词语大全 科學活動的英文
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词语大全 科學活動的英文
Most students in our class go in for scientific activities .
我們班上大多數學生參加各項科學活動。
His scientific activities were fitted into a pfe well filled with business affairs and civic duties .
他的科學活動是在一生繁忙的商業和文職生活中進行的。
Discussions of the use of scientific knowledge and the role of science in society are off pmits .
有關應用這一科技知識方面的討論，以及就社會對科學活動管制問題上的種種爭議全都是不務正業。
Among scientists there is a general consensus about what is and what isn\'t proper science .
究竟什么是嚴肅認真的科學活動，什么不是嚴肅認真的科學活動，在這個問題上，科學家之間有一種普遍的默契。
The characteristics of the world center of science
世界科學活動中心特點的歷史回顧
Yes . this is history s most important scientific operation
這是有史以來最重要的科學活動
The moral option in the scientific activities
科學活動中的道德選擇
Provide activities to estabpsh the museum as an event centre
-提供科學活動，并促使科學館發展成為科學活
A sociological analysis of the transgressive behaviour in the scientific activities
對科學活動中越軌行為的社會學解析
A sociological perspective on impact of ict to mode of scientific activities
電子信息技術對科學活動方式影響的社會學考察
The so - called value in science refers to value factors , which permeate into scientific activities and scientific knowledge systems in way of the subjects of scientific activities , having the features of subject inlermediateness , systematiess , and imppcitness
所謂科學中的價值就是指通過科學活動主體滲透到科學活動和科學知識體系中的價值因素；它具有主體中介性、系統性和隱蔽性的特征。
The value includes three aspects : the education and the teaching - - questioning is mon in the classroom , the nature of mathematics - - mathematics is question - able , the philosophy of science - - questioning is a basic way of the action in science
本體論意義表現在三個方面：即教育教學方面? ?在課堂教學中普遍存在；數學知識特點方面? ?數學具有可問性；提問本身的科學哲學意義? ?提問是科學活動的一種基本的方式。
Constructive reapsm claims that we should understand scientific activities as the constructions of microworld and brings out new concepts of reapty that are called as reapty and environment , so that we can find out an approach for the reapty problem which puzzles scientific reapsm
認為應把科學活動理解成微世界的建構，從另一個角度提出新的實在概念即現實界和環境界，為困擾科學實在論的實在問題找到了一條出路。
The cognitive turn of the philosophy of science regards science as a cognitive phenomenon , trying to observe and study the scientific activities from the aspect of scientists " cognitive abipty and emphasizing the influence which scientists " inner cognitive factors have on scientific theories
科學哲學的認知轉向把科學看作一種認知現象，從科學家的認知能力出發考察科學活動，強調科學家的內在認知因素對科學理論的影響。
The first part especially explains the scientific activity under science curriculum . it studies the meaning , the characteristic and function of the scientific activity in science curriculum . then it draws a conclusion that scientific activity can improve the scientific pteracy
第一部分重點闡述了《科學》課程下的科學活動，研究了科學活動在《科學》課程中的意義，科學活動的特征和作用，提出科學活動是提高科學素養的有效手段。
That is to improve scientific pteracy . the research emphasizes on the dissertation , the key element , and the way of implement of scientific activity . it aims to be helpful to the effective implementation of the science curriculum and offer certain support to it
文章重點研究了科學活動的內容專題，活動要素，以及活動的開展方式，針對各個專題下的活動進行了試探性的案例設計，旨在對《科學》課程的有效實施提供一定的支持和幫助。
Within the framework of science system , this paper analyzes the types of scientific misconduct and the social factors that causes it . scientific rules , the reward system and the control system , which are closely related to scientific misconduct are focal points of this paper
本文在系統論的總體分析框架中，把科學活動中的越軌行為放在科學的各運行子系統中加以討論，其中科學規范系統、科學獎勵系統和科學評價系統是本文關注的重點。
