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thinking
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  思维(
     the children with TS were specifical ly accompanied with obsessive thinking(P< 0.01);
     TS常常伴发强迫思维(P<0.01);
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     2. the relation between the deep approach to learning (including deep motive and deep strategy) and the innovative personality (including curiosity and persistence) and the relation between the deep approach to learning and the innovative thinking (including fluency, flexibility and originality)
     2、深层学习方式(深层动机、深层策略)与创新人格(好奇心、意志力)和创新思维(思维流畅性、灵活性和独创性)之间的关系;
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     The Guiding Role of Creative Thinking (in the Narrow Sense) in the Process of Knowledge Formation
     创造性思维(狭义)在认识形成过程的导向作用
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     The mutual complementation and promotion of scientific knowledge, scientific thinking (quantity intelligence) and artistic (including literary) knowledge, artistic thinking (quality intelligence) is the intellective basis which contributes to metasynthetic wisdom and innovative thinking.
     科学知识、科学思维(量智)与文艺知识、艺术思维(性智)相互融合、相互促进,是涌现创新思维和大成智慧的智力基础。
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     Scientific knowledge, scientific thinking (quantity intelligence) and artistic (including literary) knowledge, artistic thinking (quality intelligence) complement each other and promote each other, which is the key point of emergence of metasynthetic wisdom and innovative thinking.
     科学知识及科学思维(量智)与文艺知识及艺术思维(性智),相互融合,相互促进,是涌现大成智慧与创新思维的基本要义。
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  思想(
     REUNDERSTANDING THE THEORY OF DEPENDENCY: MAJOR COMPONENTS AND FUNDAMENTAL THINKING(Ⅱ)
     对依附理论的再认识——依附理论的主要组成部分及基本思想(中)
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     REUNDERSTANDING THE THEORY OF DEPENDENCY: MAJOR COMPONENTS AND FUNDAMENTAL THINKING (Ⅲ)
     对依附理论的再认识——依附理论的主要组成部分及基本思想(下)
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  “thinking (”译为未确定词的双语例句
     After training, experimental class improved on creative personality and creative thinking( 10.5±1.9/9.4±2.1,t=2.96,P﹤0.01 ) as well as on Test of Divergent Thinking(11.0 ±2.0/8.8 ±1.8,t= 7.69,P﹤0.01).
     训练后,实验班学生创造性个性和创造性思维测验评分较对照班提高(10.5±1.9/9.4±2.1,t=2.96,P<0.01); 训练后发散思维测验评分实验班高于对照班(11.0±1.8/8.8±1.8,t=7.69,P<0.01)。
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     There were no significant differences be- tween the scores of half and 1st,1st and 2nd,2nd and 3rd month (P>0.05),but there were significant differences be- tween the scores of half and 2nd,3rd month,1st and 3rd month in perception and thinking (P<0.05).
     知觉障碍、思维运作能力发病后半月与1月、1月与2月、2月与3月积分无显著性差异(P>0.05),但半月与2月及3月积分、1月与3月积分有显著性差异。
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     Results ①The rate of depressive symptons was 100%. The common depressive symptoms included slow thinking (66.7%), decreasing interest (56.7%), tiredness(56.7%) and sadness (45%).
     结果 ①抑郁症状发生率 1 0 0 % ,以思维缓慢 (66 7% )、兴趣减退 (56 7% )、易疲劳 (56 7% )和心情不快(4 5% )多见。
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     (4) the class teaching procedure of mathematical thinking (5) the effect and usage of modern technology information on mathematical thinking teaching.
     (4)数学思维的课堂教学过程。 (5)现代信息技术在数学思维教学中的作用和应用。
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     The higher suspected psychological symptoms included biting fingernails(9.19%), absurd thinking( 6.03 %), wishing to be opposite sex(4.74%)?
     频率较高的可疑精神症状有 :喜欢咬指甲(9 .19% )、头脑中有荒诞想法 (6.0 3 % )、希望自己成为异性 (4 .74% )。
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  thinking
Thinking of the yield function as a plastic potential function from the associated flow rule, the elastic-plastic constitutive model for the FCC single-crystal material is constructed, and the corresponding elastic-plastic matrix is educed.
      
The oxygenase-peroxidase theory of Bach and Chodat and its modern equivalents: Change and permanence in scientific thinking as s
      
Metaphorical Thinking in Healthy and Autistic Children as an Index of Interhemispheric Interaction
      
This work was aimed at studying the brain organization of creative thinking (creativity).
      
By means of positron-emission tomography (PET) the localization of the activated brain areas was studied in 16 healthy subjects during psychological performance to a variable degree involving creative thinking.
      
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The photoelectric astrolabe type I is a new type instrument for time determina- tion and latitude determination,designed and constructed in our country,under the guidance of the principle of independent thinking and self-reliance.This new instru- ment was installed and adjusted in our observatory at the end of 1971.The re- sults of test observations have already been published. In this paper,the observational results during the period 1973 October to 1974 December are analysed,and the quality of the instrument...

