doing as training 中文意思是什麼
doing as training
解釋
操作式訓練-
Other methods aiming at culture learning - to learn the salient feature of the host culture and proper behaviors - include such intercultural training techniques as information - giving, the method of simulations, the critical incident technique, the method of culture assimilators and experiential learning by doing
文化休克也可以通過適當的跨文化培訓得以減輕，比如向人們提供不同文化的信息來增強人們對其它文化的認識，或者讓人們參與典型實例分析來提高人們的文化敏感性等。 -
The reproduction or use of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, and including republication as or in connection with instructional or training seminars, and in any storage and retrieval system, is forbidden to anyone except an authorized wal - mart associate doing so for the sole purpose of training wal - mart associates on the material contained within
除非出於培訓目的而獲特別授權，否則任何人，不論出於任何目的，都不能將此文件的任何部分以任何形式通過任何方式，如電子或機械印刷等，進行復制或傳播，包括影印、抄錄，或使用其他信息儲存與回收系統。 -
According to objective orientation, the authors offered the following suggestions : in terms of routine setup, we should base the main contents on the essential combos of representative martial arts carefully selected, and base the initial posture, ending posture and transitional posture on the exclusive chinese fist clenching courtesy ; in terms of routine training, we should seek for the power of expression, and concurrently take care of move standardization as well as offense and defense awareness ; in terms of teaching, we should adopt the mode of learning single move techniques and combo move techniques first, then doing an antagonistic exercise, and finally putting series moves into a complete routine
根據目標定位，建議在套路編排方面，以精選的代表性拳種的精華組合為主要內容，以中國獨有的抱拳禮為起收勢和銜接點；在套路訓練方面，以求取勁力為立足點，併兼顧動作的規范和攻防意識；在教學方面，採用先進行單勢技法、組合技法學習，再進行對抗性練習，最後進行套路串接的模式。 -
Doing - as - training
操作式訓練 -
These effects were as followings : it philosophically promoted the establishment of the modern ways of thinking and the rising of experimental science ; the belief of christianity valuably provided the impulses for scientists, by which scientists had great desires to penetrate the mystery of nature ; the rationalism supplied the possibilities for the rising of modern natural science ; the churches, convents and the prosperities of their cultural course organically laid not only the solid social and cultural foundation for modern natural science, but also for the training of logical capacity of thinking, which people must possess in doing science in following days. of course, the words discussed before would not illustrate their harmonious relation, either
具體表現在三個方面：在哲學觀上促進了近代思維方式的確立和實驗科學的興起；在價值觀上，其信仰觀為科學家探索自然的奧秘提供了巨大的內在動力；其理性主義給近代自然科學的勃興提供了可能性。在組織形式上，教會、修道院及其文化的興盛不但為近代自然科學的興起奠定了堅實的社會文化基礎，而且為日後人們從事科學必備的邏輯思維能力的訓練作好了準備。 -
For that, villone was willing to spend six weeks pitching in the minors, fine - tuning his stuff with regular work and doing away with the need to " manufacture, " or try to create additional velocity that may not have existed at that time, as torre noted repeatedly in spring training
為了能夠上到大聯盟，天天v願意在小聯盟投上六個星期，以規律的作息微調他的投球內容並且有所產值，或者是嘗試創造當時所不可能存在的額外球速，這是老爹在春訓的時候一在的提及的。 -
Physical problem solving is one of the most important component parts middle school physics teaching. training the students ability of analyzing and soling physical problems is one of the targets of middle school physics teachings. one of the obvious problems exsisting in middle school physics teaching is that many students have difficulty in solving physical problems with their physic knowledge. many teachers make their students buried into lots of exercises and try to overcome the difficulty. therefore, doing exercises become the main task for physics learners. whether the hard questions can be answered becomes assessment of students ability. it takes lots of energy and time without improving the students analysing and solving problems ability. as a matter of fact, it leads to serious problem
當前中學物理教學中存在的一個突出問題，是學生在運用知識解決物理問題這一環節上存在著嚴重困難，許多教師常採用「題海戰術」試圖克服這一困難。解答各種各樣的習題成了學生學習物理的主要內容，能否解出各種高難習題成了學生能力高低的主要判據。這種方法耗費了大量精力、時間，卻無助於學生分析、解決問題能力的提高，給物理教學本身留下了許多「致命的隱患」 。
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