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Home > chinese-english > "science of culture" in English

English translation for "science of culture"

文化学

Related Translations:
culture:  n.1.教养;修养;磨炼。2.文化,(精神)文明。3.人工培养,养殖;培养菌,培养组织。4.耕作;栽培;造林。短语和例子a man of culture 有教养的人,文化人。 culture of mind and body 身心修养。 intellectual [moral, physical] culture 智[德、体]育。 culture of cotton 棉花栽
shaking culture:  摇混培养摇瓶培养法震荡培养
type culture:  标准培养模式菌种模式培养物
swedish culture:  瑞典文化
muslim culture:  伊斯兰文化伊斯文化
boy culture:  男国少年梦
nod culture:  茎段培养
cantonese culture:  南粤文化
rainbow culture:  彩虹文化
enterobacter culture:  肠杆菌属培养
Example Sentences:
1.Surround creating good quality , carries out honest service this one enterprise purpose , the activity having carried out many , has aroused enthusiasm of employee learning science of culture and technology . and have trained an employee the consciousness observing ethics
围绕“品质优良,忠诚服务”这一企业宗旨,开展各项活动,激发了员工学文化学技术的积极性,培养了员工自觉遵守道德规范的自觉性。
2.Based on the theories of architectural science , the article applies the theories of other sources like urban planning study , environmental view study , science of culture , sociology , etc . it overlooks the evolution of monumental architecture and the contrast between chinese and foreign monumental architecture cultures . taking the architecture formation and the cultural orientation of monumental architecture during eras as its study object , the article analyses the cultural intention of the monumental architecture and its social historical meaning
本文运用建筑专业的基本理论,在兼收城市规划学、环境景观学、文化学、社会学等不同学科理论和视角的基础上,以纪念性建筑文化的发展过程和中外纪念性建筑的文化对比为研究背景,以时代发展过程中纪念性建筑的建筑形态和文化取向为研究对象,分析了纪念性建筑文化内涵及其社会历史属性。
3.Meanwhile , the three shortcomings of their answers , such as no perfect solution to the problems of china ' s education , their single study method and their limited way of thinking , also prompt us to go through the complicated practice of local curriculum development and use a new perspective , the science of culture , to search for the prospective pattern of local curriculum with further ask about its value
同时,鉴于已有理论未能解决我国当前存在的现实问题及其研究方法过分单一、研究思路比较局限等三点不足,促使我们从一个新的视角? ?文化学的角度,穿越纷繁的地方课程研制实际,通过对地方课程存在价值的深层追问探索其未来的可能形态。
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