| 1. | The emergence and response of literary criticism in popular culture context
沈从文文学批评研究述评 |
| 2. | The destruction and construction of humanism spirit in the consumerism culture context
消费文化语境下人文精神的解构与建构 |
| 3. | There were consanguineous relations among his theory , history complexion and culture context
这一美学观念与他生活的历史情境与文化语境有着密切联系。 |
| 4. | Self - confidence in different culture context : a comparative study between female college students from japan and china
中日女校大学生自信水平的比较研究 |
| 5. | Chinese culture in cross - culture context - my thinking induced by serial prelection by prof . karl . heinz pohl in shanghai
由卜松山教授上海系列讲演引发的思考 |
| 6. | The culture context and pre - thought resource in the period of political thought arising in ancient china and greece
古代中国与希腊政治思想发生时期的文化背景与前思想资源 |
| 7. | The inspiration from the research is that we should multi - dimensionly understand cooperative learning in our ethical culture context , so to improve the teachers training and search for a staff method about cooperative learning
由此带给我们的启发是：有必要在我国的伦理文化背景中动态、多维的理解合作学习，增强教师的有效培训并寻求一种整体发展的合作学习模式。 |
| 8. | It is arrosha , one character in in the world , whose love , struggle , exploration , choices and active life attitude that reflect the writer ' s broad - mind , and idealistic thought , which have very important spiritual values to those who lived in modern and post - mordern culture context
《在人间》中阿廖沙的爱心、抗争、探索、选择及建设性的人生态度，体现着作者宽广的精神世界，这对身处现代和后现代文化语境中生存的人们具有十分重要的精神价值。 |
| 9. | The author attempt to analyze the intercultural business negotiation process from a perspective of the relationship between culture context and intercultural business negotiation , and explores the function of cultural context within the four dimensions - interpretation function , constraint function , repairing function and choice of utterance function
因此，谈判者在使用语言时，可以根据交际场合的需要，激活相关的认知语境要素，使之投入运作，让谈判得以顺畅进行。 |
| 10. | In our country , curriculum content is determined by two culture context , namely two " pour " ( pour to face the western science rationalism to negate the traditional chinese culture completely ; pour to materialism but devaluates to suppress mentalism ) , which have resulted in the fact that students have no chances to get to all - sided and right knowledge . in curriculum organization , there is a lack of " embodiment " process , tampered with the student to mastery and application to knowledge , and knowledge devaluated
两大文化理念即两个“一边倒” (倒向西方科学理性主义全盘否定中国传统文化；倒向唯物主义贬抑唯心主义)或知识观影响了我国对课程知识的选择，造成课程内容没有给学生提供全面的正确的知识；在课程组织上，则缺少“具体化”的环节，从而影响了学生对知识的掌握与应用，影响了知识价值的发挥。 |
