靈魂再現 的英文怎麼說

中文拼音 [línghúnzàixiàn]
靈魂再現 英文
treed murray
  • 靈 : Ⅰ形容詞1 （靈活; 靈巧） quick; clever; bright 2 （靈驗） effective Ⅱ名詞1 （精神; 靈魂） spirit; ...
  • 魂 : 名詞1. （靈魂） soul 2. （精神; 情緒） mood; spirit 3. （指國家、民族的崇高精神） the lofty spirit of a nation
  • 再 : 副詞1 （又一次） another time; again; once more 2 （表示更加） still; further 3 （表示如果繼續怎...
  • 現 : Ⅰ名詞1 （現在; 此刻） present; now; current; existing 2 （現款） cash; ready money Ⅱ副詞（臨時; ...
  • 靈魂 : soul; spirit; thought
  1. It ' s reflected in four aspects : teaching target, teaching resources, teaching tactics and teaching assessment. the determination of teaching contents is the emphasis, and the teaching contents is determined by teaching target ; the collection of material ( teaching resources ) is the difficulty - compose a script after making a careful study of the teaching material, then collect the material according to the script ; teaching tactics are embodied by the determination of information form and by the way in which the contents accord with the form so as to get the best result in teaching ; making teaching assessment guarantees the quality of the software. in the early making period, the original model method of system engineering is adopted to produce small experimental courseware and a further revision and improvement are made in consultation with some experts. also an agreement on the demand of the software system is reached. in the later making period, the software is appraised by experts from its stability, serviceability reasonableness of construction, and the scientific nature of contents, then it is put into use as an experiment. finally those who use it are required to fill the teaching feedback table

    教學設計理論是靈魂，它貫穿于整個軟體編制過程，從四個方面來體現：教學目標、教學資源、教學策略、教學評價。教學內容的確定是重點，根據教學目標來確定教學內容；素材的收集（教學資源）是難點，在鉆研教材的基礎上撰寫腳本，根據腳本去收集素材；教學策略體現在信息形式的確定，以及如何使內容與形式協調一致，達到教學最優化的效果；而進行教學評價是本軟體質量的保證，在軟體的製作的初期，採用系統工程論的原型模型法，開發出實驗性小課件，在徵求專家的意見的基礎上進一步修改、完善、確認軟體系統的需求併到達一致的理解，在軟體製作的後期，再請專家從軟體的穩定性、可操作性、結構的合理性、內容的科學性等方面進行鑒定，最後將軟體作實驗性投入使用，再讓實驗對象填寫教學反饋信息表。
  2. Troubles and other realities took on themselves a metaphysical impalpability, sinking to mere mental phenomena for serene contemplation, and no longer stood as pressing concretions which chafed body and soul

    一切煩惱和現實中的事情都化作了抽象的虛無縹緲的東西，變成了僅僅供人沉思默想的精神現象，再也不是折磨肉體和靈魂的緊迫的具體的東西。
  3. He followed her mental processes more clearly now, and her soul was no longer the sealed wonder it had been

    他現在更清楚她的思想脈絡了。她的靈魂再也不是過去那種無法窺測的奇跡了。
  4. " don t speak of marseilles, i beg of you, maximilian ; that one word brings back my mother to my recollection - my angel mother, who died too soon for myself and all who knew her ; but who, after watching over her child during the brief period allotted to her in this world, now, i fondly hope, watches from her home in heaven

    「別再提馬賽這個名字好吧，我求求你了，馬西米蘭，這個地名使我又想起了我的母親，我那天使般的母親啊，對我，對所有那些認識她的人來說，她真是死得太早啦。她在這個世界上照顧她孩子的時間雖短，但我至少希望，現在，當她那純潔的靈魂在那幸福的地方飛翔的時候，她還能親切憐憫地注視著她的孩子。
  5. Laws and principles are not for the times when there is no temptation : they are for such moments as this, when body and soul rise in mutiny against their rigour ; stringent are they ; inviolate they shall be

    法規和準則不光是為了沒有誘惑的時刻，而是針對現在這樣，肉體和靈魂起來抗拒它的嚴厲和苛刻的時候。它們再嚴厲也是不可破壞的。
  6. Exploring the possible reality of such contact, one dreamer had her side pinched by a discarnate friend, so vividly that she screamed in fright, while another had his toe pulled when he asked for it - and did not ask again

    有一個人在探索這種聯系的可能的現實時，一個靈魂朋友使她偏癱，這是如此生動，以至她驚恐地尖叫，另一個人要求靈魂拔自己的腳趾時，他的腳趾真的被拔? ?他再也沒有這樣要求。
  7. The dialogue pattern reflects open pluralism in terms of teaching goals, contents, process and assessment. finally, it ' s not a self - copying and self - repeating mechanism, but rather incessant production and creation of new knowledge, meanings and norms, which embodies the creativity of teaching activities. the third part probes the specific modes of dialogue chinese language teaching, which are namely dialogues between teachers and students, dialogue among students, teachers and students " dialogue with text, and self - dialogue of each student

    首先，對話型語文教學真正體現了教學主體性，因為主體性只有在對話交流中才能體現，主體性是對話型語文教學的靈魂；其次，對話型語文教學展示了教學主體的交互性，這是對話型語文教學區別于獨白式對話型語文教學的理論與實踐語文教學的顯著特徵；再次，對話型語文教學與獨白式語文教學的封閉、單一、和程序化相對，從教學目標、教學內容、教學方式到教學過程、教學評價都充分體現了一種多元開放性；最後，對話型語文教學不是復制性的、機械重復性的活動，而是新的知識、意義與理念不斷生成與創造的過程，體現了教學創新性。
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