conditional adj. 1.带有条件的,有限制的;视…而定的。 2.【语法】条件的,假设的。 3.引起条件反射的。 n. 【语法】条件子句,条件词。 be conditional on [upon] 在…条件下,以…为条件,取决于。 n. -ity 受限制性,有条件性,制约性;条件限制。 adv. -ly
knowledge n. 1.知识;学识,学问。 2.了解,理解;消息。 3.认识。 4.〔古语〕学科。 5.〔古语〕性关系。 book knowledge书本知识。 K- is power. 〔谚语〕知识就是力量。 practical knowledge实际的知识。 secondhand knowledge第二手知识,传授来的知识。 working knowledge of French 法语知识学到能应用的地步。 I have no knowledge of London. 我对伦敦毫无所知。 It is within your knowledge that ... 这是你所知道的。 The knowledge of our victory caused great joy. 我们获得胜利的消息传来,万众欢腾。 perceptual knowledge感性认识。 logical [rational] knowledge理性认识。 the theory of knowledge【哲学】认识论。 branches of knowledge学科。 carnal knowledge性经验;【法律】性关系。 come to sb.'s knowledge被某人知道。 common [general] knowledge众所周知,常识。 grow out of (sb.'s) knowledge被忘掉了。 have some [a general, a thorough] knowledge of 懂得一点,懂得一个大概,精通。 not to my knowledge我知道并不是那样。 out of all knowledge(变得)认不出来,无法辨认。 to my knowledge据我知道。 to sb.'s certain knowledge据某人确知。 to the best of my knowledge据我所知,就我所知而论(=so far as I know)。 Too much knowledge makes the head bald. 〔谚语〕知识太多老得快。 without sb.'s knowledge 不通知某人,背着某人。
During the second stage , books related to science teaching were provided to the teachers in order to strengthen their subject matter skills and the theoretical part of the conditional knowledge . at the same time , efforts were made to improve the operational part of the conditional knowledge as well as their pedagogical skills , so as to achieve the transformation of the concept of science teaching through improved teaching skills 在第二阶段的行动中,研究者一方面为三位教师提供了一些相关的书籍,以便他们在自学中扩充各自的本体性知识与条件性知识中的理论部分;另一方面在教学实践中为三位教师扩充条件性知识中的操作部分与实践性知识,力图使他们在“提高能力”中实现“观念转变” 。
Their interest in emotional learnings are at latent stage ; 2 ) while teachers emphasize more conditional knowledge learning than noumenal knowledge learning at conceptive level , in reality they focus on acquiring practical knowledge ; 3 ) while teachers are eager to acquire the latest knowledge and theories at conceptive level , in actual training process they emphasize the effectiveness of training , their perceived learnings and teaching skill improvement 就具体的学习内容而言,观念上教师们最想学的是教育教学理论知识和学科前沿知识,但是在具体的培训中,他们又很强调培训的实效性,非常注重自己的实际感受,强调学科教学技能学习的重要性,教育科研能力则被认为是自己最缺乏又最需要学习的内容,思想观念的更新并不像人们想象的那样被重视。