- 更多网络例句与概念相关的网络例句 [注：此内容来源于网络，仅供参考]
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In the first charter , the development of Art of Using Concepts is stated in order to make readers know its proceedment. In the second charter ,the difference between the Art of Using Concepts and Apriorism and Expiricism in order to make readers understand the disparaty of Kant's Apriorism and Expiricism. In the third charter, the relation between true thinking and the Art of Using Concepts so that it's necessary that the Art of Using Concepts needs true thinking. In the former charter, the relation between practice and the Art of Using Concepts which indicates that the Art of Using Concepts is based on the practice.
在第一章中，阐述了"运用概念的艺术"的演化过程，主要是让读者了解一下"运用概念的艺术"的发展变化；第二章阐述了"运用概念的艺术"与先验论和经验论是根本对立的，这一章是为了让读者了解"运用概念的艺术"与康德的先验论，经验主义的区别；第三章主要阐述"运用概念的艺术"与"真实的思维"的关系，说明"运用概念的艺术"需要"真实的思维"；第四章主要阐述"运用概念的艺术"与实践的关系，说明"运用概念的艺术"是建立在实践的基础上的。
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Idea of freedom 自由的概念 In the Critique of Pure Reason, Kant distinguishes between the transcendental idea of freedom, which as a psychological concept is "mainly empirical" and refers to "the question whether we must admit a power of spontaneously beginning a series of successive things or states" as a real ground of necessity in regard to causality, and the practical concept of freedom as the independence of our will from the "coercion" or necessitation through sensuous impulses.
在《纯粹理性批判》中，康德区分了先验自由的概念与实践自由的概念，先验自由概念作为一个心理学概念"主要是经验的"，它指向"我们是否必须承认自然始发的一系列先后相继的事物状态"是必然性的真正基础的问题；实践自由的概念则是作为我们的意志独立于"强迫"或"通过感官冲动的强制"的概念。
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This article is intended to explore the transformational mechanism of interlinguistic concepts from the basic, procedures and levels of the transformation, including the transformational mechanism between concepts, and between concept and images and between concepts and the propositions
命题的基本元素是概念，本文以之为研究对象，从转换基础、转换步骤和转换层次等方面探讨了语际概念的语里转换机制问题，即概念→概念转换机制，概念→形象互换机制，概念→判断转换机制。
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Process error included using general knowledge and prototype and image replaced mathematics concept, irrationality of classification and comparison, faultiness of generalize and abstract, separation of definition and concept, irrelevancy of applying and relating, and mistake of extending and connecting.
包括用日常生活概念、概念原型、&形象描述&等代替数学概念，分类与比较不合理，概括与抽象不完善，概念定义与概念相脱离，概念运用僵化，建立不恰当的联系，对联系作不正确的推广或依据个人经验强行进行不正确的联系等错误。(2)&合理性&错误。
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Then , after testing some senior 1 and senior 2 students from Nanjin Foreign School with FCI test tables,the dissertation concludes:﹡The differcences and similarity among the students'.﹡The presence of the preconcept in the students mind which affects the learning preconccept.﹡The latentness of the preconcept.﹡The similarity between the preconcept in the students'mind and the science history.﹡Preconcept and science concept coexist in students'mind.﹡The difficulty for the traditional teaching to change the preconcept.
然后，笔者用FCI测试量表对南京外国语学校的部分高一和高二学生进行了测试，通过访谈及对测试结果的分析，得出了如下结论：﹡学生的前概念具有个体性和一定的共性；﹡前概念广泛存在于学生头脑中，并严重影响物理概念的学习；﹡学生的前概念具有隐蔽性；﹡学生的前概念与科学发展史上的某些概念存在着相似性；﹡前概念与科学概念并存于学生的头脑中；﹡传统教学很难改变学生的前概念。
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First,this paper researched its theoretical basis, definition,construction method of concept latices and the relationship between formal concept analysis and ontology.Second,the real estate\'s formal background was constructed based on the concepts from correlative real estate domain text.In the formal background,the objects are the documents and the properties are the ontology concepts.Finally,the concepts and classification relationships between concepts were structured in the form of concept latices and translated into real estate ontology.
本文首先探讨了形式概念分析的理论基础、定义及其概念格的构建方法及其形式概念分析与本体间的联系；然后在此基础上，通过从房地产领域文本中获得反映该领域的概念中构造出房地产的形式背景；最后通过概念格结构化概念以及概念之间的分类关系，并将其转化为房地产本体。
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In this research, trying to clarify the inner relation of "theory and practice","situation and application" from the ontological context to comprehend the concept of application. Adopting historic context to understand "application" concept, elaborate the understanding of limited existence of human being, and prove the function of "application" concept is indeed revealed in the concept of effective-history. From the context of hermeneutics, particularly the concept of Aristotle's phronesis, to recover the original position of application concept. Lastly, from the concrete display of language of application concept to explore the revelation of truth in the dialectic of question and answer.
