Traditional and modern ideal mode that combines together is the traditional experience thinking and the organic integration of modern science thinking naturally.
传统与现代相结合的理想模式，自然是传统经验思维与现代科学思维的有机结合。
Science and technology usually influence the alteration of management thinking mode from three aspects.
科学技术通常从三方面影响着管理思维方式的改变。
The characteristic of mode of science thinking is positivity while it is speculativity in mode of philosophy thinking.
科学思维方式的特性是实证性；哲学思维方式的特性是思辨性。
Historical thinking is a special mode of thinking and a way of knowledge about historical science. And it is a synthesis of imaginal thinking, logical thinking and intuitional thinking.
历史思维是关于历史学的特殊思维形式与认识方法，是形象思维、逻辑思维、直觉思维三者的综合。
On investigation the origin of NOS, it's a continuation of Western Ontological thinking mode and also it's directly influenced by the Post-modern science philosophy.
究其科学本质的源头而言，它延续了西方本体论的思维方式，同时直接受到了后现代科学哲学兴起的影响。
They are due to the concept of science and technology, dichotomy thinking mode and male chauvinism, which is dominated by the cultural conception of patriarchy.
主要分析了自然危机和女性困境产生的原因，即父权制文化观念支配下的科技观、二元制思维方式和男性中心主义。
The complexity view of science and technology is a kind of modern conception of technology based on systematic mode of thinking.
复杂性科学技术观是一种以系统思维方式为基础的现代科学技术观。
Ecological mode of thinking which provide a new perspective to the research on social problems is widely used in the field of social science.
生态学研究思维方法逐渐在社会科学领域中得到广泛应用，为研究社会问题提供了全新的视角。
Logic has not contained all the general modes of thinking of human being, although it is a science dealing with human mode of thinking.
逻辑是关于思维形式的学问，但并未覆盖人类一般思维中所有思维形式。
Teachers' conception of nature of science influence students' conception of nature of science, students' understanding of scientific knowledge and students' thinking mode.
教师不同的科学本质观及其教学行为影响着学生的科学本质观的形成，影响着学生对科学内容的理解以及看待问题的思维方式。
Teachers' conception of nature of science influence students' conception of nature of science, students' understanding of scientific knowledge and students' thinking mode.
教师不同的科学本质观及其教学行为影响着学生的科学本质观的形成，影响着学生对科学内容的理解以及看待问题的思维方式。
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