production language knowledge 中文意思是什麼

production language knowledge 解釋
產生式語言知識
  • production : n 1 生產，產生；【物理學】（粒子的）生成；製造；（電影的）攝制；（戲劇的）演出；著作。2 產品，製...
  • language : n 1 語言；（某民族，某國的）國語；語調，措詞。2 （談話者或作者所使用的）言語，語風，文風，文體。3...
  • knowledge : n. 1. 知識；學識，學問。2. 了解，理解；消息。3. 認識。4. 〈古語〉學科。5. 〈古語〉性關系。
  1. Based on this situation, to improve the quality of this new form has become the key task in this time of surplus of information. this dissertation, which was consulted on psycholinguistic analysis, aimed at examining four common effective factors of speech production and comprehension during the process of verbal communication between communicators and audiences. these four factors, including mental state, general knowledge and special contextual knowledge, motive and attention ( desire ) and applicably verbal expression skills and means, were extracted from " chart of information structure view of language " by william j. baker, a famous american linguist, who had sum up restricted factors effected in people ' s verbal communication process

    本文從心理語言學的角度出發，運用美國語言學家williamj . baker在討論言語意義傳播過程中關鍵的制約因素時所制定的「語言信息傳播圖」 ，從「說」新聞傳受雙方語言運用中言語的產生和理解過程的共同作用因素，即「心理狀態、一般知識和特定環境的知識、動因和注意（意願）以及可用的語言技巧和手段」這四個方面來討論並論證了傳者「說」新聞「傳」務求通應重視和改進的問題，以期進一步了解人們通過語言傳播的心理過程，為傳者「傳」務求通提供一點新的啟示。
  2. In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research, then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive, associative and autonomous stages of learning

    首先用心理語言學的理論和認知理論解釋語言理解和語言輸出的實質並說明進行學習策略研究的必要性。然後用認知理論分析學習策略，指出學習策略屬於人們的認知技巧，可以通過認知、聯絡和自動無意識三個階段獲得並由陳述性知識變為人們頭腦中的程序性知識。
  3. The whole design of on - line monitoring system is built in this subject, which system is based on data stream status, running characters, the requirements for in - situ monitor, communication technology and database knowledge. this system used graphic programming language labview for software developing tool and the production of rockwell for hardware

    根據高溫風機監測系統數據流量狀況、機組運行特點及現場監測要求，結合網路通訊技術和數據庫知識，以圖形化設計語言labview為開發平臺，以美國羅克韋爾自動化公司的硬體模塊為基礎，構建了在線監測系統的總體設計方案。
  4. With c + + language, iods is composed of traditional optimization methods, knowledge base, inference machine, knowledge acquisition and graphic user interface ( gui ) in windows 2000. this integrated synthesis system performs the intelligentized optimization design for asrv, including the following items : production deduction strategy, knowledge handling technology, traditional optimization methods, evolutionary algorithms and the object - oriented strategy

    此系統利用c + +語言在windows2000環境下編制而成，由優化演算法庫、知識庫、推理機制、知識錄入和圖形用戶界面等幾部分構成；該系統將產生式推理技術、知識處理技術、基於數學規劃的優化演算法、現代優化演算法以及面向對象程序設計方法綜合成一個有機的整體，形成了一個針對再入飛行器氣動布局優化設計的智能優化設計平臺。
  5. In the 2nd chapter, according to the requirement of the sharing and exchange of product information over the internet, the xml is determined as the knowledge description language. then the method and its architecture of the xml - based exchange with production information are presented systematically. and the relative key technology is put forward

    在第二章中，針對internet環境下產品信息網上交換與共享的需求，確定了採用xml作為internet環境下產品信息的知識表達語言，系統地提出了基於xml的異構產品信息網上交換方法及其體系結構，並在此基礎上論述了若干關鍵技術。
  6. Secondly, the mode based on the expert system of the uncertainty reasoning in teaching methods is discussed emphasizely, and the theory of certainty factor is applied to the mode, then we develop an expert system program by using clips language. in the system, fuzzy knowledge expression and reasoning based on the production rule are realized, so that we can perferably realize the intelligent and individual property of icai

    然後探討了採用基於不確定性推理的專家系統實現對教學方法的選擇的方式，將可信度理論嘗試性地運用於教學方法的選擇上，並使用clips （ clanguageintegratedproductionsystem ）語言開發了一個實際可行的教學方法選擇專家系統，實現了基於規則的模糊知識表達與推理，從而較好地實現了icai系統中的個別化和智能化教學。
  7. The dialogue pattern reflects open pluralism in terms of teaching goals, contents, process and assessment. finally, it ' s not a self - copying and self - repeating mechanism, but rather incessant production and creation of new knowledge, meanings and norms, which embodies the creativity of teaching activities. the third part probes the specific modes of dialogue chinese language teaching, which are namely dialogues between teachers and students, dialogue among students, teachers and students " dialogue with text, and self - dialogue of each student

    首先，對話型語文教學真正體現了教學主體性，因為主體性只有在對話交流中才能體現，主體性是對話型語文教學的靈魂；其次，對話型語文教學展示了教學主體的交互性，這是對話型語文教學區別于獨白式對話型語文教學的理論與實踐語文教學的顯著特徵；再次，對話型語文教學與獨白式語文教學的封閉、單一、和程序化相對，從教學目標、教學內容、教學方式到教學過程、教學評價都充分體現了一種多元開放性；最後，對話型語文教學不是復制性的、機械重復性的活動，而是新的知識、意義與理念不斷生成與創造的過程，體現了教學創新性。
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