本研究尝试从存有论脉络出发理解应用概念，厘清「理论与实践」「处境与应用」之内在关连性；再进入历史性脉络来理解应用概念，阐述人作为一个历史有限性的存有之理解现象，说明了「应用」概念的功能正是在效应历史概念中被揭示出来；再从诠释学问题脉络，特别是亚理斯多德的「实践智慧」概念来恢复应用概念原有的地位；最后，从应用概念具体在语言中的呈现，探究在问答对话辩证中之真理彰显。
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The cognitive confict.﹡The change of preconcept. While summarizing the concept research abroard, the dissertation studies the teaching of Physics concepts in China and understands how the teachers instuct the Physics concepts in the classroom.﹡Basically indentifying the importance in teaching Physics concepts.﹡Knowing the existence of pre-concepts in the students'mind to some dgree.﹡Lacking the teaching methods to change pre-concepts in the students'mind.
笔者在总结国外概念研究的同时，也在关注国内的物理概念转变教学，并用问卷调查了07年江苏省物理新课程培训的一线物理教师，总结了一线教师对于物理概念转变教学的认识：﹡对于物理概念的教学重要性有一定的认识；﹡对于学生所具有的前概念有一定的了解；﹡对于学生前概念的转变缺乏科学的认识。
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In a database the concept of an example might change along with time which is known as concept drift When the concept drift the classification model built by use of old data is unsuitable for classify new data Therefore concept drift has become a hot issue in data mining in recent years Although many algorithms had been proposed to resolve this problem they can not provide users with the reason of concept drift However a user might be very interested in such rules For example doctors want to find what makes disease change; researchers want to know the reason of the variety of the weather; and decision makers would like to understand why a customer's shopping habit change In this thesis we propose a Concept Drift Rule mining Tree called CDR-Tree to solve this problem CDR-Tree can not only find the rule of concept drift also build the prediction model for both old and new data at the same time
无论在大型资料库或现实生活中，同一资料样本的概念有可能会随著时间的递移而改变，也就是产生所谓的概念漂移。当样本发生概念漂移时，由旧有资料所建构的分类模组将不再适用於预测新获得的资料，因此，近年来概念漂移已成为资料探勘中一项热门的研究议题。虽然已有？多学者提出不同的技术来解决概念漂移的问题，但是这些方法都是利用修正或重建的方式来产生适合新资料的预测模组，并无法提供造成概念漂移的原因。然而对使用者而言，其感兴趣的可能正是这些引起概念漂移的规则，如医生可能想了解引起疾病变化的主因、学者会想要知道气候转变的规则、或是决策者想找出顾客购物习惯改变的因素等。因此，本论文提出概念漂移规则探勘树( Concept Drift Rule mining Tree )，简称CDR-Tree，来解决这个问题。CDR-Tree不但能探测出造成概念漂移的主要原因，亦能同时建立新旧资料的预测模组以供决策者运用使用。
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Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time
这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。
- 更多网络解释与概念相关的网络解释 [注：此内容来源于网络，仅供参考]
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accrual concept：应计概念 权责发生概念
accreditor 开证申请人 | accrual concept 应计概念 权责发生概念 | accrual date 应计期日 应收应付期日
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concept art：概念艺术(着重反映创作家一时形成的概念的一种艺术)
concept advertising | 有新意思的广告 | concept art | 概念艺术(着重反映创作家一时形成的概念的一种艺术) | concept attainment | 概念获得
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concept n a notion; an idea：概念 New Concept English 新概念英语
Link: explode v 爆炸( explosion n爆炸; 发作 | 25. concept n a notion; an idea 概念 New Concept English 新概念英语 | Link: at sb's expense由某人付钱 spare no expense不惜代价
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legal concept：概念
法律概念(legal concept)是指"法律中的概念",是法律文本、法律学说中使用的概念,如行为能力、责任能力、公民、法人等等. 法律规则(legal rule)是指以一定的逻辑结构形式具体规定人们的法律权利、法律义务及其相应的法律后果的一种法律规范.
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conceptual design：概念设计
概念设计的根本宗旨是:在特定的建筑空间及地理条件下,用整体概念来考虑结构的总体方案,且能有意识地发挥和利用结构总体系与各基本体系之间的力学特性与关系.对建筑抗震设计来说,结构"概念设计"( Conceptual Design)比结构"计算设计"( Numb
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conceptual design：方案设计;概念设计
concept plan 概念图则 | conceptual design 方案设计;概念设计 | conceptual layout 概念规划
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disjunctive concept：析取概念
根据概念反映事物属性的数量及其它们的相互关系,可分为合取概念(conjunctive)、析取概念(disjunctive concept)和关系概念. 合取概念是根据一类事物中单个或多个相同属性形成的概念. 这些属性在概念中必须同时存在,缺一不可,
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conceptual formalism：概念形式 概念形式
■ conceptual data model 概念数据模型 概念データモデル | ■ conceptual formalism 概念形式 概念形式 | ■ conceptual model 概念模型 概念モデル
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misconception：错误概念
在激进建构主义生存力"观点的影响下,二十世纪七十年代以来,西方在科学教育与数学领域对学生的"错误概念"(misconception)以及相关的幼稚概念(naiveconception)、教学前概念(preinstructional conception)、前概念(preconception)、直觉
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misconception：迷思概念
与科学概念相区别,儿童的观念通常被称为"另有概念"(alternative conception)、"前概念"(preconception)、"迷思概念"(misconception)等. 研究还发现,儿童的想法对科学知识的理解具有很大的影响作用,在学习过程中,儿童总是基于已有的经验建构自己的理解,