源語文本 的英文怎麼說

中文拼音 [yuányǔwénběn]
源語文本 英文
source text
  • 源 : 名詞1. （水流起頭的地方） source （of a river）; fountainhead 2. （來源） source; cause 3. （姓氏） a surname
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 文 : Ⅰ名詞1 （字） character; script; writing 2 （文字） language 3 （文章） literary composition; wri...
  • 本 : i 名詞1 （草木的莖或根）stem or root of plants 2 （事物的根源）foundation; origin; basis 3 （本錢...
  • 文本 : text; version
  1. Bilingual concurrence refers to concurrence of the headwords and verbal illustrations in the source text with their equivalents or translations in the same text

    雙語共現是指雙語詞典的源語詞目、例證與目的語對應詞和例證譯文同時出現在同一個文本平面上。
  2. Thi s paper proposes a new automatic natura1 1anguage text categorization modu1e based on concept. thi s modu1e takes howwenet as the main source of knowledge, the concepts of words as the bas ; is of text categorization. the concepts of words are reduced to sememes and the tc is performed in the classfiab1e sememe vector space ( csvs )

    本文提出了一個基於概念的自然語言文本自動分類模型，該模型以《知網》為主要的概念知識源，以詞所表示的概念為分類基礎，把概念繼續分解至義原，並在可分義原組成的向量空間進行文本分類。
  3. Beginning with the connotation of chinese, the authors analyses the relationship between speech form and speech content, illustrates the ever - changing form should follow its basic rules. comparing with content, the author thinks speech form has the feature of direct perception, the stability and limitation. thus, chinese teaching based on the form is not only in accord with the law of individual perception and psychological development, beneficial to develop the students " perception structure, but also it " s an important principle, the center of chinese teaching, the main foundations to train the students " language ability

    本文澄清了人們對語文學科的幾個基本概念的曲解和誤會，從語文的內涵入手，科學地界定言語形式和言語內容的概念與關系，並從學習個體認知學習的心理發展規律和語文教學自身的內在規律方面尋找理論依據，闡述了言語形式雖是「千變萬化」的，但有其基本規律可循，且此基本規律是「千篇一律」的，與內容相比，具有相對的直觀性、穩定性和有限性，所以，語文教學以言語形式為主，既符合學習個體認知學習的心理發展規律，有助於學生良好的認知結構的構建，遷移學習能力的形成及認知能力的發展；同時，以言語形式為主，又是語文教學的一條重要的客觀規律，它是語文教學規律性運轉的「軸心」 ，是培養學生言語能力的「抓手」 、語感能力形成的源泉、弘揚人文性的依託。
  4. The knowledge source which have relative stable form and glossary is analyzed, and the data mining step for this kind of knowledge is designed, viz. filter by key word - intercept - field specialist confirm. the standard glossary table and the " value " of each words is established, which enhance the expert system ability to knowledge acquisition and light the rough task of knowledge banks maintenance

    分析了具有相對固定格式和術語的知識源，設計了適用於這類知識源的電子文本知識挖掘的步驟，即：關鍵詞過濾?截詞?專家確認；形成了專業用語的標準化表和標準詞賦值表，增強了系統的知識獲取能力，減輕了專家系統的知識系統維護。
  5. The introduction reveals if s value to the research of the development of zen, and of the development of thought of zen in china. the second chapter tries to solve the problems of the decision of the names of some manual scripts in dunhuang zen documents and some other problems. it clears the misunderstanding in a few important questions. the next chapter, stepping in from a researching and data - sorting - out view, discusses in details the writing symbols and their explanations in the zen documents and the mistakes often seen in proof - reading, etymological and semantic explanations of words and phrases