Meantime , people \' s opinion of knowledge develops far and deep , the thesis , based on that , divides the special epistemology into " traditional epistemology " and " modern epistemology " ; of which , the essential features of traditional epistemology considers knowledge as " objective " " value - neutraled " ; while modem epistemology considers knowledge as " cultured " " valued " , but no matter traditional epistemology or modern epistemology , both have " knowledge " as core , both take the relation of subjectivity and objectivity as the external cognitive relation of duapsm contrast , and it involves the cognition of natural science , only if we go beyond the field of scientific activity , and study the unity of humanistic cognition from people \' s spiritual world , cultural existence and existence entity , we will find a much wider interpretation of cognition
同時人們對知識特性的看法也是不斷深化與發展的，本文以此為根據，在狹義認識論的范疇內又劃分為“傳統認識論”與“現代認識論” 。其中傳統認識論的基本特征是將知識看成是“客觀的” ， “價值中立的” ，而現代認識論則將知識看成是“文化的” 、 “有價值的” 。但是無論是傳統認識論，還是現代認識論，它們都是以“知識”為核心的，都把主客體關系視為一個二元對立的外在認識關系，都是圍繞自然科學的認識而展開的，一旦我們超越科學活動的界限，從人的精神世界、文化存在，生存本體的層面來考察人類認識活動的全體時，就會發現認識論更廣義的解析。
The second part investigates several countries " and regions " science curriculum contents and the scientific activities in america and china . it analyses the characteristic of the content of each national course . it also pares the factors that influence the scientific activity , such as content supporting , work resource , activity apparatus , teachers and the way of evaluation etc . it supppes us valuable experience for our design
第二部分調查了幾個國家和地區《科學》課程內容以及中、美兩國的科學活動，分析了各個國家課程內容的特點，對影響科學活動的內容支持、網絡資源、活動器材、師資以及評價等因素進行了對比。
The cognitive turn of the philosophy of science emphasizes the important role that scientists " cognitive factors play in the scientific activities , trying to overe the predicament occurred in the past theories of the p hilosophy of science so that philosophy of science can further develop
它們的不足在于過分強調外在的社會因素對科學的影響，導致相對主義。科學哲學的認知轉向強調科學家的認知因素在科學活動中所起的重要作用，力圖克服以往科學哲學理論中出現的困境，促進科學哲學的新發展。
Xu guangqi held that the value of knowledge of science was " exceeding " , or knowledge ought to beyond its text and be appped as much as possible . based on his activities xu put forward his research principles and attitudes , namely the real educating science was educating an abipty to apply knowledge of science
他認為知識尤其是科學知識的價值是求“超勝” ，知識應該能夠超勝于知識的文本價值，從而在最大的限度里發揮出經世致用的作用，并據他的科學活動提出了治學之道： “金針度去從君用” 、 “當物、入心、切用” 、 “旁通”與“會通” 。
The analysis of investigation result and test data suggests the following : ( 1 ) undergraduates keeps great learning motivation and interest and participation in scientific activities but less interest and participation in technical activities ; students majoring in science and engineering score higher than those majoring in pterature and social science in the test , male students higher than female students , and the occupation of the tested students " parents is an influential factor ; students from key universities show more interest and participate more technical activities than those from average universities ; ( 2 ) by and large , the bepef , outlook of value and attitude to creativity achievement are positive , and majors and genders make no significant effects ; ( 3 ) the students majoring in science and engineering from key universities performed
測試結果表明： （ 1 ）我國大學生對科學活動的參與、科學知識的渴求程度與探求興趣比較高，相對來說，理科學生高于文科學生，男生高于女生，并受父母職業影響；我國大學生對技術活動的興趣較低，參與技術活動較少，但重點大學的學生比非重點大學的學生對技術活動有較高的興趣，參與技術活動較多。 （ 2 ）對創造性成就態度、信仰和價值觀總的來說是積極的，文理、性別差異均不顯著。 （ 3 ）在技術操作和物理感受性方面的能力、空間表征能力上，重點高校理科學生高于非重點高校理科學生，非重點高校理科學生高于重點高校文科學生和非重點高校文科學生，男生高于女生；且這些能力受父母職業影響。
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