启发性知识

词组短语

heuristic knowledge

与启发性知识相关的网络例句 [注：此内容来源于网络，仅供参考]

The teacher is in when putting forward to inspire sexual problem, because the student suffers what already experience of feature of intellectual structure, age, society, surroundings waits for " bottleneck " to restrict, also can appear now and then awkward silence at an occasion, student collective aphonia, thinking block, or although have an answer but understanding does not reach the designated position even irrelevant, be far from a teacher to set the goal that problem place should achieve beforehand, bring about education process " to coagulate to be illogical absolutely acoustical of short duration rests ".

教师在提出启发性新问题时，由于学生受已有知识结构、年龄特征、社会经验、生活环境等"瓶颈"的制约，偶然也会出现冷场，学生集体失声，思维阻塞，或虽有回答但熟悉不到位甚至不着边际，远离教师预设新问题所要达到的目标，导致教学过程"凝绝不通声暂歇"。

Refer to Internet,the students can learn lots of useful and elicitation knowledge

通过互联网，学生可以学到很多有用和启发性的知识。

So to analyze in the aspect of description, it is useful to delouse the fount how inarticulateness comes into being; Based on the economic relationship and from the viewpoint of the pursuit of aim, the object of studying, the original creation of aesthetics, as well as the articulate knowledge and inarticulate knowledge, Polanyi distinguished the acquisitive way of science and technology. The development model of personal Knowledge can be generalized as the enthusiasm of seeking knowledge; Polanyi revealed how personal factors of mathematician cut across logical chasm, and gained mathematics findings in math" s activities. Thus he proved mathematics was also activity-needed techniques as natural science; Last evaluating the theory of "Personal Knowledge systematically, it can reveal its realistic significance and limitation.

波兰尼把认知结构区分为可言传知识与不可言传知识，与20世纪以来西方哲学的中心课题转向语言学的研究一致，所以从言述的角度出发，有助于了解不可言传性如何形成的根源；波兰尼以经济关系为立足点，从科学与技术的目的追求、研究对象、美的原创性，以及从可言传知识与默会知识的角度对两者的获取途径做了区分；其个人知识发展模式可以概括为：求知热情→启发性热情→说服性热情……；波兰尼揭示出数学家的个人因素是如何在数学活动中跨越逻辑鸿沟，取得数学发现的，从而证明数学同自然科学一样，也是一项需要技能的活动；最后对"个人知识"理论作一系统的评价，揭示"个人知识"理论的现实意义和局限性。

The redressal systemThe knowledge of the redressal system comes from the general conclusion of sintering test, and the adjusting knowledge is the heuristic knowledge that expressed by produced rule.

配矿调整指导系统配矿调整指导系统的知识来自烧结试验的一般性结论，调整的知识为启发性知识，知识采用产生式规则的表示方式。

Third, as for the reasons for Unfunny, in addition to "I have read/heard it before"(Option 1),"Compared with what I have read/heard before, this one is nothing special"(Option 2), and "I don't understand it"(Option 3), the reasons in "Others"(Option 4) show 13 characteristics. To be precise, a joke is unfunny when it is too simple or childish, too long or complex, unattractive in itscontent, obscene, offensive, prejudiced or disparaged, it is not stimulating, simply a word play, predictable, old-fashioned, justnot funny, unknown to people who lack the background knowledge of this joke, or when the readers was unable to make connection right away as shown in Joke4.

在探讨笑话为何会「不好笑」的理由中，除了「我听过/读过」(选项 1)、「比起我所听过/读过的，这则笑话一点也不特别」(选项2)、以及「我看不懂」(选项3)外，大部分英语外籍人士和少部分台湾学生在「其他」(选项4)的答案显示出13种原因，包含笑话(1)太简单或幼稚，(2)太长或太复杂，(3)内容不吸引人，(4)内容低俗，(5)有冒犯的意图，(6)有偏见或贬低的意图，(7)没有启发性，(8)只是文字游戏，(9)笑点可预测，(10)老套，(11)就是不觉得好笑，(12)局限於特定背景知识的人才看得懂，或是(13)读者一时无法会意出笑点。

So to analyze in the aspect of description, it is useful to delouse the fount how inarticulateness comes into being; Based on the economic relationship and from the viewpoint of the pursuit of aim, the object of studying, the original creation of aesthetics, as well as the articulate knowledge and inarticulate knowledge, Polanyi distinguished the acquisitive way of science and technology. The development model of personal Knowledge can be generalized as the enthusiasm of seeking knowledge; Polanyi revealed how personal factors of mathematician cut across logical chasm, and gained mathematics findings in math" s activities. Thus he proved mathematics was also activity-needed techniques as natural science; Last evaluating the theory of "Personal Knowledge systematically, it can reveal its realistic significance and limitation.

波兰尼把认知结构区分为可言传知识与不可言传知识，与20世纪以来西方哲学的中心课题转向语言学的研究一致，所以从言述的角度出发，有助于了解不可言传性如何形成的根源；波兰尼以经济关系为立足点，从科学与技术的目的追求、研究对象、美的原创性，以及从可言传知识与默会知识的角度对两者的获取途径做了区分；其个人知识发展模式可以概括为：求知热情→启发性热情→说服性热情……；波兰尼揭示出数学家的个人因素是如何在数学活动中跨越逻辑鸿沟，取得数学发现的，从而证明数学同自然科学一样，也是一项需要技能的活动；最后对&个人知识&理论作一系统的评价，揭示&个人知识&理论的现实意义和局限性。

The case teaching has its history of sprouting, coming into being and development. This kind of teaching is the method that let students to comprehend, and to master theories and knowledge, as well as to improve the understanding ability and compositive diatheses of students in a high school by choosing typical cases and organizing a group discussion or supply a certain scenario, according to a purpose of teaching.

案例教学有着自己的萌芽、产生和发展的历史，它是根据一定的教学目的，选择带有启发性的典型案例，通过组织研讨或提供一定的情景，让学生去感悟、理解和掌握理论知识，提高相关能力和综合素质的教学方法。