尤用於語言學 的英文怎麼說

中文拼音 [yóuyòngyúyǔyánxué]
尤用於語言學 英文
eslinguistics
  • 用 : Ⅰ動詞1 （使用） use; employ; apply 2 （多用於否定: 需要） need 3 （敬辭: 吃; 喝） eat; drink Ⅱ名...
  • 於 : 於名詞（姓氏） a surname
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 用於 : be applied to
  • 語言學 : linguistics; philology
  • 語言 : language
  1. We characterized the security issues in asp - based networked manufacturing system, especially the issue of the user access control. then the typical methods of access control were introduced, which include discretionary access control ( dac ), mandatory access control ( mac ), role - based access control ( rbac ), task - based access control ( tbac ), coalition - based access control ( cbac ) and relationship - driven access control ( rdac ) and so on. based on that, we provided an integrated user access control model, which was composed of rbac, tbac, rdac and cbac

    本章描述了asp和網路化製造系統的安全性問題，尤其是用戶訪問控制的問題；接著介紹了幾種浙江大學博士學位論文典型的訪問控制方法，包括強制訪問控制、任意訪問控制、基於角色的訪問控制、基於任務的訪問控制，以及基於公司關系的訪問控制、基於企業聯盟的訪問控制等;在前面描述的典型訪問控制模型基礎上，給出了一個網路化製造系統的綜合訪問控制模型，包括網路化製造系統的用戶和資源層次關系圖、訪問控制參考模型和訪問控制過程模型，並定義了各個模型中的相關元素和關系，給出了各級約束驗證和授權的表達;最後我們給出了以xacml為基礎的網路化製造系統的訪問控制描述語言。
  2. With the continual development of software science ， especially internet and intranet ， software application has been used in a wider and wider environment. this puts forward a much higher request that the software should be cross - language 、 cross - platform and inter - operation

    隨著軟體科學的不斷發展，尤其是近幾年internet / intranet的飛速發展，使軟體應用置身於更加廣闊的環境中，從而對應用軟體的跨語言、跨平臺和互操作性提出了更高的要求。
  3. Up to now, there has possibilities to understand and explanation on the question of " performance " from four levels : firstly, the level of he communicative skill and teaching skill, because performance is the certain communicative approach and teaching method. performance on this level belongs to technology and instrumental ism ; secondly, the level of symbolism, language, gesture and motion of the performance are considered as the symbols of the expression, delivery. symbol itself has no meaning, its meaning lies in the user who use the symbol and the thing that symbol indicates ; thirdly, the level of methodology, performance and the study to the performance are thought as the basis of education ( especially pedagogy ) ; fourthly, the level of ontology, performance and the understanding to performance is regarded as the human ' s life existence and the educational element matters

    迄今為止，對「表演」問題存在著在四個層次上理解和闡釋的可能性：一是作為交際技藝和教學技藝的層次，表演是一種交際手段、教學方法，因而是技術論和工具論的層次， ；二是將表演的語言和姿勢、動作等視為表達、傳遞事物的符號，符號本身沒有意義，其意義在於符號的使用者和符號所指代的事物上，是符號論的層次:三是將對交往、表演和表演的理解的研究作為教育學（尤其是教學論）的基礎，是方法論的層次:四是將表演和對表演的理解，作為人類生命存在、教育存在的基本事件，因而將其置於本體論的層次上。
  4. And from the practice side the paper tries to draw the concl usion through comparing the contents of senior middle school entrance examination with that of college entrance examination, so as to find the differences between them and look for the reason why they bring in the cohesion problem, we assumpt that too easy of the senior middle school entrance examination, text - centred, little focus on language - using ability, are the main factors that lead to the incoherence. then the paper shows the different parts that ca n ' t connect with each other in the incoherence problem, and furthermore it tries to inquire into some practical ways of solving it from the angel of testing. and besides, the paper also appeals to the society for the necessity of reforming the senior school entrance examination, and meantime appeals to our middle school language teacher, never just cast their eyes only upon tests, but also the cohesion of students " permanent development

    為了保證本文的科學務實，文中多處通過對比分析，定性分析等研究方法，具體剖析二者不銜接方面之所在，最終得出結論：由於中考試題的簡單，以教材為中心，不注重分析問題，解決問題等能力的考察，只圍繞課本中原封未動的知識來變換題型，進而導致初中英語教學過于強調知識的準確性，而忽略了只有通過廣泛閱讀大量語言材料，不斷輸入新的語言信息才能生成的閱讀能力以及其他語言運用能力的培養，造成初中為高中在能力方面鋪墊過少，高一學生沒有具備進入高中學習所必備的相關能力等不銜接問題；而高考測試注重閱讀能力等綜合語言能力考察的導向確保了高中英語教學從起始階段就以培養閱讀能力、搜集、整理、分析、綜合各種語言信息的能力為中心等綜合語言能力為中心，由此推出初高中英語教學的不銜接問題從初中既已形成，而在高中教學中表現得尤為突出。
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