investigative type 中文意思是什麼
investigative type
解釋
研究型- investigative : adj. 研究的，調查的，愛調查研究的。
- type : n 1 型，類型，（工業產品的）品種；風格，型式。2 典型，榜樣，樣本，樣板，模範，範本；典型人物；具...
-
Study on development of manufacturing amphetamine - type drugs and investigative countermeasure
淺析苯丙胺類毒品製造的發展變化及其偵查之策 -
The investigative type is curious and likes to learn, analyze situations, and solve problems
調查型? ?為人好奇心強，喜歡學習、研究、分析情況和解決問題。 -
The main cause is that during the socialization, male and female develop different gender psycho. students majoring in education and technology tend to be realistic and investigative type vocational interest while those majoring in law tend to be enterprising type. basically, students choose their major by their interests and four - year specia
大學生的職業興趣在學科類別上也存在差異：教育類、工科類學生比法律類和經濟類學生偏重於現實型和研究型職業興趣：法律類學生比教育類學生具有更多的企業型職業興趣。 -
The paper carries out a research into the problem of the reception on the field of the ideological and political education. lt is divided into five parts : in the first part, the paper makes an on - the - spot investigation about the history and present condition of reception theory, especially the western reception theory, and appraises it from the marxist stand and viewpoint in order to form the investigative premise and basis. in the second part, the paper differentiates between the reception of scientific knowledge and the reception of knowledge of the value from the reception of the moral object, and by means of comparative investigation, interprets the concept of the reception of the ideological and political education, promulates the traits of the reception of the ideological and political education and analyses the type of the reception of the ideological and political education. in the third part, through analyzing the essential factors of the reception of the ideological and political education and their relations, the paper makes the sructure of the reception of the ideological and political education, and researches its traits to a certain extent
全文共分五個部分：第一部分考察接受理論尤其是西方接受理論的歷史和現狀，並用馬克思主義觀點和方法對之作扼要的評述，確立本課題研究的理論前提和依據；第二部分從精神客體的接受活動中區分出對科學認識成果的接受和對價值認識成果的接受，在兩者的比較研究中界定思想政治教育接受的概念、揭示思想政治教育接受的特徵、分析思想政治教育接受的類型；第三部分通過對思想政治教育接受的構成要素及構成要素間關系的分析，來建構思想政治教育接受的結構模式，並對其特徵進行一定的研究；第四部分在結構分析的基礎上，從接受的主體性要素的作用角度著重分析思想政治教育接受的動力機制、導向機制、加工機制和調節機制，從而獲得關於思想政治教育接受活動運行的規律性認識，揭開「接受」之謎；第五部分以關於思想政治教育接受的規律性認識為依託，從影響思想政治教育接受活動的客體性要素入手，提出思想政治教育接受優化的方略。
分享友人