stand by condition 中文意思是什麼
stand by condition
解釋
備用狀態-
Through the stand investigation by setting up the sample site, the investigation results showed that the average dbh of 15 - year - old alniqhtllm fortunei planted under nature was 60 % larger than that of 17 - year - old pinus massoniana plantation under the same condition, the average tree height of the above was 38 % larger than that of the latter, the average single - tree volume of the above was 3. 2 times higher than that of the latter, the above showed the absolute dominance in stands
摘要設立標準地進行林分調查，在標準地中選取擬赤楊標準木進行樹干解析，採用生長對比方式分析擬赤楊在馬尾松人工林中的生長情況，調查結果表明，在同一環境條件下， 15年生天然下種的擬赤楊比17年生馬尾松人工林平均胸徑大60 % ，平均樹高高38 % ，平均單株材積大3 . 2倍，在林分中表現出絕對優勢。 -
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。
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