What is the definition of knowledge? It is still controversial in China. China's definition of knowledge is generally from a philosophical point of view. For example, the description of knowledge in the game Bible is "defining the entity and essence of all things as the right or wrong of knowledge." The entry about "knowledge" in China Encyclopedia of Education is as follows: "The so-called knowledge, as far as its content is concerned, is the attribute and connection of objective things and the reflection of the subjective image of the objective world in the human brain. As far as the form of activity is concerned, sometimes it is manifested as subjective perception or representation of things, which belongs to perceptual knowledge, and sometimes it is manifested as the concept or law of things, which belongs to rational knowledge. " From this definition, we can see that knowledge is the product of the unity of subject and object. It comes from the outside world, so knowledge is objective; However, knowledge itself is not an objective reality, but a reflection of the characteristics and connections of things in the human brain and a subjective representation of objective things. Knowledge is produced on the basis of the interaction between subject and object through the reflective activities of the human brain.

The above definition provides a philosophical basis for us to discuss the connotation of knowledge. The macroscopic understanding of philosophical reflection theory needs to be concretized from the perspective of individual cognition, so that it can be effectively used to guide the specific teaching of schools.

Knowledge classification

According to modern cognitive psychology, knowledge can be divided into broad sense and narrow sense. Generalized knowledge can be divided into two categories, namely declarative knowledge and procedural knowledge.

1. declarative knowledge

Declarative knowledge is knowledge that describes the characteristics and relationships of objective things, also known as descriptive knowledge. Declarative knowledge mainly includes three different levels: symbolic representation, concept and proposition.

Symbolic representation is the simplest declarative knowledge. The so-called symbolic representation refers to the symbol that represents something. For example, the form of English words, numbers in mathematics, symbols in physical formulas, symbols of chemical elements, etc. What students learn is symbolic representation.

Concept is a reflection of the essential characteristics of a class of things and a complex declarative knowledge.

Proposition is the statement of the relationship between things and the most complicated declarative knowledge. Propositions can be divided into two categories: one is an unusual proposition, which only expresses the relationship between two or more special things. Another kind of proposition represents the relationship between several things or properties. This proposition is called generalization, such as "the diameter of a circle is twice its radius", and the multiple relationship here is universal.

2. Procedural knowledge

Different from philosophy, cognitive psychology studies knowledge from the perspectives of the source of knowledge, the generation process and manifestation of individual knowledge. For example, Piaget believes that experience (that is, knowledge) comes from the interaction between individuals and the environment. This kind of experience can be divided into two categories: one is physical experience, which comes from the outside world and is the understanding of objective things and their connections obtained by individuals acting on objects; The other is logic-mathematical experience, which comes from the actions of the subject and is the result of the individual's understanding of the coordination between actions. For example, children gain experience about quantity conservation by fiddling with objects, and students gain knowledge about mathematical principles through mathematical reasoning. Piaget's definition of knowledge is expressed from the generation process of individual knowledge. In the classification of educational objectives, Bloom thinks that knowledge is "the memory of specific things and universal principles, the memory of methods and processes, or the memory of models, structures or frameworks", which is a description of phenomena from the perspective of the contents contained in knowledge.

What is the concept of basic knowledge?

1, basic knowledge is the basic knowledge in learning, including common sense, which is simple, practical and easy to remember.

2, the importance of basic knowledge:

(1) There is no foundation, so how can it be advanced? Without a solid foundation, the knowledge system will only be full of loopholes, only superficial and ignorant of the principle. If you want to learn anything well, you must learn the basics and understand its principles. Thousands of tall buildings have risen from the ground, so you should lay a good foundation.

(2) The foundation of everything is very important (the expression of this foundation may be different for different things). Higher knowledge is the combination of the most basic knowledge and theoretical principles. Without a foundation, we can't understand a deeper knowledge theory and advance to a higher level. Only when the foundation is well learned can we advance to more profound courses. We cannot emphasize the importance of foundation too much. The foundation must be consolidated.

Extended data:

Deeply understand the standards of basic knowledge:

(1) Can the basic knowledge be systematized? Focus: Pay more attention to the process than the result.

For a few knowledge points, maybe students don't need to do this, which is also excellent. But for a large number of knowledge points, without this step, students will have no confidence in getting high marks.

With the development of information technology, a large number of students and parents began to pay attention to the systematization of knowledge, and many schools also integrated this process into teaching. Although different students pay different attention to and understand these basics, it is certain that this teaching quality is a great progress compared with before.

The reason why students can't benefit from systematization is that students pay attention to systematization. Whether to pay attention to the results of its systematization or the process of its systematization.

