訓練實驗組 的英文怎麼說

中文拼音 [xùnliànshíyànzǔ]
訓練實驗組 英文
training experimental group
  • 訓 : Ⅰ動詞1 （教導; 訓誡） lecture; teach; train 2 （解釋） explainⅡ名詞1 （準則） standard; model; ex...
  • 練 : Ⅰ名詞1 （白絹） white silk 2 （姓氏） a surname Ⅱ動詞1 （加工處理生絲） treat soften and whiten s...
  • 實 : Ⅰ形容詞1 （內部完全填滿 沒有空隙） solid 2 （真實; 實在） true; real; honest Ⅱ名詞1 （實際; 事實...
  • 驗 : 動詞1. （察看; 查考） examine; check; test 2. （產生預期的效果） prove effective; produce the expected result
  • 組 : Ⅰ名詞1 （由不多的人員組成的單位） group 2 （姓氏） a surname Ⅱ動詞（組織） organize; form Ⅲ量詞（...
  • 訓練 : train; drill; manage; practice; breeding
  1. On the basis of realizing the fire - control real - time simulation system in the antiaircraft artillery weapon system, this paper designs and constructs the distributed weapon system numerical simulation platform based on ethernet, which uses the simulation technique, network communication technique and virtual reality technique. the platform is used for researching and realizing the antiaircraft artillery training simulator. also, it can be integrated with the actual equipment to construct semi - physical simulation system to make the theoretical validating experiment

    本文以實現高炮武器訓練系統中的火控系統的實時模擬為基礎，運用模擬技術、網路通信技術、虛擬現實技術，設計並構建了一個基於以太網的分散式自行高炮武器模擬訓練系統通用數字模擬平臺，既可用於模擬訓練系統的研究和實現，還可和實際裝備集成以組成半物理的模擬系統，進行實際系統的原理性驗證實驗。
  2. In the spring and summer of 2001, both nanjing and guangzhou military area commands organized field exercises with joint landing operations as the backdrop, focusing on the coordination of joint and combined arms landing operation, and drew useful lessons on how to organize, support and manage joint training, ground force amphibious landing training, and training of rapid reserve mobilization

    2001年春夏季節，南京、廣州軍區部隊分別組織了以聯合登陸作戰為背景的實兵演習，演練了諸軍兵種聯合登陸作戰的協同方法，總結了聯合訓練、陸軍部隊兩棲訓練、國防后備力量快速動員訓練等方面的一整套訓練、保障和管理經驗。
  3. This article puts forward a solution named divide - assemble by deducing the size of bp neural network to overcome entering the local best point, the dividing process is that a big bp neural network is divided into several small bp neural networks, every small bp neural network can study alone, after all small bp neural networks finish their study, we can assemble all these small bp neural networks into the quondam big bp neural networks ; on the basis of divide - assemble solution, this article discusses the preprocessing of input species and how to deduce the size of bp neural network further to make it easy to overcome entering the local best point ; for the study of every small bp neural network, this article adopts a solution named gdr - ga algorithm, which includes two algorithms. gdr ? a algorithm makes the merits of the two algorithms makeup each other to increase searching speed. finally, this article discusses the processing of atm band - width distribution dynamically

    本文從bp網的結構出發，以減小bp神經網路的規模為手段來克服陷入局部極小點，提出了bp神經網路的拆分組裝方法，即將一個大的bp網有機地拆分為幾個小的子bp網，每個子網的權值單獨訓練，訓練好以後，再將每個子網的單元和權值有機地組裝成原先的bp網，從理論和實驗上證明了該方法在解決局部極小值這一問題時是有效的；在拆分組裝方法基礎上，本文詳細闡述了輸入樣本的預處理過程，更進一步地減小了bp網路的規模，使子網的學習更加容易了；對于子網的學習，本文採用了最速梯度? ?遺傳混合演算法（即gdr ? ? ga演算法） ，使gdr演算法和ga演算法的優點互為補充，提高了收斂速度；最後本文闡述了用以上方法進行atm帶寬動態分配的過程。
  4. To training the sample the article put forward a monitor type fuzz - c cluster arithmetic and using it to establish a standard pattern database. based on human cognize character, the article put forward a weightiness amend coefficient ( wac ) to denote the important extent of different character

    經過實驗驗證，本文提出了一組描述火焰圖像燃燒狀況的特徵參數，並採用一種改進的聚類演算法- -導師型模糊- c均值聚類演算法對標準模式做了訓練，建立了標準模式庫。
  5. After the training, the children of experimental group are more likely to attribute their own success to their warmth and initiative and attribute their own failure to the internal unstable controlled and external factors. the effects of attribution training are different with children ' s type

