生成語義學 的英文怎麼說

中文拼音 [shēngchéngyǔyìxué]
生成語義學 英文
generative semantics
  • 生 : Ⅰ動詞1 （生育; 生殖） give birth to; bear 2 （出生） be born 3 （生長） grow 4 （生存; 活） live;...
  • 成 : Ⅰ動詞1 （完成; 成功） accomplish; succeed 2 （成為; 變為） become; turn into 3 （成全） help comp...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 生成 : create; generate; produce生成演算法 generating algorithm; 生成文法 generating grammar; 生成物 pro...
  • 語義 : semanteme; semantics
  1. Second, many proposals originally disputed by generative semanticists have since appeared in the interpretivist literature

    其次，由生成語義學家最先提出進行討論的許多提議后來出現在解釋主義文獻之中。
  2. First, it was generative semanticists that started an intensive investigation of syntactic phenomena which defied formalization by means of transformational rules

    首先，正是生成語義學最先開始了對于轉換規則所不能形式化的句法現象的深入探討。
  3. Via the investigation on the subjects such as philosophy of moral education, semasiology, logic, anthropology, psychology and so on, the author thinks that the ultimate goal is to cultivate the value character of our students. this character is an " attitude " dynamic system which consists of the subsystems such as " moral cognition ", " moral emotion ", " moral behavior ", etc. it is built on the basis of our traditional culture, which focuses on three dimensions of " learn to be ", " learn together " and " learn to act ". and it embodies the respect - responsibility ( individual to himself, to others, to society, to nature and so on ) value which is the students " core character as well as the goal of education that our moral education should pursue

    透過道德教育哲學、語義學、邏輯學、人類學、心理學等多學科的考察，論文認為，學校道德教育的根本目的在於培養受教育者的德性品質（品格） ；受教育者的品格是由「道德認知」 、 「道德情感」 、 「道德行為」等子系統組成的「態度」動力系統；建立在傳統文化基礎上，圍繞「立身」 、 「處世」 、 「行事」三個維度，體現「尊重?責任」關系（生命個體對自己、他人、社會、自然等）價值觀，既是受教育者核心品格，也是學校道德教育應該追求的教育目標。
  4. Cassirer ' s cultural philosophy emphasizes the construction characteristic of the cultural production significance as well as the function of culture, as the significance and the value system, in the human society life, which should become the important discourse resources for chinese present culture studies

    卡西爾的文化哲學強調了文化生產意義的建構特性以及作為意義與價值系統的文化在人類社會生活中的作用，應當成為中國當代文化研究的重要話語資源。
  5. With applying dsst algorithm, mobile agent can solve the problem of selecting router. synthesizing advantages of centralized search engine and distributed search engine, through it that system obtains the best way that agents mobile does. after statistics analysis, the author gets the mathematic pattern that mobil agent clones right times

    利用idl語言定義了agent在多種平臺上移動的介面，設計了一個符合maf規范的插件，實現agent在異種平臺之間的移動；利用動態最小生成樹演算法解決移動agent的路由選擇問題，綜合集中式搜索和分散式搜索的特點，動態尋找出一條agent移動的最佳路線；通過統計分析得到移動agent克隆的數學模型，通過計算可以獲得agent克隆個數的最佳值。
  6. To settle the disadvantages of the learning evaluation system in chinese, this paper, on the basis of " compulsory national education curriculum standard of courses for chinese ", probes into some ideas, in the aspects of the relation between knowledge and abilities, procedure and method, affection and values ; in the fields of becoming literate, reading, writing, oral communication and comprehensive learning, which emphasize the process of chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects, evaluating programs and evaluating methods, fully exert the positive influence of the diagnostic, encouraging and feedback effect, in order to maximize the output and efficiently boost the development of students

    單一的評價方法脫離了學生的心智發展，脫離了語文本身的文化屬性和審美屬性。語文課程評價的目的最終是為了促進學生語文素養的形成和發展。本文針對現行語文學習評價方法的局限性，以《全日制義務教育語文課程標準（實驗稿） 》為依據，從知識與能力、過程與方法、情感態度與價值觀等維度，對識字與寫字、閱讀、寫作、口語交際、綜合性學習五個方面，關注學生語文學習過程，在實踐中探求評價主體多元、項目多種和形式多樣的形成性評價方法，充分發揮評價的診斷、激勵、反饋等功能，有效地促進學生發展。
  7. First of all, the paper, based on the semantic analysis of experience and the comparison between the interpretation of experience by such disciplines as philosophy, psychology, aesthetics and pedagogy, indicates that experience is characterized with ontology, personal experiencing, affectivity, integrity, generativity, autonomy, and individuality. the paper then expounds the basic characteristics of experienced teaching from the viewpoints of the nature and goal orientation of teaching process, teacher - student relationship and course. the paper, based on the review of the main problems of current teaching theories and on the exploration of the relationship between experienced teaching, qualification education and innovative education, finally emphasizes the theoretical and practical significance of the experienced teaching research

    首先通過體驗的語義分析，通過比較哲學、心理學、美學、教育學等學科對體驗的詮釋，揭示出體驗具有本體性、親歷性、情感性、整體性、生成性、自主性、個體性等特點；在此基礎上，從教學過程的本質、目標取向、師生關系、課程內容等方面闡述了體驗教學的基本特徵；然後通過審理現有教學理論中的主要問題以及探尋體驗教學與素質教育、創新教育的關系，說明體驗教學研究的理論與現實意義。
  8. An analysis on the phenomenon of the ambiguity of the communicative english with the stress rule of generative phonology

