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Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists, artisans, designers, inventors, and engineers-use nonscientific modes of thought. This kind of thinking way is different
from science. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with the mind by a visual, nonverbal process. In the development of Western technology, it has been non-verbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.
The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness.
What would be the shape of the combustion chamber? Where should valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.
Design courses, then, should be an essential element in engineering curriculum. Nonverbal thinking of a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking", nonverbal thought is sometimes seen as a primitive stage in the development of cognitive process and infe
文章第一段强调了非科学思维的重要性，第二段通过引用具体事例来证明非科学思维几乎隐藏在每一件日常用品中，即这种思维非常重要。由此可知，第二段为第一段提供了例证。
《义务教育数学课程标准（2011年版）》强调，课程内容要反映社会的需要、数学的特点，要符合学生的认知规律。课程内容的组织要重视过程，处理好（）的关系。
设α是某一方程组的解向量，k为某一常数，则kα也为该方程组的解向量。（ ）
案例：
在有理数运算的课堂教学片段中，某学生的板演如下：
针对该学生的解答，教师进行了如下教学：
师：请仔细检查你的演算过程，看是否正确无误？
生：好像正确吧。
请分析例题1、例题2中每一步运算的依据。（10分）
初中数学课程是一门国家课程，其主要内容包括课程目标、教学内容、教学过程和( )等
教师职业道德区别于其他职业道德的显著标志就是（ ）。
对高中数学的评价，下列说法错误的是( )。