    通過訓練，實驗組兒童更願意把自己的成功交往歸因於自己的熱情和主動；把自己的失敗歸因於自己內在的、不穩定的、可控的因素和外在不穩定的因素。兒童類型不同，歸因訓練的影響也不同。
  6. According to the modern education theory, we should adopt the following tactics in teaching the concept of chemistry : 1. use the vivid visual image to let the students gain the knowledge of the concept ; 2. create the atmosphere and let the students take part in the formation of the concept of chemistry ; 3. revise the old knowledge while learning the new one to realize the assimilation of concept ; 4. proceed step by step, lead the students deepen and develop the concept ; 5. give prominence to the understanding of the key words of the concept, get deeper understanding ; 6. pay attention to the relation between the concepts ; 7. optimize the study strategy and enhance the cognition standard, i. e. in the teaching of the concept of chemistry, we must pay great attention to the usage of various kinds of teaching method, including visual experiment, visual language and cai courseware, in order to help the students to understand the concept ; use the question to stimulate students " thoughts, give free rein to students " corpus, and let the students take part in the teaching process actively ; guide the students to remember new concepts and the help of their old knowledge ; pay attention to the levels of the concept, deepen and develop the concept continuously, use various ways to strengthen the meaning of the key words, help the students to master the concepts connotation, and give a clear extension, guide the students to found the concept system

    也就是說，在化學概念的教學中，要注意充分運用各種直觀教學手段，包括實驗直觀、語言直觀和cai課件直觀，幫助學生理解概念；注意運用問題啟動學生思維，發揮學生的主體性，使學生積極參與教學過程；要指導學生利用原有認知結構中適當的概念圖式來學習新概念；注意概念教學的層次性，不斷深化和發展概念；注意通過各種方式強化概念中關鍵字、詞的意義，幫助學生準確把握概念的內涵，清晰界定概念的外延；注意引導學生在應用中建立概念系統，形成合理的概念結構。同時在概念教學中還要注重學習方法的傳授和學習策略的形成，進行適當的元認知訓練，優化學生的學習策略，提高其元認知水平。根據化學概念的教學策略，化學概念的基本教學程序為:創設問題情境，引入概念;組織問題解決，建立概念;引導知識整理，概念系統化;指導練習應用，概念具體化。
  7. The chemistry major programme provides a basic training in modern chemistry. it is meticulously organised to give equal emphasis to theory and application

    化學主修課程組織嚴謹，理論及實驗並重，強調邏輯運思，旨在提供完整的現代化學基本訓練。
  8. 3. the experimental study about the test anxiety : the method of one - factor randomized design is adopted in this research. we engaged with cognition - behavior integrative training in the experimental group

    三、小學高年級學生考試焦慮的實驗研究本次實驗採用單因素完全隨機實驗設計，在實驗組進行考試焦慮的認知?行為綜合訓練。
  9. A metacognitive training was made on the students in the experiment group

    對實驗組學生進行了操作元認知訓練。
  10. Beginning in july 2006, the new center at chulalongkorn university will pilot the rotary peace and conflict studies program, a special three - month course in peace studies, conflict resolution and mediation training aimed at middle and upper - level managers in governments, non - governmental organizations, and private corporations

    預定在2006年7月在朱拉隆岡大學的新研究中心來實驗扶輪和平與沖突研究計劃，一個為期三個月的和平研究的特別課程，解決沖突及調解訓練，這些計劃之受訓對象涵蓋在政府部門、非政府組織及民間公司中、高級階層之經理人物。
  11. And the investigation about school types reveals that school is crucial for the development of learning strategies. 3. as for the advancement of children ' s strategies, the equivalent groups is designed with experimental and control groups

    在促進策略的發展上，採用實驗組與對照組平衡組設計，運用探究式和講授式兩種教學方式專門開設簡算策略教學訓練。
  12. Effects of overtraining on the liver function in rats

    過度訓練對肝組織損傷機制的實驗研究
  13. ( 5 ) a series of design methods of classifiers are proposed, including the classifier based on the generalized inverse and the probabilistic reasoning method ( prm ), a new self - adaptive kohonen clustering network which overcomes the shortcomings of the conventional clustering algorithms, and the fuzzy neural classifier. the experimental study efface recognition is presented based on the combination of multi - feature multi - classifier. ( 6 ) this paper proposes a hybrid feature extraction method for face recognition, which is a combination of the eigen matrix, fisher discriminant analysis, and the generalized optimal set of discriminant vectors

