個別化 的英文怎麼說

中文拼音 [gèbiéhuà]
個別化 英文
individuation
  • 個 : 個Ⅰ量詞1 （用於沒有專用量詞的名詞） : 一個理想 an ideal; 兩個月 two months; 三個梨 three pears2 ...
  • 別 : 別動詞[方言] （改變） change （sb. 's opinion）
  • 個別 : 1 （單個; 各個） individual; separately; specific 2 （極少數; 少有） very few; one or two; rare; ...
  1. The criminal individualization was established and developed by the positivist school after the tradition of punishment legally prescribed for a specified crime and of balance between crime and punishment advocated by the classical school

    刑罰個別化是在刑事古典學派所倡導的罪刑法定、罪刑均衡等法治精神得以確定並形成傳統之後，由近代學派創立和發展起來的。
  2. First, the author thinks that the ci should not be negated completely because its exis - tance has reasonableness in theory and applicableness in practice ; second, the author thinks that the ci is neither a criminal fundamental principle, nor only a sentence principle, but a criminal application principle guiding the sentence and execution of penalty ; third, on the basis of clear answer to the preceding problems, the author makes a demonstration of the relation between the principle of ci and the principle of suiting punishment to crime. thinking that they two, on the level of criminal application, condition each other to get equilibrium and serve the judicial criminal application together

    首先，作者認為不應該對刑罰個別化全盤否定，它的存在有理論上的合理性及實踐上的可行性；其次，作者認為刑罰個別化原則既不是刑法的基本原則，也不只是量刑原則，而是指導量刑和行刑的刑罰適用原則；再次，在對前兩個問題進行明確回答的基礎上，作者對刑罰個別化與罪刑相適應的關系進行了論證，認為刑罰個別化與罪刑相適應在刑罰適用層面上相互制約、彼此平衡，共同服務于刑罰公正適用。
  3. In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice

    最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。
  4. The author points out that the personal dangerousness includes only the possibility of second offence, but not the possibility of first offence ; the indicating factors of the personal dangerousness include the criminal ' s personality and his performances before jn the course of and after the crime ; it dees n ' t affect the conviction and it ' s only the ground of sentence and execution individualization

    作者指出人身危險性只包括」再犯可能，而不包括初犯可能；人身危險性的征表因素包括個人素質特性及犯罪』前、中、后的表現，它不影響定罪，僅是量刑個別化及行刑個別化的根據。第五部分，刑罰個別化的實現。
  5. The formation of non - punishment method is a complex problem, the author discusses four elements : the development of productivity is the most essential cause ; principle of penal modest and penal specific provide condition, developing criminology is one of the causes that give rise to non - punishment method

    摘要非刑罰處罰的產生是個復雜的問題，本文歸納了四個要素：生產力的發展是非刑罰處罰產生的最根本因素；刑罰謙抑原則和刑罰個別化原則是非刑罰處罰產生的原因之一；犯罪學的發展為非刑罰處罰的產生提供依據。
  6. Adolescent developmental characteristics include the search for a sense of self - identity, the experience of individual process, and the emergence of imaginary audience and personal fable, and these are some of the factors that potentially contribute to a non - adherence to dmts

    青少年發展特色包括自我認識之搜尋、個別化過程之經歷以及群眾幻想與謬想之產生，而此類青少年發展特色可能為導致遵從行為不佳之潛在原因。
  7. Part iv, the modern practice of the criminal individualization

    第四部分:刑罰個別化的現代實踐。
  8. Part iii, the value implication of the criminal individualization

    第三部分:刑罰個別化的價值蘊含。
  9. Part ii, the concept of the criminal individualization of the positivist shcool

    第二部分：近代學派刑罰個別化概念。
  10. Individualized education program iep

    個別化教育計畫
  11. Finally, 1 give a prospect to the layering teaching aided by information technology. multi - media technology used in teaching new materials, the appearance of exploring class interaction and the development of intelligence software will all promote the layering teaching. with the development of information technology teaching students in accordance of their apptitude can be realized one day

