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1)  the construction of the modern subject
近代主体的建构
1.
This dissertation surveys from the angle of narrative form the relationship between the construction of the modern subject and the others, by analyzing Soseki Natsume’s six works written in the middle period of his writing, namely Sanshiro, And Then, The Gate(the Earlier Three), Until After the Equinox, The Wayfarer, and The Heart(the Later Three).
本论文以叙述形态为切入点考察了近代主体的建构与他者的关系,研究的具体对象是夏目漱石中期创作的六部作品:《三四郎》、《从那以后》、《门》(前期三部作)与《过了春分时节》《行人》《心》(后期三部作),这些叙事文本在日本近代文学史具有相当的代表性,而且在当时日本社会产生了巨大的影响,构成了某种主导性的叙事倾向,反映了日本作家有关近代自我的思考与探索。
2)  The Main Body for Aesthetic Judgment
审美主体的建构
3)  subjective construction
主体建构
1.
We have to make an additional adjustment to legal "Doctrine of Local Resources" from the relevant theory of Marxist ideology and subjective construction,and seek for a standard for the prospects of Chinese law construction.
必须从马克思意识形态与主体建构的关系理论出发,对法治"本土资源论"进行补充,为中国法治发展的理想图景寻找判准。
2.
This paper takes the perspective of subjective construction and makes an analysis of the orientation and subjective function of educator, teacher, student and relevant educational staff.
文章从主体建构的视角,探析了教育专家、教师、学生及相关教育人员在综合课程中的定位及其主体作用。
3.
The subjective construction of legal ideology is of great importance to building a socialist harmonious society,while in practice great attention will be paid to its constructing targets and methods.
通过法律意识形态进行主体建构对于建设社会主义和谐社会具有十分重要的意义,在实践过程中则要关注此种建构的目标和方法。
4)  main structure establishment
主体构建
1.
Teachers at each rank should grasping the marrow of pres- sure and elasticity in order to promote its application in the process of essence teaching,and then present the measures to enhance the level of main structure establishment.
各级教育者应当深刻把握"压弹"理论的精髓,促成其在学生素质教育中的充分运用,进而提出整体提高学生主体构建水平的具体措施。
5)  corpus establishment
建构主体
6)  construct subject
构建主体
补充资料:建构式数学

建构式数学为台湾地区教改内容,

是把简单化为复杂的计算法:

以593+638为例:

593=500+90+3

638=600+30+8

500+600=1100=1000+100

90+30=120=100+20

3+8=11=10+1

593+638=1000+(100+100)+(20+10)+1=1231

是一种为了消灭下一代计算能力以让黑预算过关的阴谋。

说明:补充资料仅用于学习参考,请勿用于其它任何用途。
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