2) acceptance subject
接受主体
1.
As the acceptance subject，Zhou Zuo-ren comes into contact with the creative subject in the concrete context of the text-Crime and Punishment，which is on behalf of Dostoyevsky’s discourse，and this c ontact is complicated but signifi-cant.
在以《罪与罚》为代表的陀思妥也夫斯基话语活动中，周作人作为接受主体在文本的具体语境中与创作主体产生复杂矛盾而又极有意义的接触：一方面是共鸣和领悟，另一方面是延留时期的困惑。
3) receptor
[英][rɪ'septə(r)] [美][rɪ'sɛptɚ]
接受主体
1.
The essence about the effect question of ideological political and theoretical teaching and studying is the receptor s receptivity.
思想政治理论课教学效果问题本质上是接受主体的接受问题,作者通过分析思想政治理论课程接受主体的接受特性、影响接受主体接受的个体与社会因素,提出了提高思想政治理论课程教学效果的相应对策。
2.
The internal main motivation of the ideological and political education receptor mainly comes from the four self needs of the receptor,namely,material benefit need,the need for acquiring knowledge,the need for pursuing truth and the need for participating politics.
思想政治教育接受主体内在主动力主要来源于思想政治教育接受主体四个方面的自我需要:物质利益需要,获取知识需要,追求真理需要,政治参与需要。
4) receiving subject
接受主体
1.
Motivatng force of receiving subject in ideological and political education;
论思想政治教育接受主体动力
2.
The receiving subject shows a high degree of freedom and unifies the receiving mood and the creation impulse, with the original emotion and change coexisting.
接受对象具有确定性与不确定性的统一、接受对象的“第二文本”是对话与交流的体现;接受主体具有高度自由性、接受心境与参与创作冲动的统一、情感还原与异变的并存;接受过程是审美差异性与统一性的互补、个体性期待与集体性期待的同一、接受动机与接受延留效果的一致性。
3.
In the course of integrating political ideology and the form of folk culture,Zhao Shuli took the receiving subject as the centre of his creation,whereas Lu Ling stressed the creative subject itself.
在《讲话》的影响下 ,赵树理和路翎在 2 0世纪 40年代都达到了各自的创作高峰 ,在整合政治意识形态和民间文化形态的过程中 ,赵树理以接受主体作为创作过程的核心 ,路翎凸现的则是创作主体本身 ,二人均拓展和丰富了小说这一文体的美学意蕴。
5) subject of reception
接受主体
1.
This text had discussed the changed in institution of literature and discourse of theory because the change of mass from subject of reception to subject of create.
本文集中探讨了“群众”一词的社会历史内涵 (即作为“人的集合”的群众 )及其在4 0— 70年代中国文艺创作及理论批评中的独特境遇 ,即从接受主体到创作主体的历史演变及其引发的文艺创作体制及理论批评话语的转变 ,从而为进一步深入探讨群众文艺的历史和美学的意义及价值作好了准备。
2.
But receptive consciousness has produced on the mutual influence between subject of reception and literary and artistic works.
通过他们对接受主体、接受过程、接受效果的论述的分析与比较,可以看到,中西方思想家都触及到接受美学中的一些核心问题,其出发点有着惊人的相似。
6) receiver
[英][rɪ'si:və(r)] [美][rɪ'sivɚ]
接受主体
1.
This paper is mainly targeting at the problem of neglect of student\'s major position as receiver in music teaching and using the theories on "receiver" to solve this problem.
而在“以人为本”的目标中,重视学生的接受主体地位是一个不容忽视的问题。
补充资料：按劳分配主体作用质的规定性
按劳分配主体作用质的规定性，是指按劳分配在剩余价值分享中发挥主体作用所具有的性质与属性。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条