符号论的英文

• semiotic
• symbolism

• "经验符号论" 英文翻译 :    empirio-symbolism
• "自然符号论" 英文翻译 :    natural symbolism
• "信号论" 英文翻译 :    signal theory
• "符号" 英文翻译 :    1.(记号; 标记) character; sign; symbol; mark; code; notation; expression; denotation; sentinel 注音符号 phonetic symbol; 标点符号 punctuation mark; 代数符号 algebraic symbol2.(表明职别、身分等的标志) insignia
• "aiga符号" 英文翻译 :    dot pictograms
• "id符号" 英文翻译 :    id symbol
• "nabla符号" 英文翻译 :    del
• "长符号" 英文翻译 :    long symbol
• "除符号" 英文翻译 :    divided-by symbol
• "串符号" 英文翻译 :    string symbol
• "次符号" 英文翻译 :    sub-symbol
• "带符号" 英文翻译 :    tape symbol
• "当符号" 英文翻译 :    while symbol
• "倒置t符号" 英文翻译 :    inverted t symbol
• "得符号" 英文翻译 :    call sign
• "点符号" 英文翻译 :    point symbol
• "顶符号" 英文翻译 :    top symbol
• "非符号" 英文翻译 :    not symbol
• "符号lm)" 英文翻译 :    lumen
• "符号，记号" 英文翻译 :    symbol
• "符号，象征" 英文翻译 :    symbol
• "符号板" 英文翻译 :    symbol boards; symbolic panel
• "符号表" 英文翻译 :    symbol table; signary; legend◇符号表登记项(目) symbol table entry
• "符号波" 英文翻译 :    marking wave; working wave
• "符号逻辑" 英文翻译 :    denotic logic; logistic; mathematical logic; symbolic logic
• "符号轮, 编码(用)轮" 英文翻译 :    coding wheel

• On the theory of art creation of the semiology aesthetics
  符号论美学的艺术创造理论
• An exploration into the philosophical foundation of the symbological view on arts
  符号论艺术观哲学基础探赜
• An integrated understanding of middle school chinese reading teaching from symbol aesthetics
  从符号论美学看中学语文阅读教学的多元解读
• This essay , from an angle of symbol aesthetics thinking , describes the essence and the psychology of chinese reading teaching , the relationship between the " text " and " non - text "
  本文将从符号论美学思想出发，围绕中学语文阅读教学的本质及阅读心理、 “本文”与“非本文”的联系展开论述，谈谈怎样实现中学语文阅读教学中的多元解读。
• Up to now , there has possibilities to understand and explanation on the question of " performance " from four levels : firstly , the level of he communicative skill and teaching skill , because performance is the certain communicative approach and teaching method . performance on this level belongs to technology and instrumental ism ; secondly , the level of symbolism , language , gesture and motion of the performance are considered as the symbols of the expression , delivery . symbol itself has no meaning , its meaning lies in the user who use the symbol and the thing that symbol indicates ; thirdly , the level of methodology , performance and the study to the performance are thought as the basis of education ( especially pedagogy ) ; fourthly , the level of ontology , performance and the understanding to performance is regarded as the human ' s life existence and the educational element matters
  迄今为止，对“表演”问题存在着在四个层次上理解和阐释的可能性：一是作为交际技艺和教学技艺的层次，表演是一种交际手段、教学方法，因而是技术论和工具论的层次， ；二是将表演的语言和姿势、动作等视为表达、传递事物的符号，符号本身没有意义，其意义在于符号的使用者和符号所指代的事物上，是符号论的层次:三是将对交往、表演和表演的理解的研究作为教育学(尤其是教学论)的基础，是方法论的层次:四是将表演和对表演的理解，作为人类生命存在、教育存在的基本事件，因而将其置于本体论的层次上。

• 符号论的韩语：[명사]〈철학〉 기호설(記號說).
• 符号论什么意思：fúhàolùn 一种主观唯心主义的理论。认为人的感觉、观念不是外界事物的反映，而仅仅是一些和外界事物没有任何相似之处的记号、符号或象形文字。也叫象形文字论。