個別閱讀 的英文怎麼說

中文拼音 [gèbiéyuèdòu]
個別閱讀 英文
individual reading
  • 個 : 個Ⅰ量詞1 （用於沒有專用量詞的名詞） : 一個理想 an ideal; 兩個月 two months; 三個梨 three pears2 ...
  • 別 : 別動詞[方言] （改變） change （sb. 's opinion）
  • 閱 : 動詞1. （看） read; go over 2. （檢閱） review; inspect 3. （經歷; 經過） experience; pass through
  • 讀 : 讀名詞（語句中的停頓） a slight pause in reading
  • 個別 : 1 （單個; 各個） individual; separately; specific 2 （極少數; 少有） very few; one or two; rare; ...
  • 閱讀 : read
  1. He uses different blessings for different people but what i have discovered after years of studying, reading and applying the principles of the 8 beatitudes to different situations is they seem to have one thing in common

    你知道?特別的祝福，為不同人?有不同祝福。但經過多年研究閱讀和在不同環境中實踐后，我發現八福有一個共通點。
  2. When multiple tags are transmitting data simultaneity within reader ' s scope, that will occurs a collision. in order to resole this problem, we must use multiple access protocols

    在射頻識別系統中的閱讀器作用范圍內，有多個應答器應答要求通信而發生碰撞問題。
  3. It will provide us to further study the function of xanthophyll cycle in photoprotection. the major results are as following : two cdna sequences encoding violaxanthin de - epoxidase were cloned from japonica rice ( jrvde ) and indica rice ( irvde ) with the full - length of 1887bp and 1647bp, respectively. the homology of the open reading frame is 98 % identity between two rvde genes, and more than 60 % identities with those of other species

    本論文從水稻和菠菜中克隆了編碼vde酶的基因，並通過轉基因植物進一步研究了葉黃素循環在熱耗散方面的作用，主要獲得了以下結果：首次從兩個水稻亞種（秈稻和粳稻）中克隆了rvde基因（分別命名為irvde和jrvde ）的全長cdna序列，分別長1647bp和1887bp ，兩者開放閱讀框的同源性為98 ，與其它已知vde基因的同源性在60以上。
  4. In traditional views of second language comprehension, emphasis has been exclusively on the language to be compreended and not on the comprehender. but recent research in schema theory has shown the importance of background knowledge within a psycholinguistic model of reading. the purpose of this paper is to provide esl teachers with the implications through the study carried out by the author with regard to background knowledge in esl reading comprehension

    傳統的觀點認為，二語閱讀應把重點放在所要閱讀文章的語言方面，而不是讀者身上.但是按照圖式理論，對文章的理解是讀者的背景知識與所讀文章之間的相互作用的過程.本文旨在探究在閱讀過程中背景知識的三個不同的組成部分，即:熟悉度、透明度、上下文，對三組受試者的影響之區別所在
  5. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  6. I hereby acknowledge that i have read the terms & conditions of bidding and sale printed on the reverse side hereof and on the bidding card and listing catalog and my signature appearing hereunder and on the reverse side hereof shall bind me and the company on whose behalf i am signing, jointly and severally, for all bids that may be adjudged to have been made and declared to have been sold under my name and bidder no. noted above, whether the bidding card and listing catalog is in my possession or not

    本人特此確認，本人已閱讀在本文背頁、競投卡及拍賣目錄印上的競投及售賣條款及細則，對于裁定以上文所載本人名義及競投編號作出的所有出價，或公布以上文所載本人名義及競投編號出售的項目，如本人在本文及背頁簽署，則對本人及本人代其簽署的公司均共同及個別具約束力，不論本人是否管有競投卡或拍賣目錄亦然。
  7. Huangyal4 was complete nucleotide sequence of 1 854 bp with a nucleotide orf ( 1575 bp ), which encoded a protein consisting of 524 aa with molecular weight of 62. 2 kda and pi of 8. 96. strongly basic ( + ) amino acids, strongly acidic ( - ) amino acids, hydrophobic amino acids and polar amino acids of the protein were 13. 74 %, 11. 64 %, 36. 45 % and 22. 70 % respectively, and predicted secondary structure of the protein revealed many conserved domains such as n - glycosylation site, protein kinase c phosphorylation site, casein kinase ii phosphorylation site, n - myristoylation site, camp - and cgmp - dependent protein kinase phosphorylation site, tyrosine kinase phosphorylation site and a cytochrome p450 cysteine heme - iron ligand signature which was typical of cytochrome p450. a - helix and b - sheet of the protein is 47. 7 %, 45. 0 % respectively

