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输出阶段
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  “输出阶段”译为未确定词的双语例句
     (2) The procedure of early-warning system in using FDI contains, inputing stage, operating stage and outputting stage.
     (2)FDI预警系统流程分为:输入阶段、处理阶段、输出阶段;
短句来源
     It is not a just case of general classroom anxiety being transferred to the foreign language learning but a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process.
     它不是一般的课堂焦虑转移到外语学习中的焦虑,而是由语言学习过程的独特性引起的与语言课堂学习有关的一种特有的、复杂的自我形象、信念、感觉等。 研究表明,语言焦虑预示着语言课堂学习能否成功,影响二语习得中的三个认知阶段,即输入阶段、加工阶段及输出阶段
短句来源
     Research has shown that language anxiety is a predictor of success in language class and it affects all the three stages (i.e. the input stage, the processing stage, and the output stage)of cognitive processing in second language acquisition or learning.
     研究表明,语言焦虑预示着语言课堂学习能否成功,影响二语习得中的三个认知阶段,即输入阶段、加工阶段及输出阶段
短句来源
     Using the program the computeroutput reports of experiment for ~(40)Ar/~(39)Ar dating age (ou irradiation para-meter J, apparent age in a temperature step, correction factor C_2, C_4 andC_3), output tabale of data for incremetal heating, age spectrogram, isochonegraph, and so on.
     使用该程序时计算机可以给出某阶段温度的表面年龄、照射参数J值、校正因子C_2、C_3、C_4的实验报告; 可以输出阶段升温的数据表与绘制年龄谱、~(40)Ar析出曲线,等时年龄与等时线等。
短句来源
     Research has shown that language anxiety is a predictor of success in language class and it affects all the three stages (i.e. the input stage, the processing stage, and the output stage) of cognitive processing in second language acquisition or learning.
     研究表明,语言焦虑预示着语言课堂学习能否成功,影响二语习得中的三个认知阶段,即输入阶段、加工阶段及输出阶段
短句来源
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  相似匹配句对
     THE TWO-STAGES OPTIMIZATION OF NEURAL NETWORK OUTPUT AND ITS APPLICATION
     神经网络输出阶段优化及其应用
短句来源
     A good output in the primary stage is the basis of a successful recognition.
     好的初级阶段输出结果是成功识别的基础。
短句来源
     Finally, it is the phase of historism.
     历史主义阶段
短句来源
     (2) T Stage;
     (2)T阶段
短句来源
     output of the model.
     模型输出
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  output phase
The consistency in the low-energy region between input and output phase shifts leads to a scattering length of -0.055±0.15 for theI=2S-wave phase shift.
      
Expressions for the diffraction efficiency and the output phase shift are derived and used to match numerically calculated curves to the experimental data.
      
Enactment was manipulated both in the input phase and in the output phase by having participants say or enact the phrases during encoding and/or during testing.
      
The value of the series resistor is then equal to the modulus of the impedance in the feedback loop and its argument is calculated by a phase/amplitude convertor on the basis of the input and output phase shift.
      
The dynamic range of a received signal strength indicator (RSSI) is 60 dB and the limited-output phase deviation is less than 7° at 2 GHz.
      
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The treatment of data for ~(40)Ar/~(39)Ar dating age is so complicated, that itis necessary to treat data with computer. The program of treatment of datafor ~(40)Ar/~(39)Ar dating age is edited with high grade expanding BASIC langua-ge, and is used on computer HP-9845(B). Using the program the computeroutput reports of experiment for ~(40)Ar/~(39)Ar dating age (ou irradiation para-meter J, apparent age in a temperature step, correction factor C_2, C_4 andC_3), output tabale of data for incremetal heating, age...

The treatment of data for ~(40)Ar/~(39)Ar dating age is so complicated, that itis necessary to treat data with computer. The program of treatment of datafor ~(40)Ar/~(39)Ar dating age is edited with high grade expanding BASIC langua-ge, and is used on computer HP-9845(B). Using the program the computeroutput reports of experiment for ~(40)Ar/~(39)Ar dating age (ou irradiation para-meter J, apparent age in a temperature step, correction factor C_2, C_4 andC_3), output tabale of data for incremetal heating, age spectrogram, isochonegraph, and so on. Running results of the program show that it is reliableand satisfactory.