    最後對信息技術條件下的分層教學進行了展望:提出將來教材的多媒體化，探索式課堂的出現，智能教育軟體的發展必會對分層教學有很大促進，信息技術的發展最終使因材施教的個別化教學成為現實。
  12. After analyzing the limitation of the web - based learning assistant system in china and integrating the present level of internet, this research puts forward and then creates a web - based intelligent learning assisted system - ilas with the direction of the theories such as constructivism, adaptive learning and software engineering which is for teachers and students and realize the combination of individual, adaptive and interactive group learning

    本課題研究在詳細分析了當前國內網路學習幫助系統存在的主要缺陷后，結合internet的實際發展水平，在建構主義學習理論、適應性學習理論和軟體工程學理論的指導下，提出並實現了一個基於web ，面向師生，以實現個別化學習，適應性學習與互動式群體協同學習相結合的，並具有初步智能的學習幫助系統? ? ilas 。
  13. Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence. the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools. instead, we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching

    對文獻中提出的班級教學組織條件下進行差異教學的對策作了分析，對目前文獻中提出的按能力分組分層教學進行了試驗研究，結果表明：這種教學形式對學生的數學成績和心理都有消極影響，應該放棄；對合作學習進行了可行性分析，結論是：在當前重點高中大班額等條件下，合作學習不能作為差異教學的組織形式；提出：班級授課組織內，適應個別差異的學習過程個別化的強化的形式，是目前重點高中數學差異教學可實行的最佳選擇。
  14. As to the question about the criminal legal object, the convicts but not the crimes became the problem that criminal judicial organization has to face up with. the traditional criminal judicature has a chroni c illness that it concerns only crimes and neglects criminals, so it can only ensure an objective external justice of same treatments to same actions and suiting punishments to crimes, but ca n ' t fully reflect the criminals " all kinds of complex subjective elements to make the application of criminal law the most appropriate crime controlling method. accordingly, the individualization of criminal law because of the focus of people ' s concern

    在刑事法的對象問題上，犯罪人而非犯罪行為成為了國家刑事司法系統所要面對的課題，傳統的刑事司法存在著「見物不見人」的痼疾，因此只能保證同樣行為同樣對待、 「罪刑相適應」的客觀的、外在的公平，卻不能把犯罪人的各種復雜的主觀因素充分地反映出來，使得刑事法的運作能夠成為最佳的犯罪控制手段，因此，刑事法的個別化開始成為人們關注的焦點。
  15. Thirdly, this article discuss the theory basis of distance instruction system of real streaming technology based on windows 2000, such as constructivism studying theory, individual studying theory and discovery studying theory

    第三部分論述了基於windows2000的real流媒體技術的遠程教學系統設計的理論基礎，即建構主義學習理論、個別化學習理論和發現學習理論。
  16. This paper will make a study on some problems on the ci

    本文將對刑罰個別化的一些問題進行深入的研究。
  17. The scheme is based on the asynchronous teaching and individualized learning model in internet. the system is loaded into ‘ the information system of educational administration ’ and tested. in the end the overall and security performance of the system and the prospect is analyzed deeply

    本文採用基於internet網異步講授和個別化學習模式的實現方案，設計了一種基於web的遠程教育系統，並載入了「湘潭大學教務管理系統」做了測試，最後對系統的整體性能、安全性能以及研究的前景情況進行了深入地研究和分析，給出了系統運行的情況和性能分析結果。
  18. In the classical school. the ideology of the ci began to germinate to redress the ideology of legally prescribed punishment for a specified crime and of balance between crime and punishment guided by the strictness rules doctrine ; the positivist school formally advanced, thoroughly demonstrated and strongly practised the principle of the ci

    在古典學派那裡，為了糾正嚴格規則主義指導下的罪刑法定、罪刑均衡思想而出現了刑罰個別化思想的萌芽；實證學派正式提出、深入論述並強力實踐刑罰個別化原則，可以說，刑罰個別化是實證學派整個刑法學思想的核心與靈魂。
  19. It is the result of law governing country to the culture governing country under specific political, the economic and social conditions

    刑罰個別化是在特定的政治、經濟和社會條件下產生的，是法治國向文化國轉型的產物。
  20. The criminal individualization is the essence and the core of the overall theory of the positivist school and is the reflection of the views on the crime and penalty in the crime punishment relations

    刑罰個別化是近代學派全部理論的實質和核心，是近代學派的犯罪觀和刑罰觀在罪刑關繫上的反映。
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