Therefore, the teacher's blackboard writing, students copy down, the next thing to do is: not to think about how to remember, but to think about why the teacher wrote on the blackboard like this. In fact, not only the teacher's blackboard writing, but also the auxiliary materials around him, including teaching materials, should be habitually analyzed.

(2) Whether the basic knowledge can be expanded-emphasis: understanding is more important than memory.

There is a knowledge point around which other knowledge points can be thought of. This is called the broadness of knowledge. When you are based on a certain knowledge point, the more you can associate with it, the higher the flexibility of your knowledge. Because if you don't have a deep understanding of a certain knowledge point, it is impossible to develop it effectively.

(3) Will it summarize the application direction? -Emphasis: Knowledge-based applications are more important than scene-based applications.

We regard the topic of each question as a concrete scene, in which knowledge points are bound to be involved. When analyzing scenes, students like to combine knowledge points with scenes, so they can't extract the theme language.

The process of analysis is also aimed at the scene analysis, and can not form the application summary of knowledge points. The end result is that once the scene changes, students fall into new confusion.

Students sum up wrong questions and good questions instead of simply writing an answer. Many students think that copying questions is meaningless, and different subjects should have different understandings. If the topic contains a large number of subject languages that need to be transformed, it is beyond the meaning of the topic itself to pay attention to how the knowledge points are expressed in the scene and how to apply them in the scene during the process of plagiarism.

(4) Whether the basic application is smooth-key point: Pay more attention to application proficiency than memory proficiency.

Expression is also a kind of application. Emphasizing application shows that one's learning is active, while ignoring memory is to help students get rid of the bad habit of rote memorization.

When your expression and application are fluent, it actually means that you have mastered your knowledge. The requirement of expression and application is not only aimed at one or several skilled knowledge points, but also the expression and application of the whole system.

What is the definition of knowledge? How do we view knowledge? Is there a clear definition of knowledge? about

Broadly speaking, all the information we don't know has become the information we can master through acquisition, which can be called knowledge.

Look at knowledge, as long as you master it, it is of potential value. I think this is the explanation that knowledge is power. In real life, you may feel that many things you learn at school are unnecessary. What's the use? It's no use wasting time studying. Why do you study? It is useless to learn the theory. Actually, it is not. To give a simple example, a person who has never learned Chinese characters will have difficulty in moving, can't read road signs, can't use WeChat and computers, can't read product descriptions and so on. And how to live, so knowledge is useful. All knowledge is useful.

But for a person, since most school knowledge is of little use in the future, what else is there to learn? Just learn what is useful directly. But school knowledge is the foundation. Learn professional knowledge after learning it well, or you won't learn professional knowledge. Becoming a skilled person is the most basic and reliable way to survive.

Knowledge is power and knowledge is wealth.

Who can define "knowledge"?

Knowledge I define the entity and essence of all things as the right or wrong of knowledge.

Man is the order of the objective world. What he sees is a tiny part of the relativity of the country shown by biological behavior, and what he feels is a chaotic world that is opposed everywhere, so people will feel fear. It is not difficult to imagine that even fear is two kinds of existence. People will be dissatisfied with the performance of reality in fear, indulge in another world, and quietly brew their creations.

In the process of culture, human beings, like believers who enter the church, managers who enter the office and athletes who enter the stadium, all enter a cultural world, making the spirit evolve immorally in this process. All the cultural elements here distinguish the relative size of countries, create * * * with what they think is precious and then mix them in a valuable way. All souls have no cultural value of self-discipline. People confuse each other in the philosophy of this culture, and then have different divisions and opposites. All mankind become cultural people in the exploration of cultural process, and create with cultural philosophy in internal tension. We define philosophy as a literary reflection in a culture with the help of national orthodoxy. People use philosophy to understand the future.

On the road of cultural progress, a person is looking for the spiritual half all his life, rather than looking for opportunities in spiritual expectation. He worries all the time, wandering repeatedly for a while, confused for a while, and testing for a while. I define knowledge as identifying the right and wrong of the entity and essence of all things. Knowledge will change a step after accepting the abstract punishment of various factors inside the mind. Every change is a game (equivalent to the game between people and casinos), and a result will be obtained.

