loss participation 中文意思是什麼
loss participation
解釋
分擔損失- loss : n. 1. 喪失；丟失，遺失。2. 減損，損失，虧損（額）；損耗；減少，下降。3. 失敗；輸掉。4. 錯過；浪費。5. 損毀；【軍事】傷亡；〈pl. 〉 傷亡及被俘人數。
- participation : n. 關系，參與，參加，加入；合作；分享。 full participation in the benefit 分享全部權益。
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From the 1980s to the acquisition of loss - making state - owned small and medium - sized enterprises to turn to the acquisition of better effectiveness of the state - owned backbone enterprise ; investment in equity participation has become a main holding
從80年代以收購虧損的國有中小型企業轉向了收購國有效益較好的骨幹企業；投資方式也于參股變成了以控股為主。 -
The conception that holds to be true the existence of eco - theory is its basic philosophical back - up and cultural support ; the theory that valorizes the play is its aesthetic category which breaks through the heidegerian doctrine of the world contesting against the earth ; the belief that living poetically is against living technically leads the aesthetic to that of man ' s existence ; the idea that one should be aware of one ' s home is against the sense of loss in modem social man ; the awareness of one ' s situation is closely related to one ' s living circumstances and one ' s feeling of them ; participation in the aesthetic is a manifestation of the subject ' s participation in eco - construction with his sensibility ; and finally, eco - criticism is the practical form of eco - aesthetics
「生態論的存在觀」是其基本的哲學支撐與文化立場； 「四方游戲說」是其主要美學范疇，是海德格爾對「世界與大地爭執」理論的突破； 「詩意地棲居」與「技術地棲居」相對，將審美引向人的審美地生存； 「家園意識」針對現代社會人的茫然之感，具有本源性特點； 「場所意識」則與人的具體生活環境及對其感受息息相關； 「參與美學」反映了生態美學以主體所有感受力參與審美建構的特點； 「生態批評」是生態美學觀的實踐形態。 -
This article will take up the question of student as main body in chinese teaching in high school in the following four respects. firstly it takes for example the lack and loss of taking student as the main of education in such respects as seeking short - term success and quick profits and attending to trifles and neglecting essentials in siting chinese teaching goal ; paying too much attention to the basic knowlegde and skill and ignoring the humane intension ; stressing teacher " s instruction to student ' s participation ; the long unimplemented position of student as main body in teaching relation
本文對此從以下四個方面進行了論述：首先從當前中學語文教育的現狀出發，列舉了主體性教育缺失的四種現象，主要有在語文教育目標的定位上急功近利，舍本求末；在語文教學內容上重「雙基」教學，忽視人文性內涵；在語文教學的方法上重教師講授輕學生的主動參與；在師生關繫上學生主體地位沒有真正得到落實。
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