置於對象之上 的英文怎麼說
中文拼音 [zhìyúduìxiàngzhīshàng]
置於對象之上
英文
bring above object-
The various colours significant of various degrees of vitality white, yellow, crimson, vermilion, cinnabar : their degrees of brilliancy : their magnitudes revealed up to and including the 7th : their positions : the waggoner s star : walsingham way : the chariot of david : the annular cinctures of saturn : the condensation of spiral nebulae into suns : the interdependent gyrations of double suns : the independent synchronous discoveries of galileo, simon marius, piazzi, le verrier, herschel, galle : the systematisations attempted by bode and kepler of cubes of distances and squares of times of revolution : the almost infinite compressibility of hirsute comets and their vast elliptical egressive and reentrant orbits from perihelion to aphelion : the sidereal origin of meteoric stones : the libyan floods on mars about the period of the birth of the younger astroscopist : the annual recurrence of meteoric showers about the period of the feast of s. lawrence martyr, 10 august : the monthly recurrence known as the new moon with the old moon in her arms : the posited influence of celestial on human bodies : the appearance of a star 1st magnitude of exceeding brilliancy dominating by night and day a new luminous sun generated by the collision and amalgamation in incandescence of two nonluminous exsuns about the period of the birth of william shakespeare over delta in the recumbent neversetting constellation of cassiopeia and of a star 2nd magnitude of similar origin but lesser brilliancy which had appeared in and disappeared from the constellation of the corona septentrionalis about the period of the birth of leopold bloom and of other stars of presumably similar origin which had effectively or presumably appeared in and disappeared from the constellation of andromeda about the period of the birth of stephen dedalus, and in and from the constellation of auriga some years after the birth and death of rudolph bloom, junior, and in and from other constellations some years before or after the birth or death of other persons : the attendant phenomena of eclipses, solar and lunar, from immersion to emersion, abatement of wind, transit of shadow, taciturnity of winged creatures, emergence of nocturnal or crepuscular animals, persistence of infernal light, obscurity of terrestrial waters, pallor of human beings
顯示出不同程度之生命力的繽紛色彩白淺黃深紅朱紅銀朱諸星之亮度一直包括到七等星以等級標志的諸星之大小諸星的位置御夫座沃爾辛厄姆路172大衛的戰車173土星光環螺旋星雲凝固后形成有衛星的恆星群兩重大陽相互依存的旋轉運動伽利略西蒙馬里烏斯174皮亞175勒威耶赫歇耳加勒176等人各自獨立地同時所做的發現波得和開普勒所嘗試的距離的立方與回轉次數的平方的體系化177多毛的眾彗星178那幾殆無限的被壓縮性，以及自近日點至遠日點那廣漠的遠心的重返大氣層的橢圓軌道隕石的恆星之起源年紀較輕的天體觀測者誕生的那個時期火星上所出現的「暗波」現象179每年在聖勞倫斯節殉教者，八月十日前後降落的隕石雨每月都發生的所謂「新月抱舊月」現象180關于天體對人體的影響的假定威廉莎士比亞出生的時期，在斜倚卻永不沒落的仙后座那三角形上端，一顆不分晝夜散發著極亮光彩的星辰一等星出現了181這是兩個無光死滅了的太陽因相撞並汞合為白熱體而形成的燦爛的新太陽大約在利奧波德布盧姆出生時，出現在七星花冠星座里而後又消失了的一顆同一起源亮度卻稍遜的星宿二等星182還有約於斯蒂芬迪達勒斯出生時，出現在仙女座中之後又消失，小魯道爾夫布盧姆出生與夭折數年後出現于御夫座后又消失，以及另外一些人出生或去世前前後後出現在許許多多其他星座中而又消失了的假定是同一起源的實際存在或假定存在的星斗183 。Kongxi buried hill shows following features in the seismic profiles : the structures are asymmetric. there is flexural syncline on the east side and a monocline on the west side. asymmetric repetition of stratigraphic units is present in the drill wells and the dips of beds and faults are gentle. the permo - carboniferous system of both sides almost lie in the same slope and the events of cambrian or upper proterozoic are continuous from east to west. the phenomenas suggest that kongxi buried hill could be a thrust belt been traced which consists of reverse faults. the imbricate faults mainly effect pre - jurassic strata. there are obvious angular unconformity between jurassic - cretaceous system and paleozoic involved deformation of thrust. the thrust front in some place has cut off the beds of jurassic - cretaceous system. the structural style of the thrust structure changes along the strike of the kongxi buried hill
地震和鉆井資料揭露的孔西構造帶前第三系潛山的地質特徵可以歸納為：構造帶總體上不對稱構造帶內部有地層重復現象石炭二疊系地層的位置明顯高於兩側的同一地層的高度。用由34條向東傾斜的逆沖斷層組成的疊瓦扇構造模式能夠比較合理地解釋上述地質特徵。該帶向東傾斜的逆沖疊瓦狀斷層組主要影響前侏羅系地層，侏羅白堊系與捲入逆沖構造變形的古生界地層之間有明顯的角度不整合。Therefore, we cry for the procedural justice study in legal philosophy. the dissertation also holds that, the so - called “ procedural justice ” refers to the leading procedure rules, principles and concepts in modern law - ruled society construction, development and perfection. any modern law procedure establishment or arrangement embeds a certain value promise and premises and functions under the guidance of a certain procedure rule,
文章認為，這兩個基本認知模式盡管在具體問題上的表現不同，但其缺陷都在於把程序正義置於抽象的矛盾對立之中，並最終得出結論:以「價值化的程序正義研究」方式來正確認知程序正義問題是一種可能的理論研究，是對「人的價值性存在」的闡揚，在某種程度上，也為當代中國法的理念和實踐提供了最基本、最可靠的思想前提和理論依據之一。Bring above object
置於對象之上Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement
在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。分享友人