詮涵意 的英文怎麼說
中文拼音 [quánhányì]
詮涵意
英文
truth well told-
Through a great deal of chemical element collections and in many ways of argument, the chemical element ( the famous spot historic monument and special product etc. in hangzhou ) that affirms the one has already can ' t represent hangzhou of now, but define deep hangzhou of the cultural bottom 蘊 with other more modern signs again much superficial with the 驕躁, and " 杭 " navigation, mean hangzhou only, in no way its idea, is because of " last years of the period of 禹, cruise the meeting 稽 to go to this, give up the sail debarkation, is a 杭, start to see in the writing ", so in addition to " 杭 " word, the manifestation of other one contents can ' t explain the whole hangzhou
經大量的元素收集及多方的論證，認定單一的元素（杭州的名勝古跡及特產等）已不能代表如今的杭州，而用其他更現代的符號來定義文化底蘊深厚的杭州又多顯浮華與驕躁，且「杭」通航，只意為杭州，絕無它意，是因「禹末年，巡會稽至此，舍航登陸，乃名杭，始見于文字」 ，因此除「杭」字外，其他單一內涵的表現形式無法詮釋整個杭州。Secondly, we attempt to define and expound the concept of fuzzy metadata by using fuzzy theory as the theoretical model
接著，闡述模糊詮釋資料，並以模糊理論模型解釋其意涵。Through the combination, stack, and arrangement of the type in the formal space, which is more than the literal meaning ; it also acquires an artistic value : the interpretation of formal expression and the denotation of the relationship between positive and negative space
藉由文字在版面空間中的組合、堆疊與排列，文字擁有的不只是其字面上的意義，它還獲得了形態展現的詮釋與空間虛實關繫上的延伸意涵等美感價值。The novels in the " combination of two trends " period transform the " revolutionary romanticism " into an interpretation of the political issues of the social reality, which fundamentally deviates from the aim of romanticism and alienates the romantic concepts into the appendage of ideology, changing it into the mouthpiece of the ideology of the main trend
摘要「兩結合」時期的長篇小說創作將「革命的浪漫主義」轉化為對于時代現實的政治問題的詮釋，這從根本上背離了浪漫主義的原旨內涵，使浪漫主義文學觀念異化為意識形態的附庸，成為主流意識形態的傳聲筒。Thereby, this can deals with the problem such as how instructional significance disclosed. lastly, recognizing instruction on the basis of practical hermeneutics means recognizing instructional existence in the light of practice and subject, hence instructional understanding has its new connotation, i. e. it is neither a value - free object nor a pure subjective personal inten
最後，從實踐詮釋學出發認識教學，即是從實踐的角度、主體的角度認識教學存在，教學理解的尺度因此而有了新的內涵? ?它不是一個純然自在的客觀物，也不是一個純然主觀的個人意圖；教學理解內蘊著教學主體的目的和價值，具有自為客觀性。分享友人