順式消除 的英文怎麼說

中文拼音 [shùnshìxiāochú]
順式消除 英文
cis elimination
  • 順 : Ⅰ介詞1 （向著同一個方向） in the same direction as; with 2 （依著自然情勢; 沿著） along; in the d...
  • 式 : 名詞1 （樣式） type; style 2 （格式） pattern; form 3 （儀式; 典禮） ceremony; ritual 4 （自然科...
  • 消 : 動詞1 （消失） disappear; vanish 2 （使消失; 消除） eliminate; dispel; remove 3 （度過; 消遣） pa...
  • 除 : Ⅰ動詞1 （去掉） get rid of; eliminate; remove 2 [數學] （用一個數把另一個數分成若干等份） divide:...
  • 消除 : eliminate; dispel; remove; clear up; wipe off
  1. Many approaches developed offer approximation solutions, including principle - based, such as purely syntactic ones, semantic and pragmatic ones, and statistics - based ones. in this paper, we put forward a modal to resolve anaphora ( including empty pronoun ) based on the characteristics of chinese. in this method, we apply some corresponding rules on the sentences after their patterns distinguished in the text, then analyze the semantic relation of the components of the sentence and form a corresponding semantic network, get rid of some candidates according to the co - constrain of the nodes in that network, put every component which refers to people into forward - looking centers, ordered by their semantic role, ascertain the hierarchy of sentences, analyze the transition types resulted by the scheme of different resolutions, finally, choice the most possible scheme of resolution according to the precedence of the types

    本文針對漢語的特點建立了一個包括零代詞在內的代詞消解模型:在語義結構文法思想的指導下，對文本中的句子模式識別后，採用相應的規則式，然後分析句中成分之間的表層語義條件並產生相應的語義網路，利用語義網路中結點間的相互約束對代詞的某些候選先行詞進行排除，並且把每句中指人的語言成分放到前向中心列表中，以它們所充當的語義成分為排序依據，確定句子的層次結構，最後依據中心理論分析每個候選先行詞對代詞的不同消解所造成的層次相鄰的句子之間的過渡類型，利用過渡類型的優先順序對代詞的候選先行詞進行擇優。
  2. Reasons for the current situation teachers management in rural middle school. the teachers " management system is not fully completed due to the old mode of control system, the differences between rural and urban areas. and the swiftly development of education and contradiction of the source and target of teachers causes disorder of teachers transferred

    其次，通過實踐和調查研究，我認為湖南邊遠農村中學教師管理現狀產生的主要原因是：教師隊伍的管理體制尚未理順，管理模式陳舊，城鄉差異和地區差異短時間內無法消除，教育的迅速發展，加劇供求矛盾，引發無序流動。
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