概念的

基本解释 (translations)

ideational  ·  notional

与概念的相关的网络例句 [注：此内容来源于网络，仅供参考]

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。

The disassimilation work concept methodology characteristic mainly has three point: It essentially is a value concept, is a critique concept, or a main body concept.

异化劳动概念的方法论特征主要有三点：它本质上是一个价值概念，是一个批判概念，还是一个主体性概念。

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。

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。

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。

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。

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。

A new site called 新的网站名为 Social Wallpapering 社会wallpapering brings theWeb 2.0 concept to the forefront by creating a large database of free wallpapers through the submissions of community members like you and me.

带来的web 2.0概念的前列，创造一个庞大的数据库，免费墙纸通过意见书的社区成员一样，你和我。

A new site called 新的网站所谓的 Social Wallpapering 社会wallpapering brings theWeb 2.0 concept to the forefront by creating a large database of free wallpapers through the submissions of community members like you and me.

带来的Web 2.0概念的前列，创造一个大型数据库的免费桌面墙纸通过的意见书社区成员一样，你和我。

A new site called 新的网站名为 Social Wallpapering 社会wallpapering brings theWeb 2.0 concept to the forefront by creating a large database of free wallpapers through the submissions of community members like you and me.

带来的Web 2.0概念的前列，创造一个大型数据库的免费墙纸通过提交社区成员一样，你和我。

与概念的相关的网络解释 [注：此内容来源于网络，仅供参考]

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

conceptional：关于概念的

conceptacle /生殖窠/ | conceptional /[关于] 概念的/ | conceptive /概念作用的/有思考力的/

conceptional：概念的

conception | 观念, 概念 | conceptional | 概念的 | conceptism | 格言派,警名派

Conceptualism：概念主义

29"概念主义"(Conceptualism)所描述的那些法律理论高度评价在某一体系的核心中的一些基本原则和概念的创造(或发现),[*10]而不论从这些原则和概念出发的推理是形式性的还是非形式性的.

isomorphic：同构的

均值法是指用团队内所有个体成员在这一概念上得分的均值作为团队层次概念的操作化,其隐含的假设是,每一个成员都会同等重要地影响团队运作,团队层次的概念是对个体层次概念的简单线性加总,两个层次的概念是同构的(isomorphic).

notional：概念的

notion 概念 | notional 概念的 | notionate 倔强的

notional：概念的, 想象的, [语]表意的, 实义的

bowline 帆脚索 | notional 概念的, 想象的, [语]表意的, 实义的 | photoisomerism 感光异构(现象)

presentive word：表意詞;直接表達概念的詞

present-form 現在式語形 | presentive word 表意詞;直接表達概念的詞 | presequential 序列前的

Not that Fred Hoyle and the devotees of the Steady State were dissuaded：弗雷德.霍伊尔及其恒稳态概念的信徒没有被说服

could offer no explanation as to w... | Not that Fred Hoyle and the devotees of the Steady State were dissuaded.|弗雷德.霍伊尔及其恒稳态概念的信徒没有被说服 | They set to work questioning whether the r...

Similarities：求同(理解相关性并形成概念的能力)

1 Information常识(一般性常识,要求经验和学历) | 3 Similarities 求同(理解相关性并形成概念的能力) | 5 Arithmetic 算术(处理数字,应用计算的能力)