自我分解 的英文怎麼說

中文拼音 [zìwǒfēnjiě]
自我分解 英文
autolysis
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 我 : Ⅰ代詞1. （稱自己） i; my; me 2. （指稱我們） we; our; us 3. （""我、你"" 對舉, 表示泛指） 4. （自己） self Ⅱ名詞（姓氏） a surname
  • 分 : 分Ⅰ名詞1. （成分） component 2. （職責和權利的限度） what is within one's duty or rights Ⅱ同 「份」Ⅲ動詞[書面語] （料想） judge
  • 解 : 解動詞（解送） send under guard
  • 自我 : 1 （自己） oneself; self 2 [心理學] ego; 自我保護 self protection; 自我評價 self assessment; self...
  1. In this book, liu xin has not only successfully summarized the existence of the chinese in the transitional period as " the otherness of self " but also brought up some enlightening views on the development of ethnographical methods in the new period as follows : the analysis of the characters should develop into a special method in anthropology for understanding a given society or history ; there should be a re - xamination of the concept of " truthfulness " in the classical ethnographies ; a historical standpoint should be adopted to avoid taking subjectivity as a kind of entity or nature in ethnographies

    其不僅成功地將轉型時期中國人的存在狀態概括為「自我的他性」 ，而且對人類學民族志方法在新時期的發展提出了極具啟發性的見解：對人物的分析應當發展成為人類學理解社會和歷史的特殊方式；經典民族志所呈現的「真實」的概念需要重新加以審視；反對在民族志中將主體性當作一種類似實體或本質的東西，而應採取歷史主義的立場。
  2. My ability of social intercommunication and solving complicated problems has been fully developed

    充分鍛煉了自我的社會交際能力和解決紛繁復雜問題的能力。
  3. E. e. enochs put forword the concepts of injective ( projective or flat ) ( pre ) cover and ( pre ) envelope in the early 1980s ", a lot of articles have studied existence and uniqueness of such ( pre ) covers and ( pre ) envelopes, the property of their kernels or cokernels, and character many special rings. moreover, if such kind of ( pre ) covers or ( pre ) envelopes exist, we can construct a complete injective ( projective or flat ) resolvent ( called resolution when exact ) and a partial injective ( projective or flat ) resolvent, and if r is a ring, we can study the relationship of its left global dimension l. d ( r ) ( or its weak dimension w ( r ) ) and the properties of syzygies ( or cosyzygies ) of a resolvent ( or resolution ), and the relationship of its left global dimension l. d ( r ) ( or its weak dimension ) and the exactness of a resolvent ( or resolution )

    自八十年代初e . e . enochs首次提出並研究內射（投射、平坦） （預）蓋及內射（投射、平坦） （預）包這些概念以來，大批論文研究此類包、蓋的存在性、唯一性問題以及它們的核、上核的性質，並據此刻畫了一些常見的特殊環；更進一步地，當此類包、蓋存在時，我們可構造相應的完全投射（平坦、內射）預解式（當正合時稱為完全分解式）以及單邊投射（平坦、內射）預解式，研究了環的左（右）總體維數、弱維數與此類分解式的合沖模（或上合沖模）的性質、復形正合性之間的關系。
  4. In consideration of the calculation measures and the purpose of study, we selected the simple molecule model 5 in the above models and studied the relation between magnetism and structure. the molecular antiferromagnetism increases with the increasing of the bridging angle o - c - o ( o ). when 0 > 118. 623 degrees, the molecular antiferromagnetism increases with the decreasing of the spin density on the cu in its triplet state

    考慮到計算量及研究目的，在上面的模型中選取了較簡單的分子模型5 ，來研究其磁構效關系，分子的反鐵磁性隨橋聯角o - c - o夾角的增大而增強，在大於118 . 623度時，分子的反鐵磁性隨三重態銅上自旋密度的減小而增強，但當小於118 . 623度，分子反鐵磁性隨三重態銅上自旋密度的減小反而減小，在文中，我們解釋了這種現象。
  5. This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own

    本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。
  6. The river hydrotechnic obstructions assessment standard analyzes the obstruction definition and its represent forms of obstruction traits. also the standard analyzes the obstruction ' s effect on ships " navigation, anchor and other work behaviors. it discusses the obstruction traits " diminishment means itself and not itself, assesses the obstruction traits

    內河水工礙航物評價標準分析了礙航定義及礙航特性的表現形式，分析了水工建築物對船舶的航行、停泊、作業行為影響的具體表現，討論了礙航特性的自我緩解和非自我緩解措施，對礙航物的礙航特性進行了評價。
  7. 6 ) the incapability of feeding back the testing results on time. aiming at solving the problems ibid, and taking advice from professor gardner into account, this thesis offers a detailed analysis of the original 80 armstrong questions with the mi theory as reference also it offers a new design of the testing questions which includes tests for students as well as aided test questions for teachers and parents so that make it more pertinent. this design emphasized on solving the problems and reviewing the capability, and at the same time taking the different characters of the objects into account

    本文正是針對以上問題，以加德納教授的測評設計思想為指導，以阿姆斯特朗教授設計的80道題目為基礎，詳細分析題目含義，根據題目本身性質，重新設計成學生自測題和家長、教師、同學等他人助測題，一方面使測評題相對于不同的角色對象有較強的針對性；同時使測評題目著重於問題的解決和能力的體現，而非關注于偏好、興趣或者是自我描述，使之更符合多元智能測評要求。
  8. The results showed, 1. there are 17 strategies in adolescent coping with stress, i. e., involuntary and impulsive action, problem solving, seeking social support, humor, wishful thinking, denial, self - blame, distraction, avoidance / numbing, tolerance / acceptance, keep calmness, suppression, self - relaxing, recognition, intrusive thoughts, emotional puzzle, physiologic arousal. 2

