教理论

So all you can do is to give people a theoretical toolbox, and a set of empirical methodologies, and some sophisticated practice in how to think contextually. But you can't tell people,"This is what cultural studies is. Go out and do it."

所以你可以做的就只是把这个理论工具箱交给人们，再教一套实证方法论，再深度地教一些怎么样脉络化思考的做法，但你不能对人们说："这就是文化研究，走出去做吧。"

The characteristics and contribution in this period primarily consist in: the logic merges into an integral whole, making progress from simple analogy to strict deduce, connotate-logic conversing denote-logic, Hetuvidyā handling the question of main phrase broken, its investigative point and dogmata background having variety with Hetuvidyā development.

这时期的特点及贡献主要在于：逻辑学与认知理论融为一体；从简单的类比进展到严格的演绎；内涵性逻辑转化为外延性逻辑；能够处理主词不存在的命题；其研究的侧重点和教理背景随因明理论的进展而有所变化。

The author will also present research on the Kazakh people of today and the vital factors contributing to their development. The formation of the Kazakh people and how it took shape, the process in which Kazakhs came to migrate from Kazakhstan to the People's Republic of China, and their subsequent interprovincial migration will also be addressed.

本文在广泛借鉴汲取前人研究理论、方法、成果的基础上，以民族学的视角，采用文献资料和田野考察相结合的研究方法，对民族过程的理论、哈萨克族民教过程的史实以及现实的发展进行了重点的综合研究。

In Chapter 6,the author exposed thechallenge of Islamic Fundamentalism to nationalism combining with theory of nationalism andpolitical standpoint of thinkers on Islamic Fundamentalism,this challenge embodied three kinds ofcontradiction,namely religious identity and national identity,the God's sovereignty and statesovereignty,secularization and Islamization.

第六章，结合民族主义理论和伊斯兰原教旨主义思想家的政治主张，从宗教认同与民族认同、真主主权与国家主权、伊斯兰化与世俗化道路三个方面的矛盾，揭示了伊斯兰原教旨主义对民族主义的思想挑战。

The shilly-shally which exhibited in He Yan and Wang Bi"s thoughts when they probed into the problem of "Being and Non-being", provided the opportunity for the "exceeding the Confucian ethical code and trusting in the Nature" of Ruan Ji and Xi Kang. the extremely showed individuality in Ruan Ji and Wang Bi"s thoughts of explanation and the damage it caused, made Pei Wei and Guo Xiang put their concern focus in the more truly level of society in the situation of "Being and Non-being". And the "wandering around the range of Yi"s arrow and Self-transforming in the profound and obscure state" of Guo Xiang especially presented the dual concerns for "Being and Non-being" and "Confucian ethical code and nature.

何晏、王弼在诠释"有与无"的问题时表现出来的徘徊，为阮籍、嵇康的"越名教而任自然"埋下了理论上的契机，而表现在嵇、阮这里的主体个性的极度张扬以及对社会所造成的冲击，又使得裴頠、郭象在"有与无"的语境中，将关注的焦点放在了更为真实的社会层面之上，而郭象的"游于羿之彀中与独化于玄冥之境"则更是表现出了对"有与无"以及"自然与名教"的双重关注。

Moving education of the ability that overflow a person is a theory and the course that combine actually, although at present our country already was opened,move free the school that reachs relevant major and commercialize groom orgnaization, but of real high quality not much, do not make a technology for the most part, do only groom, this kind " religion " with " produce " groom detachedly pattern exists generally weakness of strength of persons qualified to teach, originality makes experience defective, heavy academic light practice, lack is scientific the problem such as education management, groom the student that come out often is be an armchair strategist, become " academic overmatch, the weak of actual combat ".

动漫人才培养是一个理论和实际结合的过程，尽管目前我国已开设动漫及相关专业的院校和市场化培训机构，但真正高质量的不多，大部分不做技术，只做培训，这种&教&与&产&分离的培训模式普遍存在师资力量薄弱、创意制作经验欠缺、重理论轻实践、缺乏科学教学管理等问题，培训出来的学生往往是纸上谈兵，成为&理论的强者，实战的弱者&。

In Chapter Five, I evaluate Feng Menglong"s view on education based on emotion. First, Feng Menglong emphasized "emotion" in his view on education influenced by philosophic idea -"Emotion is center" in late Ming Dynasty. Therefore his view was of distinct character of the time. Second, the purpose of Feng Menglong"s emphasizing emotion was not only to release natural desires of human beings but to find a new theoretical background for "Loyalty, Filiality, Morality and Justice" of Confucianism.

在前四章分析的基础上，我们应首先看到，冯梦龙&情教观&对&情&的肯定，深受晚明&主情论&哲学思潮的影响，因而呈现出鲜明的时代性；其次，我们还应当看到，冯梦龙肯定&情&的最终目的，在于为&忠孝节义&的儒家人伦寻找新的理论支点，而不仅仅为了张扬人的自然欲望，冯梦龙&情教观&标志着晚明时期&情&学思潮发展的转向，标志着&情&、&理&关系由对立渐趋融合。

From the aspect of social history,with the inculturation as the center,using the thoeries of Sociology,Anthropology etc.,this dissertation put the history of the Catholicism spreaded in Shanxi from 1620 to 1949 into the local social sequence of Shanxi.It researches the roles that the foreign missionaries,Chinese clergies and its believers took themselves during Catholicism took a foothold and developed in Shanxi,the content of the Catholics\' belief,their all kinds of rituals,their basic conditions and the relationship with offcials and non-believers.

本文把明清以来到1949年天主教在山西的发展放置于山西地方社会的历史脉络中加以理解，从区域社会史角度，以本土化为中心，运用社会学、人类学等理论，探讨天主教在山西立足、扎根、发展过程中，传教士、国籍神职人员、教徒发挥的作用，考察教徒的信仰观念、各种仪式及其基本状况，解析山西官教、民教关系。

However, what kind of teacher-student relationship is helpful to students' learning and development? Rogers (1961) indicated that the relationship between teacher and student is similar with that of therapist and client. From the theory of self psychology, could a teacher, as a good selfobject, influence the self and personality development of students?

Rogers认为教学者与学习者的关系类似於心理治疗中治疗者与个案的关系，若从自体心理学的理论来分析，教学者可否如治疗者一样，扮演一个「重要的自体客体」角色，不仅影响学生的学习，且对学生自我的概念，甚至人格的建构有一定程度的影响？

He spent approximately 30 years in his life on education as instructor of Fuzhou Shipping School, general instructor of Beiyang Waterborne Forces School, supervisor of Anhui Higher School, president of Fudan University, president of Beijing University etc. Combining his advantage of mastering both Chinese and western theories and his experience of practice, reflecting rationally on the Chinese traditional academic culture and foreign education, Yan fu pointed out that the most basic way of making China prosperous and strong was to start with culture education, and for the first time he comparatively systematically made his advocacy of education thought which is"encouraging the people, enlightening the people, freshening the people".

他一生有近30年时光是在教育岗位上度过，历任福州船政学堂教习、北洋水师学堂总教习、安徽高等学堂监督、复旦公学校长、北京大学校长等职，在长期的教育维新实践中，严复结合自身会通中西的理论优势与实践经历，通过对中国传统学术文化和洋务教育的理性反思，指出富强中国最根本的办法是从文化教育入手，第一次比较系统地提出了&鼓民力、开民智、新民德&的教育思想主张。

But we don't care about Battlegrounds.

但我们并不在乎沙场中的显露。

Ah! don't mention it, the butcher's shop is a horror.

啊！不用提了。提到肉，真是糟透了。