un-skill 中文意思是什麼
un-skill
解釋
不靈巧-
At the crossing of the 21th century, the three famous authors in the contemporary literature field all selected the un - normal perspective narrate, the block - head young master in the a - lai ' s novel of " the dust falling to the ground ", the madman in jia - pingwa ' s novel of " shanxi opera ", the moving soul in the shi - tiesheng ' s novel of " the journey of my dingyi ", selecting the perspective inherited luxun ' s tradition in " the diary of the madman ", it is a reference from the west and latin america ' s modern expression skill, it is making great efforts when they face the dilemma under the new situation
摘要世紀之交，當代文壇頗具影響力的三位作家不謀而合地選擇了非常態視角敘事，阿來《塵埃落定》中的傻子少爺，賈平凹《秦腔》中的瘋子引生，史鐵生《我的丁一之旅》中的行魂，這一敘事視角的選取既是對源自魯迅《狂人日記》中「狂人」傳統的承續，也是對西方、拉美等文學現代表現技巧的借鑒，更是新的歷史條件下敘述面臨困境時的創新努力。 -
Well, un, actually. . i really only have 1 skill rank in ride
好吧，嗯，事實上. . .我在騎術上只有1點技能級數。 -
Material in the paper arc systemic and acclliate, and are valuable reference for understanding developing status of uu ' v anning skill of foreign countries and for dirccting developing of un tring sldll of our counny
本文資料系統、翔實，分析縝密、細致，對了解國外水下無人航行器裝備技術發展情況，指導我國水下無人航行器裝備技術的發展具有非常重要的參考價值。 -
This article investigates the general rule of children ' s cognitive development at the degrees of number, space and narrative, and analy / es the synchronization and un - synchronization of cognitive development. it validates and develops case ' s theory from the factors such as nationalities, regions, nations, ages, gender, and tries to enrich the theory of children ' s cognitive development. to attain the aim, the author reforms case ' s experimental design in chinese thinking and unifying qualities, and comes up with four experimental designs, such as " the children ' s daily mathematical knowledge - the skill about dealing with money ", " the children ' s spatial structure - mapping ", " the children ' s senses of parental role " and " the children ' s understanding capabilities about society "
因此，凱斯等人的兒童認知發展的「結構一過程」理論，它是以皮亞傑的一般性理論為基礎，從研究兒童執行控制結構和工作記憶開始，進一步拓寬到研究知識領域、標準組件理論，把兒童認知過程分解為一系列基本領域，對數、社會性和空間等中心概念結構進行了廣泛的研究;在對兒童認知發展的每一個領域進行單獨研究的過程中，發現了不同領域任務之間的同步現象，從而溝通了信息加工的組件理論和一般性理論，建立了新的兒童認知結構理論。
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