本调查结果显示：部分调查对象具有强烈的内在动机，其外在动机自主程度较高。
The investigation results show some subjects have strong inner motive and outer motive is stronger.
审美起始，对象的外在形象引起审美主体的注意，情感同时被点燃。
At the beginning of aesthetic action object's external image is noticed by aesthetic subject when emotion is ignited.
由于人们害怕为这种无意识的本能冲动所支配，焦虑就为某些外在对象替代。
Because people fear for this kind of unconscious instincts dictated, anxiety to substitute for some external objects.
综述了国内外在城市问题、复杂适应系统应用、城市地价问题等方面的研究现状，指出论文研究的目的、对象、研究框架；
Firstly, recent research of urban development, applications of complex adaptive system and urban price is summarized. The aim, object, frame, and expected results of this paper are stated.
对于爱情的对象他们不在乎对方的外在美，更看重的是性格够不够独特，是不是也和他们一样与众不同，能与他们情投意合。
They don't care about the beauty of love each other for the object, more important is theunique character enough, Is it right? Also as they are out of the ordinary, andthey agree in opinion.
道德价值是由外在功利价值和内在精神价值构成的，是人的内在道德属性在社会实践基础上的外化或对象化。
As an externalization and specification of man's moral identity in social practice, the value of morals comprises both external utilitarian value and internal mental value.
文学理论应该对其科学属性和研究对象等进行内在和外在的反思，从而把文学理论建构成为一门开放性的学科。
Literary theory should reflect on its discipline property and research objects both internally and externally in order that literary theory can be built up as an open discipline.
但当思维思维它自己时，则思维的对象同时已不是对象了，换句话说，此对象的外在性已变成被扬弃了的、观念性的东西了。
But in the case where thought thinks itself, it has an object which is at the same time no object: in other words, its objectivity is suppressed and transformed into an idea.
所以哲学研究的对象就是现实性，而前面所说的那些事物、社会状况、典章制度等等，只不过是现实性的浅显外在的方面而已。
The object of philosophy is an actuality of which those objects, social regulations and conditions, are only the superficial outside.
这样的德育方式能充分调动德育对象的主动性，消除传统德育外在目的性明显而使对象产生的阻抗情绪。
Such moral education waymobilizes the initiative of the object. Moreover, it can eliminate the counteractivemood because of obvious purpose of traditional moral education.
这样的德育方式能充分调动德育对象的主动性，消除传统德育外在目的性明显而使对象产生的阻抗情绪。
Such moral education waymobilizes the initiative of the object. Moreover, it can eliminate the counteractivemood because of obvious purpose of traditional moral education.
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