語義生成 的英文怎麼說

中文拼音 [yǔyìshēngchéng]
語義生成 英文
semantic generation
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 生 : Ⅰ動詞1 （生育; 生殖） give birth to; bear 2 （出生） be born 3 （生長） grow 4 （生存; 活） live;...
  • 成 : Ⅰ動詞1 （完成; 成功） accomplish; succeed 2 （成為; 變為） become; turn into 3 （成全） help comp...
  • 語義 : semanteme; semantics
  • 生成 : create; generate; produce生成演算法 generating algorithm; 生成文法 generating grammar; 生成物 pro...
  1. This part contains accidence analyzing, phrasing analyzing, semantic analyzing and creating aim code

    這一部分包括詞法分析，語法分析，語義分析和生成目標代碼四個部分。
  2. The differences between the structural grammar and the transformational generative grammar

    結構主義語法與轉換生成語法的差異
  3. The whole thesis is made up of the following five chapters : chapter one is the preface. it shows the importance of studying the problems of generation module in interlingua - based machine translation system. and then it discusses the problems we concerns - lexical selection in target language generation module

    全文共分為五章：第一章是緒論，概述了機器翻譯研究的重要意義以及基於中間語言的機器翻譯系統中生成模塊研究的重要性；提出了本文的研究課題? ?生成選詞問題，並簡要比較了不同系統對該問題的處理方式：最後列出了本文的工作要點。
  4. Second, many proposals originally disputed by generative semanticists have since appeared in the interpretivist literature

    其次，由生成語義學家最先提出進行討論的許多提議后來出現在解釋主義文獻之中。
  5. First, it was generative semanticists that started an intensive investigation of syntactic phenomena which defied formalization by means of transformational rules

    首先，正是生成語義學最先開始了對于轉換規則所不能形式化的句法現象的深入探討。
  6. Via the investigation on the subjects such as philosophy of moral education, semasiology, logic, anthropology, psychology and so on, the author thinks that the ultimate goal is to cultivate the value character of our students. this character is an " attitude " dynamic system which consists of the subsystems such as " moral cognition ", " moral emotion ", " moral behavior ", etc. it is built on the basis of our traditional culture, which focuses on three dimensions of " learn to be ", " learn together " and " learn to act ". and it embodies the respect - responsibility ( individual to himself, to others, to society, to nature and so on ) value which is the students " core character as well as the goal of education that our moral education should pursue

    透過道德教育哲學、語義學、邏輯學、人類學、心理學等多學科的考察，論文認為，學校道德教育的根本目的在於培養受教育者的德性品質（品格） ；受教育者的品格是由「道德認知」 、 「道德情感」 、 「道德行為」等子系統組成的「態度」動力系統；建立在傳統文化基礎上，圍繞「立身」 、 「處世」 、 「行事」三個維度，體現「尊重?責任」關系（生命個體對自己、他人、社會、自然等）價值觀，既是受教育者核心品格，也是學校道德教育應該追求的教育目標。
  7. In the framework of the generative grammar, the government and binding theory provides us evidence of the classification of these sentential types semantically and syntactically : the argument structure and epp determine the obligatory elements at the sentential level, morphological rules and the case theory motivate the production of some derived sentence types

    生成語法管約論框架內分析了劃分的語義和句法依據，謂詞的題元結構和epp決定了句子層面的必有成分，同時形態規則的作用和滿足格理論還會推導出一些衍生句式。
  8. According to the program structure of ansi c, some syntax - tree - nodes are designed in front - end, including function, block, data structure, type, expression, identifier and so on. syntax tree is divided into three levels, namely program level, function level and block level, which are useful for analysis of syntax and semantic in compiler as well as transferring syntax tree into rtl. retargetable compiler mainly includes intermediate representation, machine description and interface technique between compiler and machine description

    編譯前端的實現技術包括詞法分析、語法語義分析和中間代碼生成技術等，針對ansic的程序結構，分別設計了函數、塊、數據結構、類型、表達式、標識符等語法樹結點，並將語法樹分成編譯層次、函數聲明和塊三個不同層次，使語法樹具有清晰的層次結構，有利於編譯程序的語法和語義分析，以及從語法樹到rtl中間表示的轉換。
  9. 3, taking the " digital house property ( dhp ) " as the example, the paper has a try on the technical methods in semantic sharing of gis. this paper, combined he construction emphasis of sharing platform in dhp, explores the essence of semantic share of gis and its realizing strategies. three aspects are emphasized here : ( 1 ) integration of msds database based on the sharing platform of gis ; ( 2 ) share of metafile under different gis platforms with the semantic standards of sharing metafile ; ( 3 ) auto or half - auto building of spatial relationships according to rule and knowledge databases

    3 、以「數字房產」的建設為例從技術手段對實現gis語義的共享進行了實踐，論文結合「數字房產」共享平臺的建設重點對gis語義共享的實質及其實現策略進行探索，重點做以下三方面內容的研究：門）通過建立gis共享平臺實現對多源空間異構數據庫的整合； （ 2 ）通過共享圖元語義標準，實現不同gis平臺下的圖元共享； （ 3 ）通過規則庫和知識庫實現空間關系的自動半自動生成。
  10. With applying dsst algorithm, mobile agent can solve the problem of selecting router. synthesizing advantages of centralized search engine and distributed search engine, through it that system obtains the best way that agents mobile does. after statistics analysis, the author gets the mathematic pattern that mobil agent clones right times

