表意符階段 的英文怎麼說

中文拼音 [biǎoyìfújiēduàn]
表意符階段 英文
logographic stage
  • 表 : Ⅰ名詞1 （外面;外表） outside; surface; external 2 （中表親戚） the relationship between the child...
  • 意 : Ⅰ名詞1 （意思） meaning; idea 2 （心愿; 願望） wish; desire; intention 3 （人或事物流露的情態）su...
  • 符 : Ⅰ名詞1 （符節） tally （with two halves made of wood bamboo jade metal issued by a ruler to gener...
  • 階 : 名詞1. （臺階） steps; stairs 2. （等級） rank 3. [醫學] （耳蝸的三個螺旋管的任一個） scala 4. [數學] order 5. [地質學] stage
  • 段 : Ⅰ量詞（部分） section; segment; part; paragraph; passage Ⅱ名詞（姓氏） a surname
  • 階段 : stage; phase; period; gradation; bench
  1. After phase 4, inspection and validation, the training center pi should coordinate with the corresponding air carrier pi if applicable, make an evaluation agreement on the training center regulation compliance, and submit this evaluation agreement to the regional administration flight standards office and the principal manager of the regional administration, make the decision of whether to issue the certificate or not, at the same time, apply for the certificate number of ccar - 142 training center to the flight standards department, the two character code of pinyin represent each administration, for example, hd represents east china regional administration, hb represents north china regional administration etc

    完成第四階段驗證檢查后，訓練中心主任監察員應當與相關航空承運人主任監察員進行協調如適用，就訓練中心規章符合性問題達成一致意見，並將此意見提交給地區管理局飛行標準處和管理局主管領導，做出是否頒證的決定，同時可以向飛行標準司申請ccar 142部訓練中心合格證代碼，其中漢語拼音的兩字代碼分別表示不同管理局，如hd代表華東管理局hb代表華北管理局等。
  2. With the aid of some theories " the dual character of maths conception " by sfard, the theory of " expression - contact " by james hibert and thomas p. carpenter, and the theory in constructirism and psychology, i have, in this thesis, carefully analyzed the reasons why part of the senior students conld n ' t understand the language of mathematics well : 1. during the language understanding period, they lack of actively building the constructure of the symbolic language

    藉助sfard的「數學概念的二重性」理論、 jameshibert和thomasp . carpenter的「表示?聯系」的理論以及認知心理學和社會建構主義等理論，分析了部分高中學生對符號語言不理解的主要原因： 1 、在語言理解階段缺乏對符號語言意義的主動建構。
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