The essence of biological kinship recognizes that the relativity of national orthodoxy is the basic common sense in out-and-out contradiction. When confronting people under the entity background, the entity takes the internal laws of the game world as its strategy, including national strategy, military strategy, economic strategy and enterprise strategy. Only by first understanding the definition of strategy and the cultural structure in strategy can we truly stand on the side of natural civilized entities and accurately grasp the behavior of tacticians. The game structure of strategy and tactics affects human culture, civilization and science, and the opposite cultural attributes make people move towards a single track and realize self-affirmation. But in the normal population, absolutely half or more people belong to mental patients, which sounds shocking. In fact, this is the physical structure of nature's game. Previous strategists only knew that it would be superior to stand on the side of civilized entities, but they didn't know why. In fact, the strategy is casino and the tactics are gamblers; The unit is a casino and the employees are gamblers; Nature is a casino and human beings are gamblers. Anyone who arrogantly shows the advantages of power and money by using the power of civilized entities, once he leaves civilized entities and becomes a gambler independently, he will immediately show smallness and fragility. Those irresistible disasters are also cases of failure in the confrontation between man and nature.

Relativity is a bridge connecting the two worlds, and the third open space in the middle symbolizes a beautiful world that can be innovated. It is a realistic and profound art center, where the deepest spiritual reality is displayed, that is, the infinite possibility of creating game structures. All innovation breakthroughs involve the relationship between man and the world, and all creation is the result of game. Man and nature, man and background, man and society are equivalent to the dual-characteristic entity structure of man and casino. Don't fantasize about repeating what has happened, especially public security, investigation and detective. They always want to turn irreversible events into reversible events and reproduce the historical process again. At present, people only use simple reasoning to find evidence in the cultural process, or repeatedly in the simple logic from civilization to cultural process, and there is no accurate definition of reconnaissance.

-"Game Culture Feast", the postscript of the third edition of the Game Bible.

What is the definition of learning?

What is learning?

In China, the word learning is a compound word of "learning" and "learning". Confucius was the first person to put these two words together. Confucius said, "Why don't you say something when you learn it?" I mean, isn't it a pleasure to review in time and often after learning? Obviously, the compound noun of learning comes from this famous saying of Confucius. According to Confucius and other ancient educators in China, "learning" means listening and watching, acquiring knowledge and skills, which mainly refers to accepting perceptual knowledge and book knowledge, and sometimes includes the meaning of thinking. "Learning" means consolidating knowledge and skills, which generally has three meanings: review, internship, practice, and sometimes the meaning of line. "Learning" focuses on the ideological field, and "learning" focuses on action practice. Learning is a process of acquiring knowledge, forming skills and cultivating intelligence. In essence, it is a general term for learning, thinking, learning and doing.

How to define knowledge and common sense?

Common sense is an ordinary reasonable person (that is, 99% people may know).

This word has a wide range of knowledge, which can be specialized cold knowledge or ordinary people have the opportunity to know it. Why do judges sometimes define a thing or a situation as common sense?

.. because in many criminal cases, the judge will judge whether the defendant is guilty or not, and will set two standards for the defendant's behavior. First of all, consider the relevant event/situation hypothesis from the perspective of a rational person with objective standards.

Then substitute the defendant's subjective standard into the defendant himself to consider. In other words, suppose a defendant does something illegal (such as bringing drugs to others), the judge will ask the defendant: As a reasonable person, if someone asks you to help him with D-field, you will at least ask D-field of vocal cords, and being buried together will wonder why his simple job has a high salary.

Maybe a defendant can't explain why he didn't ask questions (even a little common sense). The judge will look at it from the defendant's point of view (considering the defendant's conditions and other details). The defendant has never read a book (and there are other facts that prove that the defendant is very simple and credulous). Maybe the judge can't rule out that the defendant was used only because of his personality.

In this case, the defendant may not have the common sense of ordinary people, but he may not be convicted. Many legal provisions have similar words:.

.. for no reasonable reason.

This is illegal.

. .

. But if this person "reasonably believes".

. This is an exception.

So, what the judge means is that the defendant must have common sense. .. what he said is only part of the consideration of the case.

Who knows where the basic knowledge of philosophy is [some simple concepts or something]

Principle of Philosophy (Principle of Dialectical Materialism) Part 1 Dialectical relationship between matter and consciousness Principle content: (1) Matter determines consciousness (because: consciousness is the product of the development of the material world to a certain stage and the reflection of objective existence in the human brain. )

(2) Consciousness has a dynamic effect on matter. Consciousness can correctly reflect objective things, and it can react to objective things. Correct consciousness can promote the development of objective things, while wrong consciousness will hinder the development of objective things.

