高階大法師 的英文怎麼說
中文拼音 [gāojiēdàfǎshī]
高階大法師
英文
great mage- 高 : Ⅰ形容詞1 （從下向上距離大; 離地面遠） tall; high 2 （在一般標準或平均程度之上; 等級在上的） above...
- 階 : 名詞1. （臺階） steps; stairs 2. （等級） rank 3. [醫學] （耳蝸的三個螺旋管的任一個） scala 4. [數學] order 5. [地質學] stage
- 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
- 高階 : high [higher] order高階導數 higher derivative; higher order derivative; derivative of higher orde...
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Without forearmed, flurried architects and planners work out many kinds of urban design " productions " which have different depth, degrees of statutes, tangly functions and unable to put into application. - what ' s wrong with them ? according to the experience about the theoretics of urban design, we then get some standpoints of our own. the most important thing we need is to develop a rational and canonical procedure for urban design operations
不久之後，伴隨著城市化進程逐漸進入高速增長的中期階段，則更是為尚在思索的規劃與建築專業帶來了大量的「城市設計」項目? ?匆忙上陣的建築師與規劃師帶著困惑與思索，提供出許多層級多樣、深度不一、法律法規地位未定、角色定位含混、實施可能渺茫的各類「城市設計」成果。Conditional fees lawyers will be unwilling to take on difficult cases which involve important and developing areas of the law because these may be riskier, more expensive, may not settle and may even need to be taken to the court of appeal or the court of final appeal
按條件收費的律師將不願涉及重大法律及處于發展階段的法律部分的難題案件，因為有關案件風險較大費用高昂不能和解，甚至須提交上訴法院或終審法院審理。The vertical one is divided into three phases : low self - direction, intermediate self - direction and high self - direction. the horizontal one comprises six elements : self analyzing, learning objectives definition, learning contents definition, learning environments establishment, learning strategies & methods selection and application, and self reflection and evaluation. in hope of giving some advice on how to improve college students " self - directed lea rning capacities and on how to help students to learn by self - direction in higher education, the author finally elaborates a phase - element table, which expresses the characterizations of college students " self - directed learning behaviors and the relative changes of teachers " role
在此基礎上，縱向從「低度自我導向、中度自我導向、高度自我導向」三個階段，橫向從「自我特徵分析，學習目標制定，學習內容選擇與確定，學習環境選擇與創設，學習策略與方法選擇與應用，監控、反思與自我評價」六個要素對學生自我導向學習行為變化及教師策略進行描述、分析和總結，最終以「階段?要素」表的形式揭示在大學教學中，學生自我導向學習行為及教師策略變化特點，希望對如何提高大學生自我導向學習能力以及在高校教學中如何促進學生進行自我導向學習有所啟示。
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