縱橫自如 的英文怎麼說

中文拼音 [zōnghéngzìrú]
縱橫自如 英文
capable of moving in any direction
  • 縱 : Ⅰ動詞1 （釋放; 放走） release; set free; let go 2 （放任; 不約束） indulge; give oneself up to; l...
  • 橫 : 橫形容詞1. （蠻橫; 兇暴） harsh and unreasonable; perverse 2. （不吉利的; 意外的） unexpected
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 縱橫 : 1. （豎和橫） in length and breadth; vertically and horizontally 2. （奔放自如） with great ease; freely
  • 自如 : [書面語] with facility; smoothly; freely
  1. 1958 ha s shades of the 1940s and 1950s psychological thriller ; to catch the thief 1958 retained the humanistic spirit of the union while openly sporting the voyeuristic interest of hitchcock s

    在何建業先生家裡翻箱倒櫃看他的藏書，當中自然少不了當年流行的三毫子小說，此外還有中譯小說如縱橫天下即cameron hawley的
  2. With china ' s accession to the world wide organization, what strategies should our textile corporations take and how to develop them ? combining to their self - characters, a historical and realistic research has been taken into the personnel system of textile corporations. this research is backed up by such main theories as humanism hypothesis theory, manpower capital theory, as well as human resource management theory, and the methods consist of document retrieving, social investigation, induction and deduction, and comparative study

    本文以中國加入wto后，我國紡織行業如何積極應對發展壯大為研究背景，以人性假設、人力資本、企業人力資源管理等理論研究為依託，採用了文獻檢索、社會調查、歸納演繹、比較研究等方法，結合紡織企業自身特點，對紡織企業人力資源管理的完善與創新進行了歷史和現實、橫向和縱向發展式的研究。
  3. Based on the deep psychological mechanism, first this thesis analyzed the social structures of china, japan and america, such as the vertical society of china, the imitative family of japan and the horizontal society of america in order to find out how they had an influence and restriction on their characters of deep psychological structure

    從中日美企業的深層心理結構來看，本文首先分析了中日美社會心理結構模式諸如中國的縱式社會、日本的師家制度、美國的橫式社會等特徵對各自的社會心理的影響和制約。其次分析了中日美價值基原對各自深層心理結構特徵的影響和制約。
  4. The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background. by analysis and explanation of investigation data, the study concludes the results as follows : 1 after implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend, while their outer motivation ( significantly ) rises apparently. so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy

    通過對調查數據予以分析和說明，本研究得到如下結論： （ 1 ）課程改革以後，參與課改的教師無論與自身縱向相比，還是與未參加課改的教師橫向相比，其一般教育效能感顯著上升，而教師的個人教學效能感則（顯著）下降； （ 2 ）課程改革以後，參與課改的教師與自身縱向相比其內部動機有較為顯著的下降趨勢，外部動機則有顯著地上升趨勢；其內部動機和外部動機都（顯著）高於未參加課改的教師； （ 3 ）課程改革以後，參與課改的教師無論是與自身縱向相比，還是與未參與課改的教師橫向相比，其「職業任務」和「個體緊張反應」方面均呈現（非常）顯著地上升趨勢，而在「個體應對資源」方面除休閑是顯著降低外，其餘無顯著的差異； （ 4 ）不同特徵和類別教師的「教學效能感」 、 「教學動機」和「職業緊張應對」在課改前後的變化狀況上存在（顯著）差異； （ 5 ）教師教學效能感、教學動機和職業緊張應對密切聯系，教學動機與教學效能感相互作用顯著；而職業緊張應對直接顯著影響教學動機，間接影響教學效能感。
  5. I observed in this last part of his discourse, which was truly prophetick, tho i suppose my father did not know it to be so himself ; i say, i observed the tears run down his face very plentifully, and especially when he spoke of my brother who was kill d ; and that when he spoke of my having leisure to repent, and none to assist me, he was so mov d, 0that he broke off the discourse, and told me, his heart was so full he could say no more to me

    事後想起來，我父親最後這幾句話，成了我后來遭遇的預言當然我相信我父親自己當時未必意識到有這種先見之明。我注意到，當我父親說這些話的時候，老淚縱橫，尤其是他講到我大哥陳屍戰場，講到我將來呼援無門而後悔時，更是悲不自勝，不得不中斷了他的談話。最後，他對我說，他憂心如焚，話也說不下去了。
  6. This thesis researches into the urbanization in suzhou, wuxi and changzhou, by the way of associating theoretical research with positivism analysis, vertical analysis and horizontal comparison, demonstrates the feasibility and necessity of constructing the su - xi - chang urbanization in detail, preliminarily studies the functional system, the relation to their vicinity and the developing aim, suggests how to construct the su - xi - chang urbanization rapidly, informs myself viewpoint, furthermore, and provides urban development with some experience

    本文以蘇錫常都市圈為研究主題，通過理論研究與實證分析相結合、縱向分析與橫向比較並重的方式，詳細論證了構建蘇錫常都市圈的可行性與必要性，對蘇錫常都市圈的運行機制、周邊區域關系及其發展目標進行了初步探討，就如何加速蘇錫常都市圈建設提出了一系列建議和措施，對相關問題闡明了自己的看法，以期為區域城市發展提供一些借鑒。
  7. The latest issue of the magazine is now out, and it looks at chinese civilization from a new perspective. sun hung kai real estate agency executive director alfred so is an avid reader, and he talks about his extensive experience in the hong kong commercial field and his great interest in chinese culture and reading

    最新一期雜志已於今日登場，以全新角度剖析中國物質文明，更請來愛書人新鴻基地產執行董事蘇仲強，分享縱橫商場多年的經歷，如何促使他愛上中國文化，建立自己一套閱讀心得。
  8. The vertical one is divided into three phases : low self - direction, intermediate self - direction and high self - direction. the horizontal one comprises six elements : self analyzing, learning objectives definition, learning contents definition, learning environments establishment, learning strategies & methods selection and application, and self reflection and evaluation. in hope of giving some advice on how to improve college students " self - directed lea rning capacities and on how to help students to learn by self - direction in higher education, the author finally elaborates a phase - element table, which expresses the characterizations of college students " self - directed learning behaviors and the relative changes of teachers " role

    在此基礎上，縱向從「低度自我導向、中度自我導向、高度自我導向」三個階段，橫向從「自我特徵分析，學習目標制定，學習內容選擇與確定，學習環境選擇與創設，學習策略與方法選擇與應用，監控、反思與自我評價」六個要素對學生自我導向學習行為變化及教師策略進行描述、分析和總結，最終以「階段?要素」表的形式揭示在大學教學中，學生自我導向學習行為及教師策略變化特點，希望對如何提高大學生自我導向學習能力以及在高校教學中如何促進學生進行自我導向學習有所啟示。
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