| 1. | The sustainable development system ( sds ) is an open and cooperative self ? organized system
可持续发展系统( sds )是一个开放的合作的自组织系统。 |
| 2. | Curriculum can be regarded as the self - organization system with its own developmental pattern
摘要课程作为一个自组织系统，具有自身的发展规律。 |
| 3. | The self - organization system is always obviously of self - similarity and the system of region sustainable development i s obviously a self - organization system
自组织系统具有明显的自相似性，区域可持续发展系统是自组织系统。 |
| 4. | And analyses the resources of the questions . the sixth chapter founds the new ways of our country technical innovation self - organizing system
第六章是用“技术创新自组织系统”的理论，来解决我国目前技术创新系统存在的问题。 |
| 5. | The vocabulary is a kind of self - organizational system , and its model of managing structure is built on self - organizational theory of the systemic science and the basic principles about designing model
摘要词汇是一个自组织系统，借用系统学的自组织理论和建模的基本原理，构建了词汇系统的管理结构模型。 |
| 6. | Firstly , this paper summarized three visual angles which reasearching the theory of sustainable growth . these three angles were “ enterprise bionics ” , “ self _ organization theory ” , and “ corporate life cycle ”
文章首先总结了三种研究企业持续成长的不同视角? ?企业生态仿生、自组织系统、企业生命周期等,对其进行了详细的介绍和比较。 |
| 7. | The formula is that different levels of talents and able men are regrouped to form common resources for whole society by means of market so as to develop into a powerful force to productivity
这样，他发现了人类社会生产力大发展的秘诀，即通过市场将人类不同的资质和才能结成共同的资源，从而形成有利于生产力发展的巨大的社会自组织系统。 |
| 8. | So this paper researches technical innovation system in self - organizing theory . firstly , this paper founds the new theory of technical innovation self - organizing system . finally , this paper uses this new theory to analyse the sources which our country technical innovation system exist questions , in order to search the new ways for raising the moving efficiency of our country technical innovation system
因为技术创新系统作为复杂系统存在方式，其运行规律同样摆脱不了自组织客观规律的支配，所以本文用自组织理论来研究技术创新系统问题，首先建构“技术创新自组织系统”新理论；然后用这个理论对我国技术创新系统存在的问题进行根源剖析，从而为提高我国技术创新系统的运行效率寻找一条新的有效途径。 |
| 9. | The main points include : if the educational paradigm transformation tries to relies its change from the modern scientific world to the life - world , if has to fulfill the following tasks : first , change the system from a closed one to an open one ; secondly , change the process from running for nature to experience ; thirdly , change the cultivation mode from training rational - man to growing - man
基本点为：教育范式要实现从现代科学世界回归到生活世界的转换，就必须完成以下转变：一是从封闭的控制系统走向开放的自组织系统；二是从追求本质走向体验过程；三是从培养“理性人”走向培养“生成人” 。 |
| 10. | Therefore the emergence and development of the culture of science and technology can be traced back to the initial conditions of geography and climate , viewed as the factor of internal fluctuation from the sensitiveness of the random choices of the cognitive subject to the initial conditions . since a culture has a pivotal component as its core , once the culture of science and technology comes into being under nonlinear interactions of the social subsystems , the core component functions in the same manner as order parameter in the self - organization system , immensely attracting , regulating and controlling others under the slaving principle . and thus the analysis provides a nonlinear approach to the needham ' s problem
对于任何思想文化传统而言，其形成和延续都有其现实的物质生活的根源，因而，对于科技文化的产生和发展，我们能够返回到其发生的原点? ?即地理气候等初始条件，从认知主体的随机性选择对初始状态的敏感性方面，视其为科技文化产生的内涨落因素，考察其对科技文化形成的影响；而一种文化之所以称其为文化，必有其全局控制力的核心因素，科技文化是在社会各子系统非线性的相互作用下形成，其核心因素所发挥的作用就如同序参量在自组织系统中的作用那样，在支配原理的作用下起着规范、引导和支配等效用。 |