The photoelectric astrolabe type I is a new type instrument for time determina- tion and latitude determination,designed and constructed in our country,under the guidance of the principle of independent thinking and self-reliance.This new instru- ment was installed and adjusted in our observatory at the end of 1971.The re- sults of test observations have already been published. In this paper,the observational results during the period 1973 October to 1974 December are analysed,and the quality of the instrument is estimated.The result of analysis shows that this instrument is entirely free of the effect of personal equation,and the precision of observation is high.Using the data obtained during this period,the problems of determining the systematic error of FK_4 catalog and improving the constant of aberration are investigated.

Ⅰ型光电等高仪是我国独立自主、自力更生研制的新型测时、测纬仪器.新仪器于1971年底在我台安装调试.试验观测的结果已经发表.本文分析了该仪器从1973年10月到1974年12月期间的观测结果,评价了仪器性能.分析结果表明,新仪器完全消除了人差的影响,观测精度是良好的.利用这个期间的资料,初步研究了 FK_4星表的系统误差和改进光行差常数等问题.

In the teaching of plant physiology,how can one realize the dictatorship of the proletariat over the bourgeoisie?In what way can plant physiology be of service to the proletariat?The plant physiology which we taught in the past,belongs to the bourgeois system,it is unreconcilable with proletarian politics,agricultural producti- vity and the needs of our poor and lower-middle peasants.Then came the move- ment to criticize Lin Piao and Confucius.We denounced the revisionist line and integrated with the workers,poor...

In the teaching of plant physiology,how can one realize the dictatorship of the proletariat over the bourgeoisie?In what way can plant physiology be of service to the proletariat?The plant physiology which we taught in the past,belongs to the bourgeois system,it is unreconcilable with proletarian politics,agricultural producti- vity and the needs of our poor and lower-middle peasants.Then came the move- ment to criticize Lin Piao and Confucius.We denounced the revisionist line and integrated with the workers,poor and lower-middle peasants to receive their re-educa- tion.From thereon,we reformed our ideology and began to think what the peasants were thinking.Consequently we knew more about plant physiology and began to repudiate the old and established a new system in teaching plant physiology.For example,in the class we broke away with the old“3 gradation system”(general courses,special fundamental courses and advanced special courses).In the classroom or in the field,we established a“3-field”system(the high-yield-field,the experi- mental field and the seed field).We broke away with the spoon-fed method of teach- ing and adopted the open-minded method.Those are only the preliminary experience which we gathered in the teaching of plant physiology.

植物生理课的教学中如何实行无产阶级对资产阶级的专政?如何为无产阶级政治服务?这是我们教学改革实践应当回答的问题。过去,植物生理课的要害是脱离无产阶级政治、脱离农业生产、脱离贫下中农的需要。在批林批孔的推动下,我们大破“三脱离”等修正主义的黑货,深入三大革命第一线,接受工人、贫下中农的再教育,思想上得到了改造,业务上得到了提高;同时结合生产改革旧的课程体系和教学方法,如破“三段制”(基础课、专业基础课、专业课)的旧课程体系,立以“三田”(丰产田、试验田、种子田)为中心,结合生产过程进行教学的新教学体系,破“注入式”的旧教学方法,立“启发式”的新教学方法,使植物生理课的教学改革,收到了一定效果。

The classes in Bernays-Godel (BG) system are generally taken as corresponding to the sets in Zermelo-Fraenkel (ZF) system and, thinking that since the former system has not only restored the naive comprehension axiom but also uses only finitely many axioms, it should be far more superior to the latter. The definition of set as given in BG is, in fact, not quite in accord with intuition and rather complicated owing to the use of two kinds of variables. It is only when the classes in T.G correspond to the...

The classes in Bernays-Godel (BG) system are generally taken as corresponding to the sets in Zermelo-Fraenkel (ZF) system and, thinking that since the former system has not only restored the naive comprehension axiom but also uses only finitely many axioms, it should be far more superior to the latter. The definition of set as given in BG is, in fact, not quite in accord with intuition and rather complicated owing to the use of two kinds of variables. It is only when the classes in T.G correspond to the formula in ZF that the sets in BG correspond to the sets in ZF. It is thus clear that the statement that BG has restored the naive comprehension axiom is incorrect. However, if the ZF set theory is based on second order predicate algorithm, the ZF system need only use finite axioms,it has been proved that the zf system based on second order predicate calculus is wuperior to bg system both in conception and in formulation.It has been proved that the ZF system based on second order predicate calculus is superior to BG system both in conception and in formulation.

一般人们把Bernays-G(?)de1(BG)系统中的类和Zerme1o-Fraenke1(ZF)系统中的集合相对应,从而认为前者既恢复了素朴概括公理又只使用有限条公理,远比后者优越.其实BG系统对集合的定义不大符合直觉,又使用两种变元,相当复杂,值得改进.而且BG中的类相当于ZF中的公式,BG中的集合才相当于ZF中的集合,因此所谓BG恢复了素朴概括公理的说法是不对的.如果我们把ZF集合论建基于二级谓词演算之上,那末ZF系统也只使用有限条公理.本文将说明建基于二级谓词演算的ZF系统,无论从概念(意义)上或形式推导上都优于BG系统.

 
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