ; for a long time , the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly , either higher or lower etc . from here , the writer gets a conclusion : because of the existence of the above problems , cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation , but not grammar knowledge oneselt is useless , therefore , from now on the direction of the grammar reform in education is to resolve these problems , not desa linate and cancel 在1898年马建忠撰写的第一部汉语语法专著《马氏文通》问世到现在的一百多年里，语法教学在中学语文学科中的地位始终没有确定下来， “淡化”甚至“取消”语法教学的观点时而浮现于语文教学的理论与实践中。问题的症结何在?笔者通过定量与定性分析，现实调查与理论探讨相结合，认为中学语法教学的主要症结在于：中学语法教学确立的目标脱离广大师生的教情与学情实际；中学语法内容体系来源于语法研究成果，而语法研究中存在着诸多弊端，从而直接或间接地影响着中学语法教学；人们对中学语法教学目的的认识也有一个不断趋向科学的过程：语法教材也存在着内容及编排的局限性? ?中学语法教材的依据语法体系本身具有局限性，语文教材中的语法的内容与编排也具有一定的局限性，诸如没有遵循学生的认识规律，高中没有语法教学的内容和要求，语法初中没有过关，高中则更趋回生等；再者，教师素质及教学方法不适应，没有把静态的语法教学与动态的语法教学结合起来，忽视了教学语法的实用性的特点；长期以来，中学语法教学的意义定位不准，不是偏高就是偏低等等，由此，笔者得出结论：由于上述问题的存在，导致了“语法无用”进而要求“淡化语法”甚至“取消语法”论调的产生，而并非语法知识本身无用，因此，今后语法教学改革的方向是解决这些问题，而不是淡化和取消。

Similar Words：

"认识风险" Chinese translation, "认识感知" Chinese translation, "认识各国的朋友" Chinese translation, "认识根源" Chinese translation, "认识功能" Chinese translation, "认识过程" Chinese translation, "认识过程的先后" Chinese translation, "认识过程的一次飞跃" Chinese translation, "认识过程中的突变" Chinese translation, "认识和改造客观世界" Chinese translation