    Huangya14 ）為材料分離克隆到一個細胞色素p450基因，命名為bccyp86mf5 ， cdna全長1854bp ，含1575bp的完整開放閱讀框，編碼524個氨基酸，其編碼蛋白質的分子量為61 . 2kda 、等電點為8 . 96 ；堿性氨基酸、酸性氨基酸、疏水氨基酸和極性氨基酸分別占總氨基酸的13 . 74 、 11 . 64 、 36 . 45和22 . 70 ；二級結構預測包括n -糖基化位點、依賴于camp和cgmp的蛋白激酶磷酸化位點、蛋白激酶c磷酸化位點、酪蛋白激酶磷酸化位點、酪氨基酸激酶磷酸化位點、 n -豆蔻酰化位點和細胞色素p450的典型區域，半胱氨酸亞鐵血紅素配體信號區等， -螺旋和-折疊分別佔47 . 7 、 45 . 0 ；與bccyp86mf1基因的氨基酸序列同源性達到95 . 2 ，與擬南芥cyp86c4的達到85 . 9 。
  8. The most common learning disablity is dislikecia ( dyslexia ). a person with dyslexia has difficulty with language skills especially reading

    最常見的學習障礙是誦讀困難。一個有誦讀困難的人在語言能力上特別是閱讀上有很大麻煩。
  9. A person with dyslexia has difficulty with language skills especially reading

    一個有誦讀障礙的人在語言技巧特別是閱讀方面有障礙。
  10. The - glc squence of tea plant consists of 1475 bp, including 189bp 3 ' utr, 233bp 5 ' utr and 1050bp open reading frame. the deduced amino acids ( aa ) sequence is a 350aa - glc precursor which consists of an 82aa transit peptide and a 257aa mature protein

    結果表明，該序列的3 』 -端和5 』端的非編碼序列長度分別為189bp和233bp ，開放閱讀框為1050bp ，編碼350氨基酸，其轉運肽長度為82個氨基酸，成熟蛋白由257個氨基酸組成。
  11. To start with, the thesis mainly discusses the reading comprehension, from the definition of reading and reading comprehension to three different reading models, which shows that the most efficient reading model is interactive reading model, in which schemata knowledge is not only necessary but also important ; after the documentation, the thesis lays its foundation on schemata theory, which involves the different definitions of " schema ", the classification of schemata knowledge and its function in reading comprehension, from which the conclusion is drawn that during the reading, students can use different types of schemata knowledge according to the their language proficiency and different reading materials ; in the following part, the thesis briefly states the relationship between the reading comprehension teaching and the schemata theory, from which i gain inspiration and find out the applications of schemata theory in english reading comprehension teaching in senior high schools ; and at the same time, i offer a reading teaching model of a text, which shows how to use schemata theory in reading comprehension teaching ; in the last part of the thesis, an experiment is done between two classes using two different teaching methods, one is traditional, the other is new, that is, the teaching method that uses schemata theory, which is proved to be far better

    論文首先探討了閱讀理解，從閱讀及閱讀理解的定義到三種不同閱讀模式等方面的探討，得出有效的閱讀模式是「相互作用模式」 ，該模式的運行離不開圖式知識的運用；然後，本文介紹了圖式理論，從圖式的不同界定到圖式的分類以及不同圖式知識在閱讀理解中的不同作用，得出：在閱讀中，讀者根據自己的語言水平和文章的難易程度的不同，調用不同的圖式。在介紹完了圖式理論之後，本文還簡述了圖式理論與閱讀教學的關系，探討了圖式理論對高中英語閱讀教學的幾點啟示及其啟示下的具體運用方法，並提供了一篇課文的閱讀教學模式，具體展示了在圖式理論的指導下，如何上一堂閱讀課；在文章的最後部分，筆者在自己所帶的班級中利用將近一年的時間作了一個實驗：在兩個班分別使用不同的教學模式，一個是傳統的教學模式，另一個是圖式理論指導下的新的教學模式。實驗結果證明，新教法的教學效果要好的多。
  12. 3 in the aspects of listening and reading comprehension, there is no significant difference between the experiment results

