1.
The Interaction between Departmental Selfishness and the Purpose of the Course on Teaching Practice of History and Social Science under New Curricula;
主体本位与课程目标之互动——历史与社会新课程课堂教学实践探讨
2.
Two Statements about Subjectivity;
能力主体与时间本位:新主体性的两重断定
3.
Theory of Private Subject Right Standard--A New Theory in the Forum of Civil Law;
私主体权利本位论——民法论坛一新说
4.
Ontology-oriented Navigation and Positioning Approach of Topic Maps
面向本体的主题图导航定位方法研究
5.
On Collectivism Values and Individualism Values;
整体主义价值观与个体本位价值观新论
6.
Discussion of Making the Leading Role of Workers Definite in the Human Capital Market;
确立职工在人力资本市场中的主体地位
7.
The Subject Position of High School Teachers School-baesd Research in the Background of Curricula Reform;
新课改背景下高中教师校本教研主体地位管窥
8.
The Status and Significance of Ontology in Marxism;
本体论在马克思主义哲学中的地位和意义
9.
The Position and Function of Humanism in the Reform of PE Teaching;
人本主义在体育教学改革中的地位和作用
10.
Individual-oriented:An Important Part of Socialism Values
“个体本位”是社会主义价值理念的重要组成部分
11.
Some Viewpoints on the Persons in Change of a Unit Being the Main Body of Accounting Responsibilities of Their Unit;
关于单位负责人作为本单位会计责任主体的思考
12.
The humane character of aesthetics embodies three points as follows:the monologue of human natural instincts;
美学的人文品位主要体现三点 :出自本根的人类天性的独白 ;
13.
The aesthetic thought taking 'imagination' as noumenon always has held the leading position in China.
以“意象”为本体的美学思想在中国一直占主导地位。
14.
A Study on the Human Capital as a Condition of Farmers Dominant Position in the Construction of New Countrside;
新农村建设中农民主体地位的人力资本条件研究
15.
The Stylistic Role of Marked Theme in Poetry and Strategies for E/C Translation;
标记主位在诗歌文本中的文体功能及英汉翻译对策
16.
Constructing Vocational Education Teaching System Focused on Ability and Application;
以能力为本位 应用为主旨构建高职高专教育实践教学体系
17.
Proof for Significance of Practice in Ontology --Pondering the status of practice in Marxism philosophy;
实践的本体论意义的确证——对实践在马克思主义哲学中地位的思考
18.
The Subject Status of Teacher:Construction and Deconstruction--Based on Teacher Dialogue with the Curriculum Text and the Student
教师的主体地位:建构与解构——基于教师和课程文本、学生对话