身體浮起 的英文怎麼說

中文拼音 [shēntǐfúqǐ]
身體浮起 英文
body bobbing
  • 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...
  • 體 : 體構詞成分。
  • 浮 : Ⅰ動詞1 （漂在液體表面） float; drift 2 [方言] （在水裡游） swim Ⅱ形容詞1 （在表面上的） superfici...
  • 起 : 起Ⅰ動詞1 （站起; 坐起） rise; get up; stand up 2 （取出; 取走） draw out; remove; extract; pull 3...
  • 身體 : 1. （人體） body 2. （健康） health
  • 浮起 : assurgent; levitation; float; mount; rise; boil浮起蓋 floating cover
  1. On the side the hydrostatic forces that cause a floating body to " rise " will be less

    身體在一側將會使「升起」一個浮動身體的流體力學的力量減弱。
  2. Not far from pierre walked a stout major, with a fat, sallow, irascible countenance. he was dressed in a kazan gown, girt with a linen band, and obviously enjoyed the general respect of his companion prisoners

    離皮埃爾不遠處走著一個身體肥胖的少校，他身穿喀山長袍，腰間系一條毛巾，面色焦黃浮腫，怒容滿面，看起來，此人受到被俘的同伴們的普遍尊敬。
  3. Once, when i was meditating, i suddenly felt a force pulling me up, and my body seemed to be floating. i tried hard to recite the holy names, but failed to get free and go out. i felt something was oppressing me from above my head

    有一次打坐時，忽然感覺到有一股力量把我往上拉，身體好像浮起來一般，我一直努力念佛號，卻無法掙脫出去，感覺頭頂被壓住了，約幾分鐘后，那種體驗消失了，我覺得有點失望。
  4. One can discover other spiritual themes and imagery in andersens works as well. for example, the following passage from the story the bell 1845 suggests that the author experienced some degree of enlightenment : the whole of nature was a large holy church, in which the trees and hovering clouds formed the pillars, the flowers and grass, the woven velvet carpet, and heaven itself was the great cupola ; up there the flame color vanished as soon as the sun disappeared, but millions of stars were lighted ; diamond lamps were shining, and above them sounded the invisible holy bell ; happy spirits surrounded them, singing hallelujahs and rejoicing

    我們在安徒生的作品中還可以發現一些靈性題材和意象，例如，以下節錄自故事鐘聲1845年發表的一段文字，透露了作者某種程度的開悟體驗：整個大自然就是一座神聖的大教堂，以樹木和浮雲為樑柱，以群花和綠草為絲絨地毯，而穹蒼就是它遼闊的屋頂，在那裡太陽一隱身，五彩光輝便隨之消逝，繼而亮起繁星點點，鉆石般的燈火閃閃發光，無形的神聖之鐘從上方傳來陣陣鐘聲，快樂的精靈圍繞著它們，唱著充滿喜悅的頌歌。
  5. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  6. I have me my summer vacation in a town last year. since whose are there. some of my relations, there have a good view for the mountain and river, i think it ' s a great place be to rest, one day when i ride my bike on the small path, this river catch my eye for very clearly but like very deeply, becauese i can ' t see the end of the water, then. some chap shouting make me look at, they catch a a short boy and thow he in the water with a heavily, waiting for a moment yet the boy not up the water, i ' m very worry and jumping in the river, i want float out but some watergrass be enteine my leg and the body is deeper at every movey, i don ' t know past how long time, i feeling one small hand help me break up the watergrass and push me to the surface of the rive, after that i just kown they are hvae a playing who can sit in the swim and make a long time in deep water, but i want cry for the joking, becauese i couldn ' t swim but i have a forget

    去年我在一個小鎮上度暑假，因為那裡有我的親戚，我認為那裡有好山好水是一個靜休的好地方.一天當我在小路上騎著自行車時，一條非常清澈但好像也挺深的小河吸引了我的視線，因為我好像看不到河的底端，這時，一些小孩的叫喊聲因起了我的注意，他們抓住一個矮小的小男孩然後重重的扔進了水裡，待了一小會這個男孩沒有露出水面，我非常擔心就跳進了水裡，我想浮出來，但一些水草纏住我了的腿，我每動一動身體就會越往下沉，我不知道過了多常時間，我感覺有一雙小手幫我弄掉腿上的水草並往水面推著我的身體，后來我才知道他們是在玩看誰在水底呆的時間長的游戲比賽，但我對于著樣的笑話想哭因為我忘記自己了不會游泳
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