時變傾角時差 的英文怎麼說
中文拼音 [shíbiànqīngjiǎoshíchā]
時變傾角時差
英文
time-variant dmo- 時 : shí］Ⅰ名1 （比較長的一段時間）time; times; days:當時at that time; in those days; 古時 ancient tim...
- 角 : 角Ⅰ名詞1 （牛、羊、 鹿等頭上長出的堅硬的東西） horn 2 （古時軍中吹的樂器） bugle; horn 3 （形狀像...
- 差 : 差Ⅰ名詞1 （不相同; 不相合） difference; dissimilarity 2 （差錯） mistake 3 [數學] （差數） differ...
- 時差 : 1 [天文學]（平太陽時和真太陽時的差）equation of time2 （不同時區之間的時間差別）time difference時...
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The frontal structure of longmenshan in the west of sichuan is very complex, showing intense structure deformation in overthrust belt, high structure amplitude, steep stratigraphic dip, developed fault blocks, complex seismic wave field, frequent change of lateral velocity, and poor image of post - stack time migration processing
摘要川西龍門山前緣構造非常復雜，逆掩推覆構造帶構造形變強烈，構造幅度大，地層傾角陡，斷塊發育，地震波場復雜，速度橫向變化大，常規疊后時間偏移處理成像效果較差。All the data were analyzed by analysis of variance of spss, and it turned out some surprising and unexpected findings, which deviated from the original hypothesis : ( 1 ) chinese non - english - majored efl learners showed multiple perceptual learning modalities, which was the similar tendency with those in traditional classroom ; ( 2 ) although there was a slight decrease of the means of six instructional learning styles, there was no statistically change of the visual, tactile, kinesthetic, individual and group learning ; ( 3 ) however, there was a significant negative shift on auditory learning style of chinese non - english - majored efl learners, which was contrary to the originally hypothesis ; ( 4 ) after being analyzed as a moderator variable, gender played a significant part in the choice of instructional learning styles among chinese non - english - majored efl learners ; ( 5 ) within the group of female or male learners, it produced significant change in auditory, kinesthetic and group learning in female students while there was no significant change of all the six learning styles in male students
而長期以來，研究者都是從理論的角度，對學習方式和計算機輔助教學進行研究，從實證角度的研究乏善可陳，基於此，本文運用定量研究的方法，著眼于調查研究計算機輔助教學對大學英語學生學習方式影響.本文以重慶大學來自8個專業的353名學生為研究對象，根據他們接受計算機輔助教學的時間長短分為三個組，進行問卷調查，對數據進行整理和分析，得出以下結論：大學英語學生傾向于多種學習方式；在六種學習方式中，有五種學習方式並沒有隨著在計算機輔助教學的環境而呈現顯著的變化；但在聽覺型學習方式上，出現了下降；從對性別的比較中，男生和女生在幾種學習方式上具有顯著的差別;而計算機輔助教學環境對男生學習方式沒有明顯的作用，卻對女生的聽覺型，體驗型和小組型學習方式有顯著影響。
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