building n. 1.建筑物,房屋,大樓,大廈。 2.制造;營(yíng)造,建筑;組合,組裝;建筑術(shù)。 a public building 公共建筑物。 the art of building 建筑術(shù)。 car building 汽車制造。 fabricated building裝配式建筑。
theory n. 1.理論,學(xué)理,原理。 2.學(xué)說(shuō),論說(shuō) (opp. hypothesis)。 3.推測(cè),揣度。 4.〔口語(yǔ)〕見解,意見。 the theory of two points 兩點(diǎn)論。 Darwin's theory of evolution 達(dá)爾文的進(jìn)化論。 theory of equations 【數(shù)學(xué)】方程論。 theory of everything 【物理學(xué)】(把相對(duì)論、量子論和宇宙大爆炸理論都包括在內(nèi)的)萬(wàn)用理論。 theory of relativity 【物理學(xué)】相對(duì)論。 the atomic theory 原子說(shuō)。 Our scheme is good both in theory and in practice. 我們的方案在理論上和實(shí)施上都是好的。 combine [separate] theory with [from] practice 理論結(jié)合[脫離]實(shí)際。 My theory is that we must bring new blood into the Institute through appointment of younger men to important positions. 我的意見是我們學(xué)院應(yīng)該通過(guò)重用年輕一些的人來(lái)注入新的血液。 theory of games 博弈論,對(duì)策論,權(quán)衡利弊得失的形勢(shì)分析。
My opinion of the science on literature theory building . dong xue-wen “文學(xué)理論學(xué)”構(gòu)建芻議
Al level of theory building ie 事務(wù)所和其他服務(wù)機(jī)構(gòu)的支持。
Essential experiences of our party's theory building within eighty years 八十年來(lái)我黨理論建設(shè)的基本經(jīng)驗(yàn)
Surpassing postmodern sociology constructing sociology of postmodernity : bauman's theory building and methodological issues 對(duì)涂爾干社會(huì)學(xué)方法論的繼承與超越
It is as much about problem solving as theory building, though it has developed powerful theoretical methods, especially since the later twentieth century 盡管自二十世紀(jì)后期以來(lái),它已經(jīng)發(fā)展出了強(qiáng)大的理論方法,(它)卻不僅關(guān)注理論的建立,同時(shí)也相當(dāng)關(guān)注問(wèn)題的解決。
When their experience grow up, their motive of inquiry is the main driving force of knowledge construction . secondly, the course of recognition can be analyzed from linear way, then we can say it consists of gestalt formation, schematizing and theory building 該模型告訴我們,在獲得經(jīng)驗(yàn)和具體事例的基礎(chǔ)上,主體進(jìn)入第一種水平的知識(shí)建構(gòu)階段,即格式塔的形成,然后進(jìn)入圖式化,最后是理論建構(gòu)。
The first chapter : the conception connotation of the curriculum design and the basic problem in this chapter, our main tasc is that we should make inquiry into the base connotation of the curriculum design, analyse and inquire the basic problenton the curriculum design which we must pay close attention to, and on this basic, we would gain the three levels of the curriculum design : the idea, the methodology and the key element, which we could gain the theories building and the establishment of the analysis frame to study the univercity syudents cultur competence education 本章的研究任務(wù)主要是探析課程設(shè)計(jì)的基本內(nèi)涵,分析和探究課程設(shè)計(jì)所必須關(guān)注的基本問(wèn)題,并在此基礎(chǔ)上析出課程設(shè)計(jì)的三個(gè)基本層面:理念層面、方法論層面和要素層面,為我們研究大學(xué)生文化素質(zhì)教育課程設(shè)計(jì)作理論性鋪墊和分析框架上的設(shè)定;第二章,大學(xué)生文化素質(zhì)教育課程設(shè)計(jì)的實(shí)踐探索。
For example, the separate market theory and the income-risk theory can not make clear the problem of fund discounts . correspondingly, the achievement theory and illiquidity of assets theory only can explain the fund discounts partly . it founds that investor sentiment theory build on behavioral finance appears to be the driving force of the dynamic fund discounts 通過(guò)各種直接和間接的統(tǒng)計(jì)檢驗(yàn),我們發(fā)現(xiàn)傳統(tǒng)的一些國(guó)內(nèi)外對(duì)封閉式基金折價(jià)問(wèn)題的闡釋,有的根本不能解釋我國(guó)封閉式基金的折價(jià)問(wèn)題(如市場(chǎng)分割理論、收益風(fēng)險(xiǎn)對(duì)應(yīng)理論),有的則只能起到部分的解釋作用(如業(yè)績(jī)理論、資產(chǎn)流動(dòng)性理論),而建立在行為金融學(xué)基礎(chǔ)之上的投資者情緒理論相對(duì)來(lái)說(shuō)有較強(qiáng)的解釋力。