Pd in ml learning has its own forms of expression . on the basis of ml analysis , separately discuss the forms of expression of pd in learning mathematics word language , signal language and graph language 数学语言学习的心理偏差有它表现的形式，在对数学语言含义分析的基础上，分别讨论了学习数学文字语言、符号语言、图形语言时心理偏差的表现形式。
The frame of the whole urban space is the core of the comprehensive urban design . it can grasp the entirety urban space integrated with " dot " " line " and " side " which are the symbol . it contributes to embody the integration of city design 城市整体空间框架是总体阶段城市设计的核心内容，是通过“点” “线” “面”符号语言对城市总体空间的整体把握，它的存在有助于城市设计整体性的体现。
In oeder to find out the actual problems in their studying maths symbols , i have done my research on the 18 students from 3 grades in our school , who stand for three levels - a ( high ) , b ( middle ) and c ( lower ) , by enquiring them face to face , doing examation papers and observation in class . besides , i have done thorough self - questioning from my teaching angle 研究中，在本校高中三个年级中随机抽取了高( a ) 、中( b ) 、低( c )三个层次的学生共18人，进行面对面地询问、做测试题、课堂观察等调查方式，从中寻找学生学习符号语言时遇到的困难，并由此从教的角度对问题进行了反思。
( 3 ) emphasize the teaching by mathematical language pay attention to develop the students competence of using mathematical language from the following aspects : the formation of mathematical language , the transformation of mathematical information , the understanding of the mathematical language , the organization and expression of it and the use of symbol language ( 3 )注重数学语言的教学。在知识的学习中注意从数学语言的构造，数学信息的转换、数学语言的理解、数学语言的组织表达及符号语言的使用等方面，去培养学生的数学语言能力。
And by means of classification of subjects , we may find their success and fault in the design so that we can integrate theory with practice to ensure the realization of the inheritance and innovation . chapter five explains that the ideology of sustainability such as resources preserving has been crucial in housing design . by the study of design practice of several typical works in the domestic or the foreign , the author tries to explore an ecological design method in the traditional building which is fit for nature and combine it with modern housing design method , so as to obtain a design theory of sustainable housing and its essential ecological adaptability 第4章是从建筑文化继承与创新的角度出发，以后现代建筑风格流派的发展为研究对象，并结合从具体建筑实例中归纳设计手法的种类，通过对其武汉理工大学硕士学位论文符号语言特征予以阐述，进而理清其脉络与结构、分析其基本特征，试图从后现代建筑对于传统建筑符号语言的沿袭与发展这一全新角度来重新审视现代城市居住建筑的成功与不足，以期力求从理论和实例的结合中找出居住建筑可持续发展的一般规律。
Next , it indicates that mathematical language is an important instrument for developing the mathematical communication activity , and based on the predecessors " achievements , reclassifies the mathematical language : character language , symbol language , figure language , chart language and logic language 接着指出数学语言是进行数学交流活动的重要工具，参考前人的成果，对数学语言重新进行分类，可分为：文字语言，符号语言，图形语言，图表语言，逻辑语言。
Common pd in signal language learning mainly showed in the following : ca n ' t understand the objects the mathematics signals represent ; scare of extensive cognition to the mathematics objects which mathematics signals represent . do n ' t understand the meaning expressed by signal language . the same signal forms can express different meanings , and different signal forms can express the same meaning , if student separate signal language from its maths meaning contained in it , the ml they mastered is a kind of signal game without any meaning ; not mastering various forms of signal language ( signal language has many equal forms ) or only mastering one kind or several kinds forms , the cognition to signals are not enough 符号语言学习的常见心理偏差主要表现存不能理解数学符号代表的对象，缺乏对数学符号所表示的数学对象的广泛性的认识；不明白符号语言表达的含义，如果将符号语言与所表达的数学含义相脱离，学生所掌握的数学语言就是毫无意义的符号游戏；掌握不了符号语言的各种变化形式，符号语言有许多的等价形式，如果只是掌握其中的一种或几种形式，对它的认识将不够充分。
According to the constituting of mathematics language ability , and the level of structure , and expressing differently , the mathematics language can be divided into the mathematics language identifying barrier , the comprehending barrier , transforming barrier , structuring barrier , organizing and expressing barrier etc . through the test and survey of students , and the interview to teachers in wuhan , xiantao and xiaogan , we have understand that the senior high school students are not good at exploring hidden factor of symbolic language and solving a mathematics problem by image , and mathematics language expression barrier is outstanding , and the transforming barrier in solid geometry is prominent 根据数学语言能力的组成成分，按照层次、表现的不同，可分为数学语言识别障碍、理解障碍、转译(或转换)障碍、构造障碍、组织、表达障碍等。针对这些问题，分析成因。通过对湖北省武汉、仙桃、孝感等地部分学生的测试、调查和教师的访谈，了解到高中生数学语言学习方面存在不善于发掘符号语言的隐含条件，不善于利用图式解题，数学语言表达障碍突出，立体几何中数学语言的转换障碍等问题。
With the aid of some theories " the dual character of maths conception " by sfard , the theory of " expression - contact " by james hibert and thomas p . carpenter , and the theory in constructirism and psychology , i have , in this thesis , carefully analyzed the reasons why part of the senior students conld n ' t understand the language of mathematics well : 1 . during the language understanding period , they lack of actively building the constructure of the symbolic language 借助sfard的“数学概念的二重性”理论、 jameshibert和thomasp . carpenter的“表示?联系”的理论以及认知心理学和社会建构主义等理论，分析了部分高中学生对符号语言不理解的主要原因： 1 、在语言理解阶段缺乏对符号语言意义的主动建构。
