我们应当确立什么样的课程知识观？
学习观是研究课程知识观的一个重要视角。
Learning view is an important spectacle of investigating curricular knowledge view.
因此知识观的演进必然带来大学职能的转变。
Therefore, the development of knowledge inevitably require the transformation of the universities functions.
这首先涉及到知识观的演变及其在学校中的反映。
This first of all entails the evolution of the views on knowledge and its reflection in school education.
新的教育知识观具有十分重要的理论和实践意义。
Thus, this new knowledge concept of education has great theoretical and practical significance.
在新的知识观视阈下，教师的实践知识至关重要。
Teachers practical knowledge is very important under new view of knowledge.
由此出发，作者提出“生活知识观”这一新的概念。
So the author advances a new concept: the view of life-knowledge.
随着后现代知识观的确立，我们应该重新审视人文课程的价值。
With the establishment of post-modern concept of knowledge, we should re-examine the value of the humanities courses.
知识观的演变与学校教育观的变革，二者之间存在着密切的关系。
There is a close relation between the conceptual evolution of knowledge and the evaluation reform of teaching.
本文论述了知识网络的概念、知识网络的涵义及哈耶克的知识观。
The paper expounds on the concept of a knowledge network, the implication of a knowledge network as well as Hayek's knowledge outlook.
它提出的知识观、学习观和教学观是对传统教育观念的一次猛烈冲击。
The knowledge, study and instruction thoughts it brings forward are a violent strike to the traditional education.
知识观与教育活动有着重要的依存关系，是构成教育价值取向的前提。
The knowledge concept is a prerequisite to the orientation of the educational values.
有怎样的知识观就有怎样的教学观，知识观是影响教学观的重要因素。
Different views on knowledge will lead to different views on teaching. Views on knowledge are important factors that influence views on teaching.
知识观对教育的影响是巨大的，不同的知识观念会产生不同的教育观念。
The influence of the theory of knowledge upon education is enormous, and different theories of knowledge result in different educational ideas.
让我们挖掘后现代知识观所具有的有利因素，追寻物理学教育的源头活水。
Let us tap the favorable factors of post-modern knowledge, pursuit the source running water of physics education.
程序性知识包含技能在内，传统知识观下的知识与技能的矛盾因而得到解决。
The procedural knowledge includes the skills and the contradiction between knowledge and skills in the traditional outlook of knowledge can be solved.
知识观是人们对知识的本质认识和根本看法，是经哲学反思的关于知识的观念。
Tao Xingzhi views of knowledge are based on his ideal of reconstruction of the democratic society.
新的知识观为原来没有进入课程的知识进入课程体系并获得合法地位提供了依据。
The new outlook on knowledge provides basis for the traditional knowledge to have legal position in the new curriculum system.
与科学知识观不同，生活知识观视野下知识的特征主要是实践性、开放性、理解性。
While in the view of life-knowledge, practicing, opening and understanding are its features.
它提出了一种新的知识观和学习理论，并对教学活动中的诸多方面做出了阐释和强调。
This theory sets forth a new viewpoint of knowledge and a new theory of study, and makes interpretation to and puts emphasis on lots of aspects of instructional activities.
它提出了一种新的知识观和学习理论，并对教学活动中的诸多方面做出了阐释和强调。
This theory sets forth a new viewpoint of knowledge and a new theory of learning, and makes interpretation to and puts emphasis on lots of aspects of instructional activities.
在民族基础教育课程知识观上，存在着主流文化与非主流文化课程知识观的矛盾冲突。
In nationality elementary education curriculum knowledge view, the mainstream culture and the non-mainstream culture curriculum knowledge view contradictory conflict.
在教学方法上，“服从权威”、“引经据典”成为形而上学知识观支配下的教育的特色。
On the teaching method, "obeying the authority" and "quoting from classics works" become the special features of education on the metaphysics outlook in knowledge.
传统的知识观是狭隘的，社会的迅猛发展促使人们对知识的认识和理解有了一个质的飞跃。
The traditional view of knowledge is narrow and limited. And the rapid development of the society has impelled a qualitative leap in the understanding of knowledge upon people.
只有树立面向未来的课程知识观，批判性的教学意识，人类才能逐渐摆脱创伤性记忆的束缚。
Only after future-oriented historical knowledge and critical teaching are constructed, can human being get out of the bonds of traumatic memory.
探讨后现代知识观对现代大学制度的影响，为探讨现代大学制度变革提供了一个崭新的视角。
To examine the impacts of postmodernism on the modern university system can offer a new view on the innovations of ideology and institution in modern universities.
探讨后现代知识观对现代大学制度的影响，为探讨现代大学制度变革提供了一个崭新的视角。
To examine the impacts of postmodernism on the modern university system can offer a new view on the innovations of ideology and institution in modern universities.
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