銜接不整合 的英文怎麼說
中文拼音 [xiánjiēbùzhěnggě]
銜接不整合
英文
abut- 銜 : Ⅰ動詞1. （用嘴含） hold in the mouth 2. （存在心裏） harbour; bear Ⅱ名詞（級別） rank; title
- 接 : Ⅰ動詞1 （靠近;接觸） come into contact with; come close to 2 （連接; 使連接） connect; join; put ...
- 不 : 名詞[書面語] （剁物所用的木墩） a block of wood
- 整 : Ⅰ形容詞1 （全部在內; 完整） whole; all; complete 2 （整齊） neat; tidy; orderly Ⅱ動詞1 （整理; 整...
- 合 : 合量詞（容量單位） ge, a unit of dry measure for grain （=1 decilitre）
- 銜接 : link up; join; connect
- 整合 : commensuration
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To compare different country ' s imports and exports policies of forest products and use their successful experience for reference, it is helpful for the country to adjust and make a reservation for the imports and exports policy of the forest products. furthermore it can also offer basis on which our policies can be linked up with international commercial treaties and the regulations, as well as the protocol of wto. it can also offer the theoretical method for the enterprises and companies engaging in foreign trade of forest products to get comparative information on both domestic and international imports and exports policy of forest products
對世界不同國家森林產品進出口政策進行比較研究，借鑒其成功經驗，不僅有利於國家調整森林產品進出口政策，為森林產品進出口政策定位，而且能夠為國際貿易條約和協定及wto的規則對口銜接提供依據，還可以為從事森林產品進出口貿易的企業、公司取得國內外森林產品進出口政策比較信息提供理論方法，對中國成功地調整和制訂符合中國實際的森林產品進出口政策無論在理論上還是在實踐中，都具有重要意義。Owing to the limitation of professional law education, its scientific, authoritative and dialectical nature, and the requirements of social development, it is also important to train undergraduates to be highly - qualified and multi - dimensional. in port two, the author suggests making the guiding thought of curriculum clear, increasing selective courses and related courses
在課程設置方面，我們應克服原有的不足，明確課程設置的指導思想，既應注意課程的縱向銜接和橫向整合，又要結合實際，因校制宜，設置合理、穩定的專業課；加大選修課的份量；增加其它相關課程的開設。And from the practice side the paper tries to draw the concl usion through comparing the contents of senior middle school entrance examination with that of college entrance examination, so as to find the differences between them and look for the reason why they bring in the cohesion problem, we assumpt that too easy of the senior middle school entrance examination, text - centred, little focus on language - using ability, are the main factors that lead to the incoherence. then the paper shows the different parts that ca n ' t connect with each other in the incoherence problem, and furthermore it tries to inquire into some practical ways of solving it from the angel of testing. and besides, the paper also appeals to the society for the necessity of reforming the senior school entrance examination, and meantime appeals to our middle school language teacher, never just cast their eyes only upon tests, but also the cohesion of students " permanent development
為了保證本文的科學務實，文中多處通過對比分析，定性分析等研究方法，具體剖析二者不銜接方面之所在，最終得出結論：由於中考試題的簡單，以教材為中心，不注重分析問題，解決問題等能力的考察，只圍繞課本中原封未動的知識來變換題型，進而導致初中英語教學過于強調知識的準確性，而忽略了只有通過廣泛閱讀大量語言材料，不斷輸入新的語言信息才能生成的閱讀能力以及其他語言運用能力的培養，造成初中為高中在能力方面鋪墊過少，高一學生沒有具備進入高中學習所必備的相關能力等不銜接問題；而高考測試注重閱讀能力等綜合語言能力考察的導向確保了高中英語教學從起始階段就以培養閱讀能力、搜集、整理、分析、綜合各種語言信息的能力為中心等綜合語言能力為中心，由此推出初高中英語教學的不銜接問題從初中既已形成，而在高中教學中表現得尤為突出。
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