    利用idl語言定義了agent在多種平臺上移動的介面，設計了一個符合maf規范的插件，實現agent在異種平臺之間的移動；利用動態最小生成樹演算法解決移動agent的路由選擇問題，綜合集中式搜索和分散式搜索的特點，動態尋找出一條agent移動的最佳路線；通過統計分析得到移動agent克隆的數學模型，通過計算可以獲得agent克隆個數的最佳值。
  11. The transmission should be based on an extensible standard formulas language. for this reason, the thesis plans to define and develop foml ( formula markup language ) based on xml : the establishment of formulas can be achieved with the help of handwork and application at the server end ; the recurrence of formulas can be done through an intelligent software developed by using java technology at the client end

    公式的傳輸應基於一種可擴展的標準公式語言，為此本論文將定義並開發一種基於xml技術的foml （ formulamarkuplanguage ）語言；公式的建立可以在服務器端手工輸入或藉助程序生成foml文本；公式的再現我們將在客戶端結合java技術開發一個智能軟體實現。
  12. First of all, the paper, based on the semantic analysis of experience and the comparison between the interpretation of experience by such disciplines as philosophy, psychology, aesthetics and pedagogy, indicates that experience is characterized with ontology, personal experiencing, affectivity, integrity, generativity, autonomy, and individuality. the paper then expounds the basic characteristics of experienced teaching from the viewpoints of the nature and goal orientation of teaching process, teacher - student relationship and course. the paper, based on the review of the main problems of current teaching theories and on the exploration of the relationship between experienced teaching, qualification education and innovative education, finally emphasizes the theoretical and practical significance of the experienced teaching research

    首先通過體驗的語義分析，通過比較哲學、心理學、美學、教育學等學科對體驗的詮釋，揭示出體驗具有本體性、親歷性、情感性、整體性、生成性、自主性、個體性等特點；在此基礎上，從教學過程的本質、目標取向、師生關系、課程內容等方面闡述了體驗教學的基本特徵；然後通過審理現有教學理論中的主要問題以及探尋體驗教學與素質教育、創新教育的關系，說明體驗教學研究的理論與現實意義。
  13. An analysis on the phenomenon of the ambiguity of the communicative english with the stress rule of generative phonology

    生成音位學重音規則解析交際英語歧義現象
  14. Based on cognition theory and information technology, the paper build a simulated brain model to aid creative design by integrated artificial intelligent, expert system, fuzzy logic, and knowledge mining based on database over internet. the brain model including a memory structure to save information and knowledge, and a thought strategy with some certain levels to guide activities, therefore, the intelligent activities such as learning, problem - solving and creative design could be treated as the process that utility memory in control of thought strategy

    人腦模型體系包括了在思維策略控制下的學習、設計問題解決、創新等活動，並以語義網路與神經網路結合研究並實現了知識記憶結構，在此基礎上研究了產品構成知識的生成技術，使模型可方便實現自學習、自組織、聯想存貯等特性。
  15. The result showed that students with different degree of tolerance of ambiguity could be significantly different in their english language performance as well as in their foreign language learning anxiety

    結果發現： （ 1 ）在英語學習成績方面，高歧義容忍度的學生顯著優于低歧義容忍度的學生，中歧義容忍度的學生顯著優于低歧義容忍度的學生； （ 2 ）高、中、低不同歧義容忍度的學生，在焦慮水平上存在顯著差異。
  16. With the intention of presenting an original perspective for the teaching of oral english, this paper analyzes the connotation of the concept " linguistic information gap ", and then probes into the possible information gaps and the corresponding causes on three levels - phonological, semantical and pragmatical respectively

    信息差影響著人們的言語交流，影響著人們彼此問的理解和信任，文章分析了口語交流中信息差的概念內涵，進而從語音、語義、語用三個層面出發，分別對其可能產生的信息差及其成因作了探討，為英語口語教學提供了新的視角。
  17. Upon this foundation, a corpus - based algorithm was designed and implemented to acquire and filter binary semantic pattern rules automatically. in the algorithm, a data mining method for cross - level association rules is adopted, which is guided by metarule, to find the semantic laws of word combinations in chinese phrase corpus. then statistic results are used to filter the findings

    在此基礎上，本文設計並實現了基於語料庫的二元語義模式規則自動挖掘和優選演算法，該演算法先採用數據挖掘中元規則制導的交叉層關聯規則挖掘方法，自動發現漢語短語熟語料庫中詞語兩兩組合的語義規律，再根據統計結果自動優選后轉換生成候選二元語義模式規則集。
  18. Finally, the important initial studies which generative semantics inspired on various topics are becoming more and more appreciated

    最後，生成語義學家在許多問題上的開創性研究正越來越受到人們的稱贊。
  19. With the aim to overcome these limitations, this paper introduces a systematic approach for detecting and resolving various semantic conflicts in heterogeneous databases, which includes two important parts : a semantic conflict representation model based on our classification framework of semantic conflicts, and a methodology for detecting and resolving semantic conflicts based on this model

    1 .基於領域本體：領域本體作為特定應用領域的共享概念庫，約定了概念的屬性語義和規則等知識，參與交換的數據源模式使用共享概念構建，從而實現領域內的語義集成。該類研究大多集中在特定行業領域，如生命科學領域的gene ontology 。
  20. Opening with the theoretical foundation of this teaching pattern, it proceeds to explore its essential meaning. this dialogue teaching pattern nurtures itself on the educational communication theory, constructionism learning theory and the elements of acceptance aesthetics. it proclaims that understanding and meaning can only be acquired by the subject through active dialogue - like interplay and communication with the outside and the others ( text included ). so teaching process can not depart from dialogue between subjects, instead, dialogue should be deemed the principal teaching pattern which enables subjects to jointly create and find meanings

    對話型語文教學以教育交往理論、建構主義學習理論和接受美學理論為基礎，認為任何理解和意義都是主體通過與外界與他人（包括與文本）的對話性相互作用與交流而獲得的，因此，教學作為一種意義生成活動，離不開主體間的對話與溝通，而必須以主體間的對話為主要方式，共同創造意義。
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