更改終點 的英文怎麼說

中文拼音 [gēnggǎizhōngdiǎn]
更改終點 英文
change cut-off
  • 更 : 更副詞1. （更加） more; still more; even more 2. （再,又） further; still further; furthermore
  • 改 : Ⅰ動詞1 （改變） change; transform 2 （修改） revise; alter; modify 3 （改正） rectify; correct 4 ...
  • 終 : Ⅰ名詞1 （最後; 末了） end; ending; finish 2 （指人死） death; end 3 （姓氏） a surname Ⅱ形容詞（...
  • 點 : Ⅰ名詞1 （液體的小滴） drop （of liquid） 2 （細小的痕跡） spot; dot; speck 3 （漢字的筆畫「、」）...
  • 更改 : change; alter; alteration
  • 終點 : 1 （一段路程結束的地方） terminal point; finishing point; destination 2 [體育] finish; 終點裁判員...
  1. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  2. On the application diagram, deleting a connection leaves endpoints on applications intact so that you can reconnect them to each other or to different endpoints of compatible type without changing the application definition

    在應用程序關系圖上刪除連接時不會改變應用程序上的終結點，因此您可以重新連接這些終結點，或者在不更改應用程序定義的情況下將它們連接到類型兼容的不同終結點。
  3. Maintenance of scripts - finally, there is a high maintenance overhead for automated test scripts - they have to be continuously kept up to date, otherwise you will end up abandoning hundreds of hours work because there has been too many changes to an application to make modifying the test script worthwhile

    十是對測試腳本的維護：最後一點，對自動化測試腳本的維護是一個高投入的工作，腳本必須持續的更新，否則一旦應用程序有太多的變更而要修改測試腳本時，你會因為一下子需要上百個小時而考慮是否值得這樣做，從而最終放棄自動化測試。
  4. That is to say, this paper improved the layer summation method in order to make it can adapt to any shape load ' s effect and can be used to calculate the eventual foundation deformation of a point at will. at the same, this paper still combined concretion formula of one dimension and hyperbolic method with mathematical and statistical method and revised the hyperbolic method in order to make them can be used more rational

    這三種改進的計算方法，即對分層總和法進行改進，利用編程計算，使其可應用到對任何形狀填築體荷載作用下的任意點處的地基最終沉降變形計算；將一維固結公式及雙曲線法與數理統計相結合，並對雙曲線法進行修正，使兩種方法的應用更趨合理。
  5. But, pso convergence ' s speed become slow in latter iterative phase, and pso is easy to fall into local optimization. at present, some scholars improve base pso mostly using 3 methods : disperse algorithm, increase convergence speed, enhance particle ' kinds. in the paper, i put forward 2 methods aiming at local best resutl but not whole best result. i modify base pso using the last method. some scholars put forward times initializations, so i select best result after circulating some times to be a parameter of formula. first, put particle into some small region, and ensure every region having one paticle at least. second, every region ' s particle has probability transfer other regions. although increase running time, enhance particle ' kinds, decrese the probability of convergence far from whole best result. nerms ( network educational resource management system ) is one of the research projects in the science and technology development planning of jilin province. the aim of nerms is to organize and manage various twelve kinds of network educational resources effectively so that people can share and gain them easily and efficiently, so as to quicken the development of network education

    但粒子群演算法仍存在如下不足:首先在多峰的情況下，粒子群有可能錯過全局最優解，遠離最優解的空間，最終得到局部最優解;其次在演算法收斂的情況下，由於所有的粒子都向最優解的方向群游，所有的粒子趨向同一，失去了粒子間解的多樣性，使得後期的收斂速度明顯變慢，同時演算法收斂到一定精度時，演算法無法繼續優化，本文對原始粒子群演算法提出了二點改進方案: 1 .演算法迭代到一定代數后，把此時找到的全局最優解當作速度更新公式的另一參數（本文稱之為階段最優解）再進行迭代; 2 .每次迭代過程中除最優解以外的每個粒子都有一定概率「變異」到一個步長以外的區域，其中「變異」的粒子在每一維上都隨機生成一個步長。
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