有知识地

Teaching is an anadiplosis and interaction social practice which under teacher\'s teleology and planned guidance and in order to help the student to master basic knowledge of culture and science, to develop competence, to strengthen constitution and to form a certain ideology and morality to promote student\'s physical and mental harmony building.

教学是在教师有目的、有计划的指导下，学生积极主动地掌握系统的文化科学基础知识，发展能力，增强体质，形成一定的思想品德，从而持续地促进学生身心和谐发展的回环交互式社会实践活动。

If every element of date base has effective time and space can better describe impersonal thing, so it may be more value.

如果数据库中的每个元组均有其有效时间和空间，那么在数据库中所发现的知识在其有效时空约束内就是有价值的，这种具有时空约束的规则可以更好地描述客观事物，因而也会更有价值。

Besides, the following two features of the book seem to be very incomprehensible: on the one hand, the book includes a full-scale version of Western astrology, not only medical and meteorological one permitted by the Catholic Church, but even natal astrology forbiden by the chruch as well; on the other hand, at the high time when the Tychonic system of calendrical astronomy constructed by Johann Terrenz Schreck (1576-1630), Johann Adam Schall von Bell (1591–1666) and Giacomo Rho (1593－1638) had been contributed by Schall himself to the newly founded Qing dynasty which had officially adopted it immediately, Smogulecki was preaching in the book a system based on Philippe van Lansberge's (1516 – 1632) heliocentric astronomy, and openly claimed that Schall's Tychonic system still committed a number of deficiencies and was outdated, and therefore should be replaced with the Lanbergian system.

另外，该书的两大特点也令人不解：首先，其中包含有完整版本的西方星占学知识，不仅包括天主教会允许的医学和气象星占，而且还包含受教会禁止的生辰星占；其次，在汤若望(Johann Adam Schall von Bell，字道未，1591–1666)等人介绍到中国来的弟谷天文学系统已经被清朝政府正式采纳，传教士的信誉已经微妙地与这种天文学系统紧密地联系在一起的情况下，穆尼阁居然在书中介绍了以哥白尼"日心地动"说为基础的斯伯格(Philippe van Lansberge， 1516 – 1632)天文学，而且还公然宣称，汤若望引进的系统存在许多不足之处，已经过时，应该用兰斯伯格的天文学加以取代。

We are mature enough now to stand the shock of learning that much of what we were taught in our youth was wrong, or improperly understood by those who were teaching it, or perhaps shaded a bit, the shading resulting from the personal needs of the teachers, who as human beings had a tendency to introduce some of their heart's blood into their work, and sometimes this may not have been of the first water, this heart's blood, and even if they thought they were moving the "knowledge" out, as the Board of Education had mandated, they could have noticed that their sentences weren't having the knockdown power of the new weapons whose bullets tumble end-over-end (but it is true that we didn't have these weapons at that time) and they might have taken into account the fundamental dubiousness of their project (but all the intelligently conceived projects have been eaten up already, like the moon and the stars) leaving us, in our best clothes, with only things to do like conducting vigorous wars of attrition against our wives, who have now thoroughly come awake, and slipped into their striped bells, and pulled sweaters over their torsi, and adamantly refused to wear any bras under the sweaters, carefully explaining the political significance of this refusal to anyone who will listen, or look, but not touch, because that has nothing to do with it, so they say; leaving us, as it were, with only things to do like floating sheets of Reynolds Wrap around the room, trying to find out how many we can keep in the air at the same time, which at least gives us a sense of participation, as though we were Buddha, looking down at the mystery of your smile, which needs to be investigated, and I think I'll do that right now, while there's still enough light, if you'll sit down over there, in the best chair, and take off all your clothes, and put your feet in that electric toe caddy and slip into this permanent press hospital gown, to cover your nakedness-why, if you do all that, we'll be ready to begin!