    3在聽力和閱讀理解方面，兩個班經過教學實驗測試未見明顯差別。
  13. First, based on reading lots of references biomass gasification technology is discussed in detail including the basic principle of biomass gasification, categories and working principle of biomass gasification equipment and ancillary system of biomass gasification in this paper. second, performance calculation modules of sub - systems such as gas turbine, heat recovery steam generator, steam turbine and dryer in the bigcc system are built, especially, performance calculation modules of gas turbine fueling biomass fuel gas based on variable specific heat and biomass dryer are built. in the mean time, program of performance calculation modules for sub - systems is developed using delphi 6. 0

    首先，本文在閱讀大量文獻基礎上對生物質氣化技術進行了詳細的闡述，主要包括：生物質氣化基本原理、生物質氣化設備的種類和工作原理以及生物質氣化的附屬系統；其次，建立了bigcc系統中各個子系統燃氣輪機、余熱鍋爐、蒸汽輪機、乾燥器等的性能計算模型，特別建立了基於變比熱的燒生物質燃料氣的燃氣輪機性能計算模型和生物質乾燥器的性能計算模型，並用delphi6
  14. Due to the data transmission characteristics between tags and reader, space division multiple access ( sdma ), frequency division multiple access ( fdma ) and code division multiple access ( cdma ) are applied in a limited way in rfid system. therefore, time division multiple ( tdma ) has been generally accepted. according to tdma, there are aloha protocol, s - aloha, binary - tree protocol, clipped binary - tree protocol and others

    解決這個問題必須要用到多路存取法，針對射頻識別系統中閱讀器與應答器之間的通信特點，空分多路法、頻分多路法、碼分多路法在rfid系統中應用都受到一定的限制，只能應用到一些特定的場合，一般採用時分多路法，按照時分多路法的演算法有aloha演算法、時隙aloha演算法、二進制樹型搜索演算法、修剪枝的二進制樹型搜索演算法等防碰撞演算法協議，分析了各自特點以及存在的缺點。
  15. Black does not acknowledge the difference in role responsibilities between a consultant and a permanent member of the team - a blind spot he shares with other consultants writers whose books i have read

    Black不認可顧問和團隊永久成員之間角色職責的區別- -這是一個我所閱讀過的他和其他一些顧問/作者共同的盲點。
  16. Sequence analysis showed that the full length of this cdna which encodes 364 amino acids is 1398bp. it has 71 % and 69 % identities to lycopersicon esculentum and pisum sativum respectively in amino acid level. this gene is a membrane protein which has one signal peptide, seven transmembrane helices, three n - glycosylation sites and one o - glycosylation site

    序列分析表明，該基因的cdna全長為1398bp ，開放閱讀框為1095bp ，編碼一個364個氨基酸的多肽，與番茄和豌豆中的該家族基因分別具有71和69的氨基酸同源性，是一種膜蛋白，具有1個信號肽序列， 7個跨膜螺旋， 3個n ?糖基化位點和1個o ?糖基化位點，分子量大約為39 . 174kd ，等電點為8 . 07 。
  17. This study is specifically focused on whether students had higher reading or math test scores when teachers had access to selected software products designed to support learning in reading or mathematics

    這個研究是特別聚焦在，當老師有選擇並使用可以幫助閱讀或數學學習的教學軟體時，學生的閱讀或數學測驗成績是否會比較高？
  18. With advances in voice technology, we have a new channel to deliver information and services to the public, especially those with reading difficulties

    隨著話音技術的發展，我們現在可以增添一個新途徑，向廣大市民，特別是有閱讀困難的人士，提供資訊和公共服務。
  19. The gene was cloned into puc19 vector and identified with pcr and eco ri + hind iii digestion. then, one of the positive recombinant clone was sequenced and analysed. the result showed that its sequence was 35 % and 32 % identical to equine ifn - and human ifn - respectively, but it only shared 15 % homology with chicken type i ifn

    序列分析表明，該基因閱讀開放框架由492個核苷酸組成，與馬和人ifn -基因序列的同源性分別為35和32 ，與雞i型干擾素基因的同源性僅為15 ，與國外報道的雞ifn -基因序列完全一致。
  20. By sequencing random - selected clones from the library and using bioinformatics, 54 novel expressed sequence tags ( ests ) were obtained, in which there were 14 full - length cdnas, including peroxiredoxin gene, hmg - box gene, ubiquitin gene, signal recognition particle, acetyltransferase gene and lysozyme gene

    有14個克隆包含有完整的開放閱讀框，其中包括抗氧化物酶基因prx 、 dna結合蛋白基因、泛素基因、信號識別蛋白基因、溶菌酶基因和乙酰基轉移酶基因等具有重要生物學功能的基因。
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