真性失語 的英文怎麼說
中文拼音 [zhēnxìngshīyǔ]
真性失語
英文
intellectual aphasia-
In various speech character parameters, formant frequency, bandwidth and pitch frequency are chosen as voice character parameters. the reasons are as follows : hearing apperceive experiments indicates that formant frequency can stand for a majority of voice information, while average pitch frequency can explain 55 % ability of speaker verification
數據結果與多項式回歸和線性多變量回歸相比，支持向量回歸既提高了泛化性能又避免了頻譜不連續性，從而使轉換語音與目標語音的頻譜距離失真分別減少了33 . 29 %和35 . 24 % 。This article will take up the question of student as main body in chinese teaching in high school in the following four respects. firstly it takes for example the lack and loss of taking student as the main of education in such respects as seeking short - term success and quick profits and attending to trifles and neglecting essentials in siting chinese teaching goal ; paying too much attention to the basic knowlegde and skill and ignoring the humane intension ; stressing teacher " s instruction to student ' s participation ; the long unimplemented position of student as main body in teaching relation
本文對此從以下四個方面進行了論述：首先從當前中學語文教育的現狀出發，列舉了主體性教育缺失的四種現象，主要有在語文教育目標的定位上急功近利，舍本求末；在語文教學內容上重「雙基」教學，忽視人文性內涵；在語文教學的方法上重教師講授輕學生的主動參與；在師生關繫上學生主體地位沒有真正得到落實。When businesspeople are discussing their company ' s performance, they use objective language and neutral tones to describe results that are not as good as expected ( for example, " it ' s really disappointing " )
當商務人士在討論他們公司的成績時，他們會使用客觀的語言和中性的口氣來描述不如預期那麼好的業績（如， 「真令人失望。 」 ） 。It can be concluded after analysis that the speech distortion and the residual noise can be approximately regarded as multiplicative noise and additive noise, respectively. thus, we use a parallel model combination ( pmc ) algorithm, which is deployed in model space, to adapt the parameters of speech models to compensate the residual noise, or we use a cepstral mean normalization ( cmn ) algorithm in feature space to compensate both the speech distortion and the residual noise
分析表明，語音失真和剩餘噪聲可近似看作乘性噪聲和加性噪聲，因此可在模型空間利用并行模型合併（ pmc ）演算法通過調整模型參數對剩餘噪聲進行補償，或者在特徵空間利用倒譜均值歸一化（ cmn ）演算法對語音失真和剩餘噪聲同時進行補償。Comparing to polynomial regression and linear multi - variant regression, support vector regression can not only enhance the generalization ability but also avoid the discontinuousness in spectrum, and the spectrum distance distortion from converted voice to target voice are reduced to 33. 29 % and 35. 24 % respectively
與多項式回歸和線性多變量回歸相比，支持向量回歸既提高了泛化能力又避免了頻譜不連續性，使轉換語音與目標語音的頻譜距離失真分別減少了33 . 29 %和35 . 24 % 。However, for a long time, due to constraints such as parochial educational theories, political influences, examinational education and imbalance in educational investment, the emotional teaching has been neglected, or even distorted. as a result, it has gradually become technologized, and lost its unique characteristics
但長期以來，由於受偏狹的教育觀、社會政治性、應試教育和低素質的師資水平以及不夠深入的教科研等種種因素的影響，語文情感教學或受到冷落，或變形失真，或走向技術化的一面，失卻了自身的特點和優勢。Spken language teaching is aiways weak point in teaching chinese for a long time, the vague understanding of the principle of designing chinese classes and the property and position in communicative teaching of spoken language and the research about functions and values in communicative teaching of spoken language are the main causes. my thesis tells the disappearing of spoken language and the shortage of spoken language teaching, analyses the fact of communicative teaching of spoken language, makes full use of the previous achievements of contemporary linguistics, pedagogy and psychology and mainly explains the meaning, features, mechanism and ideas of communicative teaching of spoken language. the thesis talks of the development about the students " abilities to adapt our up - to - date social life, the training of the students " abilities of creative thinking, the modelling of the students " perfect personality and the improvement of the students " abilities about reading and writing
本文從語文教學中口語交往傳統的湮沒和口語教學缺失的歷史沿革入手，在分析口語交際教學現狀的基礎上，借鑒現代語言學、教育學、心理學等領域的既有研究成果，從口語交際的涵義、特徵、機理和口語交際教學的基本理念出發，分四個層面，圍繞口語交際教學對學生現代社會生活能力的培養、對學生創造性思維能力的訓練、對學生健全人格的塑造、對學生閱讀寫作能力的提高等相關要素，逐一梳理了口語交際教學在語文教學中的功能價值，並提出了建構主義學習理論視野中的口語交際教學策略，希望籍此引起語文界同仁對口語交際教學的重視，發揮口語交際教學在語文教育體系中應有的功能作用，使口語交際教學真正落實到實處。分享友人