马克思主义

The divarication between Mao and Liu is that they comprehended the theory of collaboration differently.

首先，本文认为在途径问题上出现分歧的原因是，毛泽东和刘少奇对马克思主义经典作家合作化理论的不同理解。归根结底是在生产力和生产关系上的不同认识。

The erroneous attitudes of doctrinairism, pragmatism, formalism and bureaucracy is being here still. There are a lot of erroneous attitudes toward Deng Xiaoping theory.

主要是各种教条主义、实用主义、形式主义和官僚主义的错误倾向仍然存在，对待当代中国马克思主义的邓小平理论还存在许多具体问题。

Marxism China is changed should reject doctrinairism attitude already, want to object subjective and optional sex again.

马克思主义中国化既要反对教条主义态度，又要反对主观随意性。

Jiang Zemin turns over doctrinairism thought connotation rich, characteristic is bright, it is new period holds to Marxism style of study, oppose the powerful thought weapon of doctrinairism.

江泽民反教条主义思想内涵丰富、特色鲜明，是新时期坚持马克思主义学风，反对教条主义的强大思想武器。

That is one reason why we have remained opposed to dogmatism toward the theory of Marxism.

这就是我们为什么必须始终反对以教条主义的态度对待马克思主义理论的道理所在。

That is one reason why we have remained oppose d to dogmatism toward the theory of Marxism.

这就是我们为什么必须始终反对以教条主义的态度对待马克思主义理论的道理所在。

It is dogmatism to approach Marxism from a metaphysical point of view and to regard it as something rigid.

用形而上学的观点来看待马克思主义，把它看成僵死的东西，这是教条主义。

However, this theory was in reality a product of the combination of a dogmatist understanding ofMarxism with an empiricistutopian socialism.

而实际上这一理论是对马克思主义的教条主义理解和具有经验主义特征的空想社会主义相结合的产物。

The consciousness of "sense of issue" is actually a kind of vigilance of the sacralization ,absolutization and dogmatization of Marxist philosophy...

对"问题意识"的自觉是马克思主义哲学区别于旧哲学的重要标志之一。

Contemporary Chinese primary and junior high schools teaching show the advantages of clear step, easy to operate, convenient evaluation, etc in teaching indirect experience or book knowledge. But because of being limited by the social reality and the deviation of thought, between the opposite sides, that is between the social request and the individual development, teacher"s authority and the student"s independence, the control of discipline and the free choose, the subject knowledge and life experience, the form of generality and elevation of individuality, we always emphasize the former and neglecting the latter, presenting the characteristic of single direction, dogmatization, ro

笔者认为，在教与学关系建材弧上，应依据马克思主义思想和当代教育理论，确立如下几个基本理念：把学生当作实践主体来培养；(2)使学生的学习由被动转为主动；(3)将教学当作艺术的创造；(4)将教学建立在民主平等的交往的基础上，并将交往和认识切实地结合起来。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。