    生成音位學重音規則解析交際英語歧義現象
  9. Based on cognition theory and information technology, the paper build a simulated brain model to aid creative design by integrated artificial intelligent, expert system, fuzzy logic, and knowledge mining based on database over internet. the brain model including a memory structure to save information and knowledge, and a thought strategy with some certain levels to guide activities, therefore, the intelligent activities such as learning, problem - solving and creative design could be treated as the process that utility memory in control of thought strategy

    人腦模型體系包括了在思維策略控制下的學習、設計問題解決、創新等活動，並以語義網路與神經網路結合研究並實現了知識記憶結構，在此基礎上研究了產品構成知識的生成技術，使模型可方便實現自學習、自組織、聯想存貯等特性。
  10. The result showed that students with different degree of tolerance of ambiguity could be significantly different in their english language performance as well as in their foreign language learning anxiety

    結果發現： （ 1 ）在英語學習成績方面，高歧義容忍度的學生顯著優于低歧義容忍度的學生，中歧義容忍度的學生顯著優于低歧義容忍度的學生； （ 2 ）高、中、低不同歧義容忍度的學生，在焦慮水平上存在顯著差異。
  11. With the intention of presenting an original perspective for the teaching of oral english, this paper analyzes the connotation of the concept " linguistic information gap ", and then probes into the possible information gaps and the corresponding causes on three levels - phonological, semantical and pragmatical respectively

    信息差影響著人們的言語交流，影響著人們彼此問的理解和信任，文章分析了口語交流中信息差的概念內涵，進而從語音、語義、語用三個層面出發，分別對其可能產生的信息差及其成因作了探討，為英語口語教學提供了新的視角。
  12. Finally they connect the grades with the teachers " salary, the professional post ' s appraisal and soon, in such atmosphere, the teachers have to pay more attention to the language points in the classroom teaching. the important things in the teaching programs are to detail the outlines for the language knowledge, to collect the good examination questions, and print them in the papers as the teaching materials. then the teachers force the students to read and learn them by heart. the teachers wo n ' t waste time in reforming the method of teaching, what they want is the high teaching efficiency by controlling the learning a ction with strict class disciplines

    教學模式單一，教學任務極大地簡化了，變成了可操作性步驟：擬訂詳細的講課提綱，收集模擬試題，將重點、疑難點問題做成講義發給學生，組織學生反復練習，最後爛熟於心。為了追求「教學效率」課堂管理也就成為對課堂違紀行為的嚴格控制，並在控制過程中，不斷地標定並製造著偏差學生，人為地造成了英語教學兩極分化嚴重的現象。
  13. Finally, the important initial studies which generative semantics inspired on various topics are becoming more and more appreciated

    最後，生成語義學家在許多問題上的開創性研究正越來越受到人們的稱贊。
  14. While generative semantics is no longer regarded as a viable grammatical model, it is important in a number of ways

    盡管生成語義學已不再被視為一個可行的語法模型，但它仍然在許多方面顯露出它的重要性。
  15. And he gives us some examples, this article sets forth the practical and guiding significance of emotional writing on both chinese teaching and students " growing

    文章進一步論述了真情實感作文對學生成長和語文教育教學的現實意義和指導意義。
  16. Based on orl, we generate knowledge extract rules by induce learning, by which we realize the dynamic extraction to outer knowledge, and then realize the automatic generation of knowledge item. by this mean, we strengthen the opened - knowledge - integration of system. 3

    本文以orl語言為基礎，通過定義文檔本體並對文檔內容進行解析，歸納學習生成知識提取規則，實現了對文檔知識的自動抽取，並以之為輔助工具，實現了知識項的自動建立，強化了系統的「知識開放性集成」 。
  17. 2 bring into play the students " experience and emotions so as to shorten the distance between them and the classical chinese. increase the dialogue between the students and the texts, bringing them to the " heart - to - heart talk " with the " texts " & the writers

    文言文、現代文一脈相承，許多詞語、語用、語義是相通相連的，學生生活中就存在大量耳熟能詳的成語、名句，學生積累的知識經驗、已有的學習方法本身就是文言文學習的重要基礎。
  18. This paper compares generative grammar and cognitive grammar from four aspects : philosophical basis, universal view of language, research methodology and the status of semantics

    文章從哲學和心理學基礎、語言共性論、語言研究的途徑以及語義的地位等四方面將生成語法與認知語法進行了比較。
  19. The two most influential theories in the modern linguistics - american structural descriptive linguistics and chomsky ' s tg grammar are surveyed

    摘要20世紀極具影響力的兩大理論流派美國結構主義描述性語言學和喬姆斯基的轉換生成語法都曾引起現代語言學領域的革命。
  20. Although the tg theory drastically opposes the linguistic philosophy of the american structuralism descriptive linguistics it still bears the philosophical traits of the structuralism when examined from the point of view of the philosophical methodology

    盡管轉換生成語法激烈反對結構主義描述性語言學的語言哲學思想，從方法論的角度來看，轉換生成語法和結構主義其實是一脈相承。
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