    第一章概要論述了敦煌禪宗文獻的內容、時代及研究的歷史與現狀，揭示了敦煌禪宗文獻在中國禪宗發展史、禪思想史研究方面的重要價值；第二章對敦煌禪宗文獻部分寫卷的定名及諸多問題進行了考論，澄清了已往對一些重大問題的錯誤認識；第三章從文獻整理與研究的角度切入，對敦煌禪宗文獻的書寫符號與釋讀、寫本的常見錯誤、校勘以及詞語考釋等作了詳細論述，揭示出釋讀校理敦煌文獻與研治敦煌學的普遍規律；第四章就敦煌禪宗文獻的語料價值，包括對大型語文辭書的局限性、失收詞語、釋義、溯源等問題的探討，為辭書編纂修訂和構建科學完備的漢語史提供了第一手資料。
  6. When we explain wang guowei ' s " i am not in the art ", we always separate ourselves from the context and then infer and neglect wang guowei ' s aesthetic orientation as a whole and original conveyance in the light of the chinese traditional ideas or the western theories

    摘要人們對王國維「無我之境」的闡釋往往脫離《人間詞話》這一文本語境，以中國古代傳統的思想觀念或是西方理論資源為指引燈甚至為目標，斷章取義地進行生發，而忽視了王國維《人間詞話》的原文表述和總體審美取向。
  7. But in the west society, the humanism has a long history and strikes root in the people ' s hearts, the personal departmentalism view of the courses is widely acknowledged and accepted in the society

    而西方的人文主義傳統源遠流長、深入人心，個人本位的課程觀被社會廣泛認同和接受。第四部分：以重演論的基本原理為依據，思考提高語文教材趣味性的編寫策略。
  8. Therefore, at three aspects such as ancient chinese education, china traditional philosophy and western gestalt comprehension outlook, on study, this paper summarizes the theoretic origin of comprehension, emphatically analyzes its characteristic, qualifications and tactics of its cultivation when in modem chinese teaching inner understanding is regarded as a kind of advanced, comprehensive and aesthetic ability of comprehension and also focuses on probing into presentation of comprehension neglected in teaching reading comprehension and composition and analyzes methods of its cultivation

    為此，本文從古代語文教育、中國傳統哲學、西方格式塔頓悟學習觀三方面概述了悟性的理論淵源，著重分析了在現代語文教學實踐中悟性作為一種高級的、綜合的審美感悟能力所具有的特徵、悟性培養的條件、悟性培養的策略；重點探討了在閱讀教學、作文教學中悟性缺失的具體表現及其培養方法。
  9. The relationship between the tt and its st : a perspective of

    觀照下目的語文本與源語文本的關系
  10. The author points out that the transformation of meme leads us in dealing with the source language text flexibly by means of alienation and domestication

    指出：模因在翻譯中的嬗變促使我們用歸化和異化的方法靈活地處理源語文本。
  11. Constrained by the inherent textual property of bilingual dictionaries, their translation has its unique features : ( 1 ) methods such as omission and conversion are not allowed in translating the headwords ; ( 2 ) the stimulus from the source language text in the translation is much stronger than in translation of other texts, as the target language text is highly dependent on the source language text ; ( 3 ) the translation is characterized by static feature and one ? to ? many correspondence, because the headwords and verbal illustrations often lack concrete and sufficient contexts

    由於雙語詞典本質屬性的制約，雙語詞典翻譯在詞目翻譯方法等方面表現出與眾不同的特性： （ 1 ）雙語詞典詞目翻譯排斥使用省譯法和轉換譯法； （ 2 ）雙語詞典翻譯的目的語文本結構高度依賴源語文本，源語文本的刺激因而遠比其他文本的翻譯強烈； （ 3 ）雙語詞典翻譯表現為靜態性和多元對應性。
  12. In this paper, a processing approach to the complex long sentence based on multi - strategy is proposed, in which the rule - based analysis and case - based consistent matching are combined by using various linguistic features, including sentence length, punctuation, functional words and contextual condition and so on, which is used to segment the complex sentence into several simple sentences and to compose the translation text of these simple sentences together