Methodological significance: (1) Everything starts from reality, and we should think about problems with objective reality as the fundamental starting point. This is the minimum requirement for us to do all the work well; The correct formulation and implementation of the line by proletarian political parties is the premise; It is the fundamental foothold for people to correctly understand and transform the world. For China, the most important thing is to start from China's national conditions, combine the basic principles of Marxism with China's national conditions, and find its own way forward. )

(2)A correctly reflects objective things (taking a correct stand, observing things from the fundamental interests of the people, constantly enriching our scientific knowledge under the guidance of a scientific world outlook and outlook on life, and using the correct thinking method) B consciously establishes correct ideological consciousness and overcomes wrong ideological consciousness (A attaches importance to the role of consciousness and spiritual strength, Strengthen the construction of socialist spiritual civilization) 2 The principle content of the relationship between objective regularity and subjective initiative: (1) Objective regularity means: subjective initiative means: (2) Relationship: First, respecting the law and doing things according to the law cannot be separated from exerting subjective initiative. Because: Law A is an essential thing hidden in the phenomenon of things. Only by exerting people's subjective initiative and carrying out abstract thinking through practice can we find and use it; B to act according to the law, we should not only grasp the law in the movement and change of things, but also need people's subjective initiative; C people's application of laws is restricted by various conditions, which also requires subjective initiative, utilization and creation of conditions to achieve the purpose of transforming the world.

Second, giving full play to people's subjective initiative must be based on respecting objective laws. Because: a person's subjective initiative is restricted by objective laws and conditions; B whether subjective initiative can achieve positive effects and the size of the effects depends on whether we respect and master the objective laws.

Methodological significance: we should combine giving full play to subjective initiative with respecting objective laws. We should not only oppose mechanistic and fatalistic views that deny subjective initiative, but also oppose subjectivist views that exaggerate subjective initiative.

3 relationship between emancipating the mind and seeking truth from facts: seeking truth from facts: emancipating the mind: relationship: emancipating the mind and seeking truth from facts are unified, and unity lies in making thoughts conform to objective reality. A the development of objective things is regular, and it is necessary to seek truth from facts if we want to act according to the law; B objective things are constantly changing and developing. We must emancipate our minds if we want them to conform to the reality of change and development and not be bound by old ideas.

Only by emancipating the mind can we seek truth from facts; Only by seeking truth from facts can we truly emancipate our minds. Methodological significance: adhere to the materialist dialectics of seeking truth from facts and emancipating the mind (connection and development are the general characteristics of materialist dialectics) 1 connection principle content: (1) connection refers to the mutual influence and mutual restriction between things and elements within things.

(2) Everything in the world is in universal connection, the whole world is a unified whole with universal connection, and the connection of things is objective. Methodological significance: we must know and grasp the real connection of things and analyze the connection between things in detail.

2 Causality Principle Content: (1) Causality: Any phenomenon will cause other phenomena, and any phenomenon is caused by other phenomena. This relationship between causing and being caused is called causality.

(3) Causality: A There are strict differences between them. If we confuse the two, there will be mistakes of cause and effect.

B can be transformed into each other under certain conditions. There are two situations for this change.

One is the cause in this relationship and the effect in another relationship; Or vice versa, another thing from Dallas to the auditorium is that in the same relationship, the two phenomena are mutually causal.

Methodological significance: (1) Recognizing the universality and objectivity of causality is the premise for people to correctly understand things and conduct scientific research. (2) Correctly grasping the causal relationship of things can improve people's consciousness and foresight.

3 The connection principle of the whole with parts, systems and elements Content: (1) Whole: the organic unity formed by the interconnection of internal elements of things and the whole process of its development. Part: all aspects and elements that constitute the organic unity of things, and a certain stage of the whole development process.

(2) Relationship: both different and interrelated. Difference: A They have different connotations. In the same thing, there are strict boundaries between the whole and the part. B the status and function of the two are different: in the first case, the whole has some functions that it does not have.

In the second case, the function of the whole is greater than the sum of its parts. When each part forms an orderly, reasonable and optimized whole, the function of the whole will be greater than the sum of the functions of each part. )

In the third case, the function of the whole is less than the sum of its parts. (When some parts form a disordered and unhealthy whole, the original performance of each part can't be exerted, the strength is weakened, and even offset each other, so that the overall function is less than the sum of the parts. )

Contact information: A: The two are inseparable. The two influence each other.

Methodological significance: (1) Please look at the whole and seek the best goal. (2) Do a good job in parts to maximize the overall function.

The content of the principle of the relationship between matter and motion: (1) Matter is a moving matter, and motion is the fundamental attribute and existing mode of matter. (2) Movement is the movement of matter, and matter is the subject of movement.

5 Objectivity principle of legal content: Law is () Law is objective. The objectivity of law is rooted in the objective reality of matter.

(1) The existence and function of law is independent of human will. (2) Laws can neither be created nor destroyed.

(3) The objectivity of law is mainly manifested in its irresistible. Methodological significance: people must act according to objective laws and seek truth from facts in practical activities.

6 development principle content: (1) the essence of development: new things.