...性描述,教学信念 本身就是信念的一种,故教学信念也具有此四项特性,简述如下: (一) 存在的假定(existential presumptions):信念是关于实体存在或 不存在的一种命题(propositions)或假定(assumptions),以教学 情境中的例子而言,数学教师认为数学能...
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我能领会,但我怀疑他们存在一个隐式的假定:他们没能领会先编写测试。
I can empathize, but I question an implicit assumption they're making: that they can't learn anything from writing tests first.
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我的意思是,您只需假定您正在为其编写测试的类已经存在。
What I mean is that you simply pretend that the class you are writing the test for exists.
There are certain laws such that, given that the computer's in this state, it must necessarily move in that state.
存在那样的某些定律,假定电脑处在这种状态,它一定会变为那种状态
At the end of last class I suggested that from here on I'm going to be assuming that there's no soul.
上一节课的最后,我说了从现在开始,我假定灵魂是不存在的。
So if the argument's going to be, "We need to posit the existence of a soul in order to explain creativity," Again, that just seems wrong.
所以如果这个论证要说,我们必须假定灵魂的存在,才能解释创造力,再一次,这看起来是错误的
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