情境知识

学科教学知识（简称PCK）是关于学科内容知识、教学策略知识、关于学生的知识和教学情境知识的融合。

The term Pedagogical content knowledge ( called PCK for short ) is the integration of four kinds of knowledge : knowledge of subject matter knowledge , pedagogy , students and pedagogical context .

集成情境知识递阶生产系统投入产出优化

Input and Output Optimizing on Hierachical Manufacture Systems Integrating Context Knowledge

情境知识与社会互动&符号互动论的知识社会学思想评析

Situational Knowledge and Social Interaction & On the Sociological Approach of Knowledge in Symbolic Interactionism

然后，论文在一个实例研究的基础上，提出了的产品造型设计情境知识框架。

Then , a scenario knowledge structure in product form design was put forward on the basis of a design case study .

通过本体映射获得客户需求，完成客户情境知识向客户需求知识的转换，实现客户需求的自动获取，提高了需求信息获取、转化和传递的效率。

With ontology mapping customer requirement elicitation to achieve the mapping of customer scenario knowledge to customer requirement knowledge , customer requirement automatic elicitation . the efficiency of requirement information elicitation , mapping and transmitting was improved .

根据积淀特征可分为品德情境知识结构、品德理性知识结构和品德行为方式结构，相应地我们可以把德育内容分为情境性德育内容、理论性德育内容和实践性德育内容。

We also can divide the moral education contents into situation moral contents , the theoretical moral contents and the practical moral contents according to the moral situational knowledge structure , moral qualities reasonable knowledge structure and moral qualities behavioral method structure from the side of accumulated character .

基于中国文化情境的知识转移分析模型

Theoretical Framework of Knowledge Transfer in the Context of Chinese Culture

基于知识情境的知识重用与创新机制研究

Study on Knowledge Reuse and Innovation Based on Knowledge Scenario

集成情境的知识管理方法和关键技术研究

Methods & key technologies of knowledge management integrating context

集成情境的知识管理模型

Model of knowledge management integrating context

知识流通、组织平台情境、知识创造：大学科研组织创新研究

Knowledge Circulation , Organization Platform Circumstance , Knowledge Creation : A Research on Innovation for University Scientific Research Organization

分析了中国情境下知识创造的4个维度与个人和团队中知识创造效果的关系，感知的知识管理有效性被作为衡量知识创造效果的标准。

The relationships between four dimensions of knowledge creation and the effectiveness of knowledge creation are analyzed empirically in China .

因此，笔者在本文提出一个新的情境敏感知识管理解决方案：维度本体。

Therefore , the author proposes a brand new solution for the problem of context-sensitive knowledge management in this paper : Dimensional Ontology .

该模型由知识情境、知识过程、知识（项）和知识主体4个主要知识管理要素构成。

This model was composed of four main KM components : knowledge context , knowledge process , knowledge ( item ) and knowledge agent .

一方面，语义网的各个领域普遍存在着情境敏感知识，无法忽视的和避免这个问题。

On the one hand , context-sensitive knowledge is widely spread in different domains of Semantic Web , which can be neither neglected nor avoided .

为了实现情境与知识管理其他要素的集成，提出了集成情境的知识管理模型。

To realize integration between context and other components of Knowledge Management ( KM ), a model of Knowledge Management Integrating Context ( KMIC ) was proposed .

最后通过内在和外在两个维度，提出适合中国情境的知识型员工薪酬决定因素结构模型。

At the end of the study , the author presents a model of decisive factors to payment of I knowledge workers in china through internal and external dimensions .

哈拉维的情境化知识是在后一种路径上发展出的对客观性的解读，主要有三个特征，即局部的视角、负责的科学和发展的辩证法。

Situated Knowledge is an explanation of objectivity according to the latter course , which have three main characteristics , that is , partial perspective , responsible science and developmental dialectics .

为解决企业知识管理运作和实施过程中遇到的新问题和新困难，提出了集成情境的知识管理方法。该方法通过情境化，实现知识和知识过程与情境的集成。

To solve new problems and difficulties faced in the process of knowledge management implementation in enterprises , the method of Knowledge Management Integrating Context ( KMIC ) was proposed , which integrated context with knowledge and knowledge processes through contextualization .

模拟课堂教学情境，探讨知识教学中学习者的认知策略与原有知识间的相互关系。

By simulating the real instructional condition , we studied the relationship between the learner 's cognitive strategy and prior knowledge in knowledge instruction .

研究发现在新手型教师采用权威模式管理课堂，专家型教师通过教导模式管理课堂。新手型教师采取非情境式旧知识引入教学。

Well the expert teacher organized the class in an instruction way . The novice teacher introduced the lessons through the learned knowledge without situation .

情境理论认为知识是具有情境性的，强调认知和学习的交互特性和实践的重要性。

The situation theory thinks that the knowledge is situated and it also emphasizes the importance of practice , as well as the interaction characteristic of the cognition and study .

根据需求知识和供给知识的特征，研究了相应的匹配方法。（3）基于情境的银行知识支持系统设计。

Based on the structure features of the requirement and the support knowledge , a corresponding matching method was constructed . ( 3 ) The context-based knowledge support system of bank service design .

因此，计算机辅助教学的设计应体现学生的中心地位，应强调“情境”对知识结构建构的重要作用，强调“协作学习”，强调知识的应用与发展。

Consequently , the design of computer-aid teaching shall embody this student-centeredness by emphasizing the important role of situations or circumstances in the construction of meaning , cooperative learning , and the development and application of new knowledge .

另外，知识社会中，知识具有不确定性和情境性，知识的学习主要是依据学习者自身的建构，所以一个人是否具有批判精神对于其学习和生活有很重要的影响。

In addition , the knowledge society , because of knowledge uncertainty and situational knowledge , learning is mainly based on the learners themselves construct , whether a person has a critical spirit for learning and life is very important .

通过实践，信息技术与学科教学的有效整合，把多媒体教学情境做为知识的载体，以建构主义作为理论支撑，培养了学生的创新能力。

Through practice , the effective integration of information technology and school subjects teaching , with the multimedia-based situational teaching as a carrier for students to acquire knowledge and Constructivism as the theoretic support , has developed the students ' innovative ability .

针对银行服务知识支持和中文练习支持等主要功能，详细设计了系统功能、系统框架、系统物理结构以及系统交互过程。（4）基于情境的银行知识支持系统实现。

Towards two main functions of bank service knowledge support and Chinese language practice support , this paper designed system function , system framework , system physical structure and system interaction process . ( 4 ) The context-based knowledge support system of bank service realization .

所以，技术在学习迁移中彰显着强大的支持价值，它能够作为信息工具、认知工具，情境工具、知识建构工具，又可以作为合作工具、协作交流工具、反思工具。

Therefore , technique demonstrates strong support value in learning transfer . It is not only an information tool , a cognitive tool , a situation tool and a tool for constructing knowledge , but also a cooperation tool , an exchange tool and a reflective tool .

学习的迁移（transferoflearning）是指一种情境中获的知识、技能或形成的态度对另一种情境中的技能、知识的获得或态度的形成的影响。

Transfer of learning is an influence that the skill , knowledge or attitude shaped in one context have influence on skill , knowledge or attitude shaped in another context .

面向复杂任务情境的物流配送知识管理与重用模型研究

Research on Model of Logistics Distribution Knowledge Management and Reuse Adapting to Perplexed Task Context