自身內在變異 的英文怎麼說

中文拼音 [zìshēnnèizàibiànyì]
自身內在變異 英文
intraindividual variation
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 身 : Ⅰ名詞1 （身體） body 2 （生命） life 3 （自己; 本身） oneself; personally 4 （人的品格和修養） on...
  • 內 : 名詞1. （內部; 里頭; 里邊） inner; inside; within 2. （妻子或妻子的親屬） one's wife or her relatives 3. （姓氏） a surname
  • 異 : 形容詞1 （有分別; 不相同） different 2 （奇異; 特別） strange; unusual; extraordinary 3 （另外的;...
  • 自身 : oneself; self
  1. The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background. by analysis and explanation of investigation data, the study concludes the results as follows : 1 after implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend, while their outer motivation ( significantly ) rises apparently. so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy

    通過對調查數據予以分析和說明，本研究得到如下結論： （ 1 ）課程改革以後，參與課改的教師無論與自身縱向相比，還是與未參加課改的教師橫向相比，其一般教育效能感顯著上升，而教師的個人教學效能感則（顯著）下降； （ 2 ）課程改革以後，參與課改的教師與自身縱向相比其內部動機有較為顯著的下降趨勢，外部動機則有顯著地上升趨勢；其內部動機和外部動機都（顯著）高於未參加課改的教師； （ 3 ）課程改革以後，參與課改的教師無論是與自身縱向相比，還是與未參與課改的教師橫向相比，其「職業任務」和「個體緊張反應」方面均呈現（非常）顯著地上升趨勢，而在「個體應對資源」方面除休閑是顯著降低外，其餘無顯著的差異； （ 4 ）不同特徵和類別教師的「教學效能感」 、 「教學動機」和「職業緊張應對」在課改前後的變化狀況上存在（顯著）差異； （ 5 ）教師教學效能感、教學動機和職業緊張應對密切聯系，教學動機與教學效能感相互作用顯著；而職業緊張應對直接顯著影響教學動機，間接影響教學效能感。
  2. With the different loading ratio of parallel to axis and normal to axis direction, damage defects will occur bulking problem. by varying the degree of material anisotropy relative to the loading axis such as poisson ' s ratio and shear modulus, crack growth bulking strain value parallel to or normal to the loading axis is different. the parameters controlling the growth or arrest of the delamination damage are identified as the geometry and the depth of defects and radius of cylindrical etc. at last, it was investigated that the delamination damage is often induced by the tip of matrix damage under higher stress

    研究結果表明:殼體筒段受軸向拉伸和內壓載荷作用時，軸向和環向載荷的比率不同，母層和子層可能發生拉伸屈曲，也可能發生收縮屈曲，或者同時發生拉伸和壓縮屈曲;母層與子層各向異性存在差異，即泊松比與剪切模量不匹配時，將使子層板的邊界上承受壓縮和剪切作用，當分層達到臨界狀態則發生屈曲，當母層與子層的各向異性差異越大，則發生分層屈曲的可能性越大;分層損傷的屈曲應變值與子層自身的彈性模量、分層子層的形狀、厚度以及圓柱半徑等因素有關。
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