    本文提出一種多語種通用的基於多策略分析的復雜長句翻譯處理演算法，該演算法通過基於實例模式匹配和規則分析相結合的方法，綜合利用源語言句子中多種相關的語言特徵，包括語法語義特徵、句子長度、標點符號、功能詞以及上下文語境條件等對復雜長句進行切分簡化處理和譯文的復合生成。
  13. 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。
  14. Secondly, the process of translator ' s recreation is the production of interaction between text and translator, in which the recreation should be based on text, not at random and finally, the psychological attention and aesthetic expectation before appreciating a text, the text meaning of recreation and reconstruction during the enjoyment plus the redesign of text in the course of translating together merge into the embodiment of translator ' s recreatoin

    首先創造的根源在於翻譯的本質，即翻譯是一種信息的傳播，是一種跨文化跨語際的交際活動，是技巧再現加文化再現；其次，翻譯過程是譯者和文本互動產生的結果，其中再創造須以文本為基礎，而不是隨意幕改；再次，閱讀前的心理關注、審美期待、閱讀中文本意義的再創和重建以及翻譯中的文本重構共同形成譯者在翻譯過程中進行再創造的具體體現。
  15. Translation should be based on the source language and text, and stress the cognitive roles of translator with the source / target languages, social, cultural and other minor marginal factors considered

    提出翻譯研究必須堅持翻譯的本體，以源語言及文本為基礎、為核心，突出譯者的認知主體作用，兼顧作者讀者、源語譯語、社會文化及共它邊緣性影響因素等觀點。
  16. People can create aesthetics of distinguishing taste when reading language sign text, because language sign possesses a taste image - creating mechanism, which originates from dietetic life

    摘要人們閱讀語符文本會產生辨味審美，就因為語符具有一種生成味象的機制，這種機制源於飲食生活。
  17. To the differences of traditional culture and custom between english and chinese, this article compares and analyses their similarities, differences and nationalities in culture meaning of plant words, exploring the original cultural reasons of that differences, and the connotation of two languages as well

    摘要針對英漢語言中的中西文化與風俗習慣差異，本文對比分析了英漢植物詞語的國俗語義的趨同現象、趨異現象及其民族性，探究了其異同的文化根源及文化內涵。
  18. ( 1 ) on the base of html, we can extract dc. title. in order to extract contental metadata we construct matrix model for web text, by which dc. title and dc. creater can be filled in. ( 2 ) on the base of matrix model we combine correlational knowledge of faint math to fill in dcsubject and dc. type

    Web文本元數據分為描述性元數據和語義性元數據，描述性元數據通過分析html源文件直接得到，本文的主要工作有以下四部分： 1對html源文件進行分析，將標記流和文本流分開，根據標記流，提取題目元數據項；根據文本流將文本形式化為一個矩陣模型，在矩陣模型基礎上提取文本的作者元數據項。
  19. Statistical machine translation ( smt ) is the text translation by the statistical parameter models obtained from the training corpus, which has become the mainstream of machine translation research

    統計機器翻譯是利用基於語料庫訓練得到的統計參數模型，將源語言的文本翻譯成目標語言，它是機器翻譯的主流方向。
  20. After that, further study i will give a comparative complete definition on the interaction between teachers and students in order to construct an all round theory and give an explantion on its characteristics and features. facturs and outer forms, and so on. part two - in this part in the light of former theory, combining with chinese teaching practice, i will make an active research on " the interaction " and from teachers " standpoit, i ' ll explore a new interactive teaching system, and put forward a feasible operating approach

    第一部分是理論架構，研究主要以「互動」為切入點，對其追根溯源之後，給出教育學中的「互動」之義，在此基礎上進一步研究得出比較完整的「師生互動」定義，建構全面的「師生互動」理論，對其本質特徵、功能表現、影響因素、外在表現形式等作全面解釋；第二部分將以第一部分的理論為依據，並結合語文教學實踐，對語文課堂的「師生互動」進行動態研究，並從教師的立場出發，積極探索一種「師生互動」的新的教學機制，提出一套切實可行的操作路徑；第三部分將從實例的角度緊扣第二部分的研究來分析「師生互動」的語文課堂。
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