现在我们已经足够成熟来承受学习的震撼，以此我们来嘲笑我们年轻时候的错误，或者错误地理解教我们的人，或者也许掩饰掉它，掩饰将使得我们更需要老师，他们就像人类的趋向来将他们的一些心血用在工作上，有些时候这些已经不是第一点水了，这是心血，甚至他们是在想他们把"知识"搬了出去，广泛教育形成，他们也许已经认识到他们的句子已经没有新武器的那样的震撼力了，新武器的子弹击倒了一个又一个（但是的确哪个时候我们没有那样的武器），他们也许会被考虑进基础性不确定的留给我们的项目（但是所有构思高明的项目早就被吃光了，就像星星之于月亮），在我们最好的衣服中，只有一件事情可以做，就像操纵有力的战争摩擦来反对我们的妻子一样，她正在完全醒来，滑进有斑纹的闹钟中，扯下羊毛衫，放在为完成的作品上，坚决拒绝在羊毛衫里穿任何凶罩，小心翼翼地想任何听众解释这个拒绝政治上的重大意义，或者观众，但不包括触抹者，因为这没有任何意义，所以他们说，不要管我，只有一件事情要做，就像雷诺茨？

We are mature enough now to stand the shock of learning that much of what we were taught in our youth was wrong, or improperly understood by those who were teaching it, or perhaps shaded a bit, the shading resulting from the personal needs of the teachers, who as human beings had a tendency to introduce some of their heart's blood into their work, and sometimes this may not h39e been of the first water, this heart's blood, and even if they thought they were moving the "knowledge" out, as the Board of Education had mandated, they could h39e noticed that their sentences weren't h39ing the knockdown power of the new weapons whose bullets tumble end-over-end (but it is true that we didn't h39e these weapons at that time) and they might h39e taken into account the fundamental dubiousness of their project (but all the intelligently conceived projects h39e been eaten up already, like the moon and the stars) le39ing us, in our best clothes, with only things to do like conducting vigorous wars of attrition against our wives, who h39e now thoroughly come awake, and slipped into their striped bells, and pulled sweaters over their torsi, and adamantly refused to wear any bras under the sweaters, carefully explaining the political significance of this refusal to anyone who will listen, or look, but not touch, because that has nothing to do with it, so they say; le39ing us, as it were, with only things to do like floating sheets of Reynolds Wrap around the room, trying to find out how many we can keep in the air at the same time, which at least gives us a sense of participation, as though we were Buddha, looking down at the mystery of your 56ile, which needs to be investigated, and I think I'll do that right now, while there's still enough light, if you'll sit down over there, in the best chair, and take off all your clothes, and put your feet in that electric toe caddy and slip into this permanent press hospital gown, to cover your nakedness-why, if you do all that, we'll be ready to begin!

现在我们已经足够成熟来承受学习的震撼，以此我们来嘲笑我们年轻时候的错误，或者错误地理解教我们的人，或者也许掩饰掉它，掩饰将使得我们更需要老师，他们就像人类的趋向来将他们的一些心血用在工作上，有些时候这些已经不是第一点水了，这是心血，甚至他们是在想他们把"知识"搬了出去，广泛教育形成，他们也许已经认识到他们的句子已经没有新武器的那样的震撼力了，新武器的子弹击倒了一个又一个（但是的确哪个时候我们没有那样的武器），他们也许会被考虑进基础性不确定的留给我们的项目（但是所有构思高明的项目早就被吃光了，就像星星之于月亮），在我们最好的衣服中，只有一件事情可以做，就像操纵有力的战争摩擦来反对我们的妻子一样，她正在完全醒来，滑进有斑纹的闹钟中，扯下羊毛衫，放在为完成的作品上，坚决拒绝在羊毛衫里穿任何凶罩，小心翼翼地想任何听众解释这个拒绝政治上的重大意义，或者观众，但不包括触抹者，因为这没有任何意义，所以他们说，不要管我，只有一件事情要做，就像雷诺茨？

President Lin Chun-shin pointed out that there was a sound development in Scandinavian countries in such aspects as accumulation of wealth and education of talents. Taiwan should emulate these fine achievements. But in terms of the issue of sustainability, localization was stressed and copying indiscriminatingly was not advisable. So we needed to have top talents to make good use of knowledge-based development in order to effectively solve issues regarding the environment and tribal development, thus creating a bright future for posterity.

