as truth中文什么意思

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1. Within the range of traditional epistemology , because knowledge is thought as objective , value - neutraled , teacher and student take the knowledge in class as truth , since truth is unchangeable , therefore , the essential task of teaching is to convey the knowledge in class , teaching model is represented by the input of objective knowledge , the relation of teacher and student is that of instructor and learner , under the influence of the above statements , teaching evaluation of that time had the following characteristics and in terms of denotation , teaching evaluation equals teaching measurement ; in terms of function , teaching evaluation is represented by social guidance ; in terms of method , teaching evaluation is characterized by empirical feature , etc . the deficiency are represented as follows : because teaching evaluation equals , teaching measurement , and the objects of teaching evaluation is measurable , in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge , but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down , the objects of evaluation subjectivity is the knowledge that students learn and grasp , students are neither the evaluating subjectivity nor evaluating objectivity , but are totally suspended in the process of teaching evaluation , not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself , there is still much room for improvement
   在传统认识论视野中，由于人们将知识视为客观的、价值中立的，教师和学生都将课程知识等同于真理，而真理是不能改变，也不需要改变的。因此，教学的核心任务就是正确地传递和掌握课程知识，教学的方式则以客观知识的灌输为主，教师与学生仅仅是知识的传递者与学习者… …在上述影响下，该时期的教学评价呈现出如下特点与不足：从内涵上讲，教学评价等于教学测量；从功能上讲，教学评价呈现出一种社会导向的功能；从方法上讲，教学评价体现出实证化的持点等。其不足则表现为：由于教学评价等同于教学测量，并认为教学评价的对象是可以被测量的，从而把“价值”排除在外；教学评价所关注的是作为客体的知识，而不是人，这就使得教学评价的主客体关系本末倒置，评价主体所要评价的对象是学生所要学习和掌握的知识，学生既不是评价主体也不是评价客体，而是完全地被悬空于教学评价过程之中；从评价方法本身来看，也存在着诸多不足。
2. He said that in a grown - up society such as ours , the media cannot expect to get away with parading falsehoods as truths , or ignoring salient facts because they happened to be inconvenient to the line of argument ? or narrative ? that particular journalists , or media organisations , might choose to adopt on any given controversy or issue
   他还说，在于一个象我们这样成熟的社会里，媒体不能寄希望于，能逃脱把谎言当成了事实，或者是忽略明显的真相这样一个命运，因为这一切的发生本来就是难以引起争论的，或者缺乏吸引目光的故事性，因此某些别有用心的记者，或者媒体机构，可能会选取那些特定的矛盾或者事件来进行报道。
3. In order to transcend the traditional educational criticism , firstly , the principles such as truth , rationality , the connectivity of theories and practices , the combination of the educational criticism and education should be obeyed . secondly educational criticizer should be provided of these makings including operation , thought , normal character and psychology etc . at the same time , all right circumstances should also be built , for example , calling for the coexisting and collision of many - options , forming a troop of educational criticism , etc . the forth path studied the response of education to educational criticism
   要实现超越发展，教育批评应坚持服从真理原则、理性原则、理论与实践相结合原则及教育批评与教育建设和发展相结合原则；教育批评者应具备基本的业务素质、思维素质、品德素质、心理素质、创造素质，还应形成自己的个性品格；同时，教育批评还要形成良好的整体氛围，即提倡批评与反批评，容纳和鼓励多种观点的共存与碰撞，形成一支高水平的教育批评家队伍并实现教育批评话语的转型。
4. He said that in a grown - up society such as ours , the media cannot expect to get away with parading falsehoods as truths , or ignoring salient facts because they happened to be inconvenient to the line of argument ? or narrative ? that particular journalists , or media organisations , might choose to adopt on any given controversy or issue
   他还说，在我们这样一个成熟的社会，媒体不能期望对于弄假成真或者是刻意忽视显著事实的事情置身事外，因为这些扭曲会造成争论或是叙事上的麻烦，而那些特定的记者或是媒体机构可能会采纳任何操弄的争论或者是议题。