概念上的

In the first charter , the development of Art of Using Concepts is stated in order to make readers know its proceedment. In the second charter ,the difference between the Art of Using Concepts and Apriorism and Expiricism in order to make readers understand the disparaty of Kant's Apriorism and Expiricism. In the third charter, the relation between true thinking and the Art of Using Concepts so that it's necessary that the Art of Using Concepts needs true thinking. In the former charter, the relation between practice and the Art of Using Concepts which indicates that the Art of Using Concepts is based on the practice.

在第一章中，阐述了"运用概念的艺术"的演化过程，主要是让读者了解一下"运用概念的艺术"的发展变化；第二章阐述了"运用概念的艺术"与先验论和经验论是根本对立的，这一章是为了让读者了解"运用概念的艺术"与康德的先验论，经验主义的区别；第三章主要阐述"运用概念的艺术"与"真实的思维"的关系，说明"运用概念的艺术"需要"真实的思维"；第四章主要阐述"运用概念的艺术"与实践的关系，说明"运用概念的艺术"是建立在实践的基础上的。

Based on this analysis, the counterplot how to solve the problem are presented, there are also teaching advices related with fulfilling the development of junior middle school students' physical concepts study theory, and offering some theoretical and practical reference to physics teaching and curriculum reform.

根据以上分类，分析了各种物理概念学习困难的原因，分析了物理概念学习困难的心理过程。在此基础上，提出了解决物理概念学习困难的对策，同时提出与实现对策相关的教学管理建议，以期对初中生物理概念学习理论发展有所贡献，为物理学科的教学和课程改革提供理论上和实践上的参考。

II, Polynomial rings on a general field( on contrast of those over a number field): concepts of ring, ideals, field and several special rings as domains, principal ideal domains and unique factorization domains, the unique factorization theory of polynomial rings.

二、一般域上的多项式理论（是数域上多项式理论的推广）：学习环、域和几类特殊结构的环（整环、主理想环，唯一分解环等）的概念，多项式环的唯一分解定理；三、线性代数：讲述一般数域上的向量空间理论（是数域上向量空间理论的继续和推广），模的概念，主理想环上的模的结构及其线性变换的若当标准型等；四、一元多项式的解及域论：学习域扩张及其相关概念，伽罗瓦理论，用伽罗瓦定理判断根式解的存在性。

But have the actual money value because of the virtual property, some illegal members are then in the come-on of benefits and order about under adopt various illegal means, go to the law fact that all virtual wealth of others appropriate to oneself in the actuality widespread existence, however because of conceptual reason of law, virtual property in the property position that the our country cans not get the law approbation over a long period of time, with fulfillment in a lot of virtual properties of occurrence violate the case, victimize the person and can't get the in time valid protection and fair treat fairly, then cause some more seriously social problem.

但是由于虚拟财产具有实际的金钱价值，一些不法分子便在利益的诱惑和驱使下采用各种非法手段，将他人所有的虚拟财富据为己有的法律事实在现实中普遍存在，然而由于法律概念上的原因，虚拟财产在我国长期得不到法律认可的财产地位，以至实践中发生很多虚拟财产侵害案，受害人不能得到及时有效的保护和公平公正的对待，进而引发一些更为严重的社会问题。

Then , after testing some senior 1 and senior 2 students from Nanjin Foreign School with FCI test tables,the dissertation concludes:﹡The differcences and similarity among the students'.﹡The presence of the preconcept in the students mind which affects the learning preconccept.﹡The latentness of the preconcept.﹡The similarity between the preconcept in the students'mind and the science history.﹡Preconcept and science concept coexist in students'mind.﹡The difficulty for the traditional teaching to change the preconcept.

然后，笔者用FCI测试量表对南京外国语学校的部分高一和高二学生进行了测试，通过访谈及对测试结果的分析，得出了如下结论：﹡学生的前概念具有个体性和一定的共性；﹡前概念广泛存在于学生头脑中，并严重影响物理概念的学习；﹡学生的前概念具有隐蔽性；﹡学生的前概念与科学发展史上的某些概念存在着相似性；﹡前概念与科学概念并存于学生的头脑中；﹡传统教学很难改变学生的前概念。

First,this paper researched its theoretical basis, definition,construction method of concept latices and the relationship between formal concept analysis and ontology.Second,the real estate\'s formal background was constructed based on the concepts from correlative real estate domain text.In the formal background,the objects are the documents and the properties are the ontology concepts.Finally,the concepts and classification relationships between concepts were structured in the form of concept latices and translated into real estate ontology.

本文首先探讨了形式概念分析的理论基础、定义及其概念格的构建方法及其形式概念分析与本体间的联系；然后在此基础上，通过从房地产领域文本中获得反映该领域的概念中构造出房地产的形式背景；最后通过概念格结构化概念以及概念之间的分类关系，并将其转化为房地产本体。

In speaking of the subjectification of objectivity, what I have in mind is a conceptual reorientation through which talk of our access to objectivity is brought within or recast in terms of what can be found within subjectivity, understood as that domain to which we are held to have unproblematic access.

在说到objectivity 的subjectification，我想说的是'一个概念上的重定向'，通过它对objectivity的可达的说法是内部获得的，或是根据在subjectivity内部所能发现的东西而重铸recast的，而这个区域被理解为我们达到它是没有问题的。

After the summary of the domestic and foreign correlation researches, we had an investigation on 413 Junior Middle School students with the test anxiety self-estimate scale and the self-description questionnaire, through the data analysis, we got the following conclusions: 1. There is no significant difference between genders and grades of the Junior Middle School students'overall self-concept. However, the factors of self-concept: math, appearance, honest, language, the relation of the same sex,and the relation of the different sex have significant differences on sex dimensions. Appearance, language and self-concept have differences in grades.

在对国内外相关研究作了综述的基础上，本研究采用了考试焦虑自我调查量表和自我描述问卷，对413名在校初中生进行调查，通过数据分析得出如下结论： 1、初中生总体自我概念在性别和年级上不存在显著差异，但自我概念中的数学、外貌、诚实、言语、同性、异性等因子在性别维度上差异显著，外貌、言语自我概念存在年级差异。

Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time

这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。

Secondary sexual characteristics. Unlike the geometric concept of bilateral symmetry and the mathematical concept of averageness, the biological concept of secondary sexual characteristics differ for the sexes.

第二性征：与几何上左右对称的概念、数学上平均值的概念不同，生物上的第二性征概念是有性别差异的。

With Death guitarist Schuldiner adopting vocal duties, the band made a major impact on the scene.

随着死亡的吉他手Schuldiner接受主唱的职务，乐队在现实中树立了重要的影响。

But he could still end up breakfasting on Swiss-government issue muesli because all six are accused of nicking around 45 million pounds they should have paid to FIFA.

不过他最后仍有可能沦为瑞士政府&议事餐桌&上的一道早餐，因为这所有六个人都被指控把本应支付给国际足联的大约4500万英镑骗了个精光。