林俊兴董事长表示，北欧国家社会财富累积、人才教育等方面较为完善，可做为台湾社会改良的借镜；但在永续议题方面是讲求在地化，不可不明究理地模仿；因此我们要有一流的人才来应用知识密集，才能有效地解决环境与族群发展上的课题，为后代子孙留下美好的未来。

Thus these two [ 505 ] Imparadis't in one anothers arms The happier Eden, shall enjoy thir fill Of bliss on bliss, while I to Hell am thrust, Where neither joy nor love, but fierce desire, Among our other torments not the least, [ 510 ] Still unfulfill'd with pain of longing pines; Yet let me not forget what I have gain'd From thir own mouths; all is not theirs it seems: One fatal Tree there stands of Knowledge call'd, Forbidden them to taste: Knowledge forbidd'n?

这一对手挽手地出现在幸福的伊甸园里，享受福上的至福，无比美满；我却被弃于地狱，没有欢乐，没有爱情，只有比其他各种痛苦都更难熬的强烈的愿望，不能实现，只能徒劳苦闷而消亡。但不能忘记从他们口中所得的东西。园中的一切似乎不都是他们的所有。有一株叫做知识的树，禁止他们吃，知识得禁止吗？

An open-ended mathematical problem, to which there is not only one method to solve and not the only answer, draws the students attention to think and find out the various answers to the problem by themselves instead of depending on their teachers and textbooks. Students are changed into the active thinkers and finders from the passive accepters. In this way studcnds are guaranteed to play the main role and helped to form their self-awareness and independence of their personalities.

数学开放题由于其自身的开放性质，不再是方法唯一，答案唯一，这就吸引学生不依赖教师和课本，独立地去探索和发现问题的各种各样的答案，学生由知识的被动接受者转变为知识的主动发现者和探索者，保障了学生的主体地位，从而在利于学生自我意识和独立人格的形成，为培养学生的创新精神奠定了基础，对全面推进中学数学素质教育有重要意义。

What you owe to Milton is not any knowledge, of which a million separate items are still but a million of advancing steps on the same earthly level; what you owe is power---that is ,exercise and expansion to your own latent capacity of sympathy with the infinite, where every pulse and each separate influx is a step upward, a step ascending as upon a Jacob's ladder from earth to mysterious altitudes above the earth.

我们从弥尔顿那里学来的并不是什么知识，因为知识，哪怕有一百万条，也不过是在尘俗的地面上开步一百万次罢了；而弥尔顿所给予我们的是力量——也就是说，运用自己潜在的感应能力，向着无际的领域扩张，在那里，每一下脉动，每一次注入，都意味着上升一步，好似沿着雅各的天梯，从地面一步一步登上那奥秘莫测的苍穹。

What you owe to Milton is not any knowledge, of which a million separate items are still but a million of advancing steps on the same earthly level; what you owe is power-that is, exercise and expansion to your own latent capacity of sympathy with the infinite, where every pulse and each separate influx is a step upwards, a step ascending as upon a Jacob's ladder from earth to mysterious altitudes above the earth.

弥尔顿④给予我们的并不是什么知识，即使有一百万条知识，人类因此迈开百万步，也始终是彳亍在尘世的地面上；他给予我们的是力量，即是说，用你潜在的感应力，向着广袤无垠的世界拓展，扩张，每一记脉动，每一次喷薄，都是上升一步，好似缘着雅各的天梯⑤，从尘世的地面逐步攀上神秘的苍穹。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。