In the course of carrying it out , firstly , a teaching circumstance suit for dialogue should be built . it emphasizes the meaning of man , the function of dialogue . secondly , the reality of class should be returned through returning the class to students 在实施对话物理教学的过程中，首先必须构建适合于对话物理教学的教育情境，强调人在教学中的生命意义，强调对话在教育过程中的作用；其次在教学中将课堂还给学生，还原课堂本真，课堂是师生间进行交往。
The essential difference between neo - romanticism and classic romanticism lies in time change , in cultivating the ability to be used to the classic expression such as description , emotion and meditation etc , not in emphasis on empathy of human beings with nature 新浪漫精神和古典浪漫精神的最大区别在于：美学生态人的新浪漫精神不是一味地强调人对自然的感情的移入，而是要立足于时代风貌，让人更多地习惯于对自然的更为古老的表达方式，比如描写、抒情与沉思等。
Both marx and maslow have discussed the problem of human essence and its actualization , and both of them emphasize the uniqueness of the human essence , and believe that the high needs of human being must be on the base of basic needs . and they are both convinced that human society has a bright future 摘要马克思和马斯洛关于人的本质异化和实现的观点有相似之处，两者都强调人的类本质的独特性，认为人的高级需要的追求要以低级需要为基础，都对人类社会发展的未来持乐观态度。
Thus , in the process of education , more emphasis should be put on human and its subjectivity to cultivate new type of talent with inter - subjectivity character . in this paradigm , due to the real equal communication , relationship of " you " and " i " is formed between manager and its objective , teacher and student . furthermore , efficiency and humanity are highly emphasized in management and organization so as to form a highly flexible organization structure , with its development purpose to construct a learning innovating organization including all members 学校组织的“交往理性”范式秉承整合化的组织人性观，认为组织中的人是主体性、社会性和自然性的有机统一；因此，在教育过程中，强调人的意义，发挥人的主体性，主张培养具有“主体间性”人格的新型人才；在“交往理性”范式中，各主体之间实现了真正意义上的平等交往，管理者与被管理者之间、教师与学生之间是“我”与“你”的关系；管理过程中，既追求管理效率，更重视发展方向上的人性维度；组织结构上，充分考虑人的因素，形成高度有机化的弹性组织结构；组织的发展目标是构建全员参与、不断创新的学习型组织。
Furthermore , he emphasized the nature of human ’ s practice and social nature , considering that practice is the mode of existence , the premise of human ’ s existence and development , the fundamental difference between humans and animals , the basis of all relationships among humans . the nature of humans is the social relationships in reality . marx uplifted the theory of religion alienation to the theory of labor alienation , put forward the thought of all - rounded development about humans and found its realistic reference , that is practice 尤其是他强调人的实践本质、社会本质,认为实践是人的存在方式,是人赖以存在和发展的前提,是人和动物的根本区别,是人的一切关系的基础;人的本质在现实性上是一切社会关系的总和;他将费尔巴哈的宗教异化理论发展为劳动异化理论;他提出了人的全面发展思想并找到了现实性依据即实践。
Pay attention to the essence of manpower resource development and its ability construction , the expands pair of people capacity of the economic development that emphasizes intellectual economy times namely , society progress and person especially of innovation ability of the person depend on , emphasize a person wanting to rely on its ability to innovate especially namely ability , will realize its value 注重人力资源开发及其能力建设的实质，就是强调知识经济时代的经济发展、社会发展和人的发展对人的能力尤其是人的创新能力的依靠，就是强调人要依靠其能力尤其是创新能力，来实现其价值。
The human - oriented idea is of great significance in the ideological and ethical construction of the minor : firstly , it reflects the affirmation of the prominent position of people , emphasizes that people are the subject of social development and existence , the minor are the subject of ethical construction . secondly , it marks a transition of the mode of thinking , it means analyzing and solving problems should lodge the minor ’ s own needs and characteristics . thirdly , it reflects the requirement of a kind of value orientation 这一思想在未成年人思想道德建设中有着重要意义:一是凸显了对人的主体地位的肯定,强调人是社会发展与存在的主体,未成年人是思想道德建设的主体;二是标志着一种思维方式的转变,分析问题、解决问题的出发点和落脚点是未成年人自身的需要和特点;三是体现了一种价值取向的要求,强调尊重未成年人的价值和尊严,实现人的全面发展。
The integrated study of geography in the era of knowledge economy will emphasize role of human being ; will analyze regional resources and environmental issues will due consideration of high - tech component ; with use knowledge products serving decision makng , management and macro - level adjustment ; will make geography itself - involved in the system of knowledge economy , and carry out concept innovation , technology innovation , and management innovation 知识经济时代的地理学综合研究，会更强调人作为区域经济社会发展主体的作用；以高科技的含量作为重要因素分析区域资源与环境问题；会以知识产品的形式服务于区域决策和区域管理；会融入知识经济的大系统之中，为社会发展的知识创新、技术创新及管理创新服务。
This article criticizes the modem theory on human ' s subject , opposes the idea " that human is the center of universe " , the subject " hegemony of subjects to objectives , indefinite transformation of subjects to objectives , analyzes the concept of subject perspective of student , offers limitation and harm of extractive emphasis of human " ration and the center ' s status of human 文章对现代理论关于人的主体性的观点进行了批判，反对把“人是宇宙的中心” ，反对主体对客观的霸权，反对主体对客体的无限改造，并进一步对主体性学生观的内涵进行了分析，提出过度强调人的理性、人的中心地位的局限性和危害。