    結果發現： 1 、當前青少年壓力應對主要有17種方式：非自主與沖動行為、問題解決與行動、尋求社會支持、幽默、幻想、否認、自責、分心、迴避麻木、容忍接受、保持平靜、壓抑、自我放鬆、認知重建、侵入性思想、情緒困擾、生理喚起。
  9. Quite acknowledged with various products relate to polymers, good at mathematics, physics chemistry, good english comm ， skillfully operate many experimental equipments, search read documents in both chinese english effectively, also can use c + + language to develop some small programs

    自我評價：對高分子各類產品及其性能全面了解，數理化基礎扎實，英語良好，對各種化學實驗儀器可以熟練操作，能有效地查找和閱讀中英文資料，並且可以用c + +語言編寫一些小程序。
  10. This article makes an analysis of the difficulties of dealing with these disputes and raises some countermeasures. : make an objective analysis of the cause of medical disputes on the base of law and rules ; maintain the legal rights by law ; seek the solutions actively and willingly ; solve the compensation fairly according to the law ; learn to self - protection

    本文分析了醫療糾紛處理中的難點，並提出以下幾點對策：依據法律和法規客觀地分析醫療糾紛的成因；運用法律手段維護自身的合法權益；積極主動尋求解決辦法；依法科學、公正地解決賠償問題；學會自我保護。
  11. Chapter three includes case study of improving mathematical understanding by eliciting student ' s mathematical explanation and an experimental research of improving mathematical understanding by eliciting self - explanations to study worked - example

    第三章分別進行了誘導數學解釋，促進數學理解的個案研究和誘導學生通過自我解釋學習樣例，促進學生數學理解的實驗研究
  12. Evola asserts that it represents the dissolution of the body, or the universal serpent which ( to quote the gnostic saying ) ' passes through all things '

    伊沃拉斷言它代表了身體的分解（我覺得法性的分解比身體貼切些） ，或者宇宙的大毒蛇（引自諾斯替派的話語） 「穿過了萬物」 。
  13. The ca system envolved in the three components. it " s intension is to scramble or descramble the streams which is the services requested by any users. so if the user pay the charge, he / she can get the service

    有條件接收系統貫穿在這三部分構成的整個系統之中，目的就是根據每個用戶申請的服務將相應的碼流構成完善的加解擾系統，使每個用戶在按時交費的基礎上可以得到相應的服務，使廣電網路真正成為一個能夠自我積累發展的產業。
  14. The bully and bullied are connected with children ' s personal conflict problem - solving style. as the core of personality, self - concept restricts the response style, which is sure to influence the bullying behavior and personal conflict problem - solving style

    兒童之所以欺負他人和受人欺負，與其在人際沖突情境下解決問題的方式有關，而自我概念是人格的核心部分，制約著行為的反應方式，必將影響兒童欺負行為及人際沖突解決策略。
  15. There is an elaborate manner in which plant life breaks down to sustain itself each season, for those living in non - tropical regions

    生長在非熱帶地區的植物有一套精巧的「自我分解?維生」方案。
  16. Self - analysis has the solution to this, it shows a person how they can raise their tone level and stop falling towards succumb

    《自我分析》有解決方案，它顯示了一個人可以提高情緒度，不再屈服於此。
  17. In the breathing spell of the vacation he had taken, he had spent many hours in self - analysis, and thereby learned much of himself

    在他所度過的短短假期里，馬丁花了許多時間作自我分析，對自己了解了許多。
  18. As the atom wiki states, the project creates " specifications for syndicating, archiving and editing episodic web sites. " i think that the defining characteristic of the domain atom addresses is not just web sites that are naturally broken into episodes, but also web sites that have a conversational nature through their interchange with other sites ; the episodes are often fueled by cross - reference to similar entries on other sites, and atom intends to be the glue for this interchange

    如atom wiki所宣稱的那樣，該項目要建立「連鎖、存檔和編輯情節式站點的規范」 。我認為， atom處理領域的定義特徵不僅僅是自然分解成情節的web站點，還包括那些與其他站點交互中具有會話性質的web站點。情節往往帶有對其他站點上類似實體的交叉索引， atom就是為了把這類交換粘結在一起。
  19. The results showed that : 1. the level of self - understanding for 14 - 17 year - old children was higher than that of 7 - 10 year - old children. for 7 - 10 children, the understanding of objective self was mainly at the second level, the understanding of subjective self was mainly at the second level ; for 14 year - old children, the understanding of objective self was mainly at the second level, the understanding of subjective self was mainly at the third level ; for 17 year - old children, the understanding of objective self was mainly at the third level, the understanding of subjective self was mainly at the third level

    身體自我圖式、活動自我圖式、社會自我圖式、心理自我圖式、自我連續性、自我能動性、自我獨特性是衡量自我理解的指標，以hart的自我評分手冊作為自我理解的編碼標準，對自我理解進行研究，結果表明： 1 、小學生的自我理解水平低於初中生和高中生的自我理解水平，小學生對客體我的理解主要處于第2水平，對主體我的理解主要處于第2水平；初中生對客體我的理解主要處于第2水平，對主體我的理解主要處于第3水平；高中生對客體我的理解主要處于第3水平，對主體我的理解主要處于第3水平。
  20. The teaching plans consist of 10 parts, which include self - understanding, understanding occupations, and learning to make decision etc. and the plans are evaluated from the both angels of students and teachers

    教案共分為十講，具體而豐富地組織了認識自我、了解職業、學會決策等指導內容，並從學生和教師兩個角度對該教案進行了評價。
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