英美分析哲學 的英文怎麼說

中文拼音 [yīngměifēnxīxué]
英美分析哲學 英文
analytic philosophy
  • 英 : 名詞1 [書面語] （花） flower 2 （才能或智慧過人的人） hero; outstanding person 3 （英國） britain...
  • 美 : Ⅰ形容詞1 （美麗; 好看） beautiful; pretty 2 （令人滿意; 好） satisfactory; satisfying ; good; ple...
  • 分 : 分Ⅰ名詞1. （成分） component 2. （職責和權利的限度） what is within one's duty or rights Ⅱ同 「份」Ⅲ動詞[書面語] （料想） judge
  • 析 : Ⅰ動詞1. （分開; 散開） divide; separate 2. （分析） analyse; dissect; resolve Ⅱ名詞（姓氏） a surname
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 英美 : british american racing
  1. In the light of this strategy, the schools should develop various parts of courses in line with their own educating theory and realistic situation in order to satisfying the students " demand for respective developing. while it lengthways pursue deeply the philosophic natures by tracing to the source of the theory of the school - based curriculum development, this paper also selects several developed countries and area in education in the world where their school - based curriculum development has been got overview, analysis, and comparison to be performed as the landscaped orientation blueprints. at the same time, the chinese current practice in this field has been thoughtfully considered, based on which this paper proposes some valuable perspectives and propositions

    本文通過對校本課程開發的思想理論的追本溯源，以美國的約瑟夫?施瓦布（ jesephschwab ） 「實踐的課程模式」和英國的勞倫斯?斯騰豪斯（ lawrencestenhouse ） 「過程模式」的理論建構和實踐探索的分析，在縱向深究其哲學本真的同時，選取世界上教育較為發達的若干國家和地區，綜述、探討、比較它們的校本課程開發，得出校本課程開發的主要國際經驗：即開發的主體是教師、開發的兩種形態，開發的步驟等。
  2. After analyzing the different views on the nature of copyright in both the common law system and civil law system, this part expounds the different concepts and legal provisions of the assignment of copyright in both systems. it focuses on the legislation in common law countries such as the united states and the uk, civil law countries such as france, germany, the former soviet union and china

    從分析兩大法系對版權本質的不同認識入手，英美法系的版權法構築在「經濟價值觀」的基礎之上，大陸法系國家將「人格價值觀」作為其版權立法的哲學基礎，由於兩大法系對版權本質的不同認識，因而形成了不同的版權轉讓觀念和立法規定。
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