~(40)Ar/~(39)Ar法年龄测定的数据处理是很复杂的,因此需要用计算机来处理数据与绘制年龄谱、等时线等图形。我们用扩展BASIC高级语言编辑了~(40)Ar/~(39)Ar法年龄测定的数据处理程序,该程序适用于HP-9845(B)计算机。使用该程序时计算机可以给出某阶段温度的表面年龄、照射参数J值、校正因子C_2、C_3、C_4的实验报告;可以输出阶段升温的数据表与绘制年龄谱、~(40)Ar析出曲线,等时年龄与等时线等。结果表明,该程序是可靠的。

The purpose of this experiment was to discuss the influence of output time for performance of short-term memory (STM) in oral and writing output modes. The task was a digit span test. When presenting singular sequences, subjects were required to report two kinds of sequences in oral and writing modes, one was the original singular sequences, the other was the sequences with additional characters of different length prior to each digit. Given stimuli of the same length, we found that the output time was longer...

The purpose of this experiment was to discuss the influence of output time for performance of short-term memory (STM) in oral and writing output modes. The task was a digit span test. When presenting singular sequences, subjects were required to report two kinds of sequences in oral and writing modes, one was the original singular sequences, the other was the sequences with additional characters of different length prior to each digit. Given stimuli of the same length, we found that the output time was longer when adding some characters in both oral and writing output modes. The performance declined with the increase of the output time in oral report, but not in writing. This result inferred that the total output time was not a good predictor of span in STM. On the other hand, it also suggested that the influential factormay not be delay time, but articulatory time.

实验目的是探讨在不同的输出方式下 ,输出时间对短时记忆的影响是否相同。在数字广度实验中 ,给被试呈现单个数字组成的数字串 ,要求被试分别采用口头和书写两种输出方式来报告不同的内容 :直接报告刺激呈现的单个数字串 ,以及在每个数字前附加不同长度的字符报告。结果发现附加字符使口头和书写的输出时间都增加。但在口头报告中 ,输出时间增加的同时伴随着记忆成绩下降 ,而书写报告的记忆成绩不受影响。讨论了此结果的意义 ,推测输出阶段中影响记忆成绩的可能是发音时间 ,而不是延迟时间。

Task-based teaching method emphasizes the organization and arrangement of teaching centering on the design and completion of tasks,which makes this method a perfectly feasible one in teaching oral Chinese to primary CFL learners,since it can effectively solve some practical problems in oral classes,such as the incapability of activatingthe students' prior knowledge,the poor capability in expressing a whole idea,the slowness in speaking,etc.The fifteenth lesson "How to get to the post office" in the Short-term...

Task-based teaching method emphasizes the organization and arrangement of teaching centering on the design and completion of tasks,which makes this method a perfectly feasible one in teaching oral Chinese to primary CFL learners,since it can effectively solve some practical problems in oral classes,such as the incapability of activatingthe students' prior knowledge,the poor capability in expressing a whole idea,the slowness in speaking,etc.The fifteenth lesson "How to get to the post office" in the Short-term Spoken Chinese Text is taken as an example for a task-based primary oral Chinese class according to the three stages in the task-based teaching model,namely,the introduction of new language material,the training of language,and the output of new language material.

“任务型教学法”强调以任务的设计和完成为中心来组织和安排教学,使语言在真实的交际中得到运用。这一特点使其在对外汉语初级口语教学中表现出很强的适用性,有助于解决在口语课中遇到的学生已有信息无法激活、缺乏成段表达能力、语速过慢等实际问题。我们尝试以《汉语口语速成入门篇》第十五课“去邮局怎么走”为例,从任务型教学模块所包含的三个阶段出发,即:新语言材料的引入阶段、语言的练习阶段、新语言材料的输出阶段,来设计一堂任务型初级汉语口语课。

 
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