浮氏體 的英文怎麼說
中文拼音 [fúshìtǐ]
浮氏體
英文
wuestite-
There is a chemical reserve zone in the stack. in this zone the fe is present as feo, and the gas component is close to the balance composition of fe0. 947o / fe. so there is a part of longitudinal section, in which : l ) gas keeps its component, as ascending. 2 ) the composition of the gas is close to the equilibrium composition of the fe0 947o + co - " 0. 947fe + co2 under the temperature of the thermal reserve zone of about 1200 + 100k
根據冶煉理論，高爐在爐身一定高度上有一個「化學貯備區」 ，在該區，含鐵物料實際上都是浮氏體，並且煤氣成分接近fe _ （ 0 . 947 ） o fe平衡時的成分，這樣，高爐內存在高爐熱控制模型開發一個縱向區域，在該區內：二）煤氣上升時，成分不變。The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel
在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。For example, when we see a snowflake with plate - like shape and needles - like arms, we can guess that when this snowflake was formed, the temperature was between - 5c and - 20c so that a plate - like ball could be generated, and then the temperature got warm to between 0c and - 5c for it to get the needle arms
例如，我們能夠看到一個片狀主體時，溫度大約介乎攝氏零下五度至零下二十度.如果溫度變暖至介乎攝氏零度至五度，針狀分支便會形成.此外，雪花在空氣中飄浮的時間越長，圖案會越復雜
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