    （ 5 ）對圖象分類器設計方法進行研究，主要包括：提出了一種基於廣義逆和概率推理的分類器設計方法；提出了一種新的自適應模糊聚類演算法；提出了基於模糊神經網路的分類器設計方法；並對多特徵多分類器組合方法在人臉識別中進行實驗研究； （ 6 ）提出了一種只要一個訓練樣本就能解決人臉識別問題的新方法，該方法結合了特徵矩陣、 fisher最優鑒別分析和廣義最優鑒別分析方法的優點。
  14. Under the guidance of these five principles, we have carried out a series of experiments on developing thinking strategy in six primary schools in liuzhou, china over two years, using the model mentioned above. training material was written by the study group, which was integrated into subject teaching

    在全面遵循思維策略訓練原則下，我們在思維訓練中運用課題組編寫的思維訓練教材結合學科教學，採用六階段思維訓練的課堂操作模式，在柳州市的六所小學進行了兩年實驗。
  15. 30 subjects ( including 14 boys and 16 girls ) chosen from two parallel senior 1 classes of no. l middle school of baiyin participated the experiment, which lasted 3 months. the experimental group ( 15 subjects ) received explicit training while the control group received implicit training

    30名來自白銀市第一中學高一年級兩個平行班的學生分成兩組接受了為期3個月的實驗，實驗組接受顯性訓練，對照組接受隱性訓練。
  16. This study employs the experimental designing mode of the experiment - group and the control - group before and after experiment training, and uses " a training program of thinking strategy in chemical calculation problem solving " which is published by ourselves. the experimental objects includes the students of the three grades in six senior middle schools. the experimental training time is about 10 weeks and one hour per week

    本研究採用實驗組與控制組前後測實驗設計模式，運用自編的《高中化學計算解題思維策略訓練教程》 ，對6所中學的高中一年級、二年級和三年級學生進行為期10周，每周一個課時的訓練。
  17. But as a training study, we think its design should been improved. we adopted more rigorous design than his study and conducted an training study about the ability of rule - based reasoning in young children. furthermore, our study assessed distant - transfer of training effect. the results were follows : 1. the age range from 3. 5 to 4 years is a rapid period for the development of children ' s rule - based reasoning ability. at this age, the age shows an obvious effect on the development and children ' s reasoning ability udndergoes a rapid development. at about the age of 4, most children possess the ability to use embedded rules and can switch flexibly between sets of rules keeping two incompatible rules in mind. 2

    但patricia等人的訓練研究還存在一些需要改進的地方，基於此，本研究採用實驗組控制組前測后測的實驗設計對兒童的規則推理能力進行訓練，並進一步探討了訓練效果的遠遷移問題，得出了以下結論： 1 、 3 . 5歲到4歲是兒童利用二維合取規則進行推理能力的快速發展期，在這一階段，年齡效應顯著，兒童的規則推理力在這一階段得到了飛速的發展，到4歲時，大部分兒童已掌握合取規則，能有效利用高級規則抑制優勢反應，在兩套不相容的規則間進行靈活轉換。
  18. Likely, in the aspect of solving physics experiment problems, 45 testees were selected to form an experiment group, and another 45 testees to form a control group, and an experiment was designed for both groups under identical conditions. a metacognitive training was made on experiment problems solving for students in experiment group. though comparison, the following research findings were generated : 1

    同樣，在解物理實驗題方面，選取45名被試為實驗組，另外45名被試為控制組，進行了等組實驗設計，對實驗組學生進行了解實驗題的元認知訓練，通過比較，得出如下研究結論： 1
  19. During the experiment, the author implement the cps training based on the network on the treatment group, by referring to the existed brainscdorming and cps research, and combining with the modern teaching theory, the author opened up the web - based cps platform, and have be validated. in the experiment, we had all the participants in the controlled group and the experimented one tested three kinds of tests, they are : the creative thinking test, the creative problem solving test and student ' s creative behavior character test. and the results showed that : the web - based cps traning are useful to the development of students " scattered thinking skill

    著者在參考借鑒已有大腦風暴及cps研究的基礎上，結合現代教學理論的思想，開發了基於網路的cps訓練環境（平臺） ，並通過實驗研究的方式驗證其有效性。實驗中對參加該訓練的實驗組和未參加訓練的控制組學生進行了創造性思維測驗、創造性問題解決測驗以及學生創造性行為特徵量表的測量，數據結果表明：基於網路的cps訓練對學生一般課題發散性思維技能具有促進效果，且該訓練有助於發展學生積極的創造態度。
  20. The results revealed that the numbers of shots of the experimental group were different from those of the contrast group. many - ball training is better than single - ball training in that it can help improve technical movement pattern

    結果顯示：實驗組各種技術動作擊球板數與對照組比較，均有非常顯著性差異，多球訓練優于單球訓練，多球訓練有利於促進技術動作定型。
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