formal class 中文意思是什麼

formal class 解釋
形式類
  • formal : adj 1 正式的。2 禮節上的，儀式上的；鄭重其事的。3 形態的，外形的；形式上的；拘泥形式的，刻板的。4...
  • class : n 1 階級;社會等級。2 學級；班級，年級，級，班；組；（有組織的）講習班；〈美國〉同年畢業班；【軍事...
  1. In the environment of astral class hotel or advanced dining - room, dignified and refined late outfit just can accord with atmosphere, decorous black small formal attire makes the clothing that suits most

    在星級酒店或高級餐廳的環境里，端莊雅緻的晚裝才能符合氣氛，高雅的黑色小禮服成為最適合的服裝。
  2. Each student will give a 5 minute formal introduction to one of the papers that we will discuss in class

    每位同學都要對我們將要在課堂上拿來討論的研究論文之一做次5分鐘的正式介紹。
  3. At some point in the semester, you will give a 5 minute formal introduction to one of the papers being discussed in class that day

    本學期中，每人要做一次5分鐘正式介紹，內容為當天課堂討論的文章之一。
  4. In some cases, schools will provide you with a formal training class and you will receive a certificate

    一些時候，學校會提供培訓課程，並會給你頒發結業證書。
  5. By such a formalization, a general framework is proposed for integration of graphical uml statechart diagrams and formal rsl specifications, which forms the continuation of the previous work on formalization of uml class diagrams in rsl. this allows the definition of uml semantic interpretations that are precise and unambiguous, and also enhancing the readability, conciseness and abstraction of the resulting rsl specification

    通過這一形式化提出了一種對圖形化的uml狀態機視圖模型的形式化和rsl規范進行集成的框架，這一工作是對uml類圖在rsl中形式化的繼續，使得人們可以對uml的非形式化模型給出一種精確無二義性的語義解釋，同時也提高了rsl規范的抽象層次，增強了其可讀性簡明性。
  6. In autoore, a novel approach to extract java semantic relational model is presented. to get precise object relational result, the java code polymorphism invoke location is formal defined and a program analysis method based on extended class hierarchy graph ( echg ) is proposed

    代碼抽取是oore的起點，從起點開始支持理解是逆向工程的重要目標， autoore在java抽取中，抽取模型採用文中提出的java詞法和語義兩個模型，利用一個基於java擴展類層次圖（ echg ）的多態調用點分析演算法，得到更精確的靜態對象關系。
  7. A general class discussion will take place after each team has presented its position, and students not chosen to make formal presentations should direct questions to the different debaters

    在每組表明其立場后，將開始廣泛的班上討論，同時，未被選擇做正式發表的同學應向不同的辯論者提出問題。
  8. At present, most of the students did n ' t agree with the implementation. the following were the main affecting factors : formal curriculum, assessment system, teachers " literacy, time, the culture of the school research, the limit from the population in class, social and family environment

    導致這種現狀的主要因素是多方面的，主要有：課程本身；教師素質；時間因素；評價制度；學校的研究文化與交流文化；班級人數的限制；社會環境與家庭環境等。
  9. Thirdly, investigating three class of grade two in junior middle school, finding out the students " companion relationship conditions of every class, and finding out their attitude to formal and informal group

    三、對初中二年級三個班的學生作了問卷調查。了解每個班學生的同伴關系情況，以及他們對正式群體和非正式群體的態度。
  10. Part two : organizing strategy of cooperative learning in implementation of new mathematical curriculum this part analyzes the problem in the process of implementing of cooperative learning in new mathematical curriculum by observing in classroom and studying case. six problems is : ( 1 ) the group activity stay on the formal, and lack the material cooperation ( 2 ) individual duty diffuse, " take a ride " phenomenon have the occurrence ; ( 3 ) student social intercourse technical lack. ( 4 ) no change in teacher ' s role, lacking guidance to student ; ? ividing group difficultly for big class formation, fulling of too much noisy in classroom ; ? valuation system is not well, group cooperation exist in name only, provides six suggestions for these problems : ( 1 ) dividing group scientificly and vividly ; ( 2 ) leading student active cooperative learning ; ( 3 ) increasing the individual duty ; ( 4 ) cultivating students " cooperative method and social intercours technical ; ( 5 ) enhancing management in classroom ; ( 6 ) handling a few relations rightly ; finally, puts forward the principle and program of orgnizing cooperative learning in new mathematical curriculum

    二、新數學課程實施中合作學習的組織策略本部分在對實驗區數學課堂觀察和個案研究的基礎上，分析得出了新數學課程實施中合作學習存在的6個問題：小組活動留于形式，缺乏實質性合作；個體責任擴散， 「搭車」現象時有發生；學生社交技能欠缺，合作效率低下；教師對自己角色轉變認識不清，指導作用沒有跟上；大班額分組困難，課堂過于喧嘩混亂；評價體系沒有跟上，小組合作名存實亡。針對這些問題，對新數學課程實施中開展合作學習提出了6方面建議：科學靈活地分組；引導學生主動合作學習；提高個體責任：重視對學生合作方法、社交技能的培養；加強合作學習中課堂管理；正確處理幾對關系。最後提出了新數學課程實施中合作學習的組織的原則和組織序列。
  11. Obligatory course cheng avoids long avoid take an examination of the regulation that replaces with credit to see next tables : curricular type replaces scale of mandatory total credit to replace cheng of way cable a lecture given to a large number of students ( contain seeing and hearing to be born ) 100 % avoid long avoid take an examination of a country to teach oneself exam course 40 % avoid long avoid take an examination of course of cooperative colleges and universities 100 % avoid long avoid take an examination of course of other colleges and universities 50 % avoid long unavoidable one ' s deceased father for example, if you are the student that report opens education to be not english major greatly, you had obtained record of formal schooling of major of national approbatory english before study is registered ( specialized subject above ), or the letter of english grade exam that already obtained national organization ( 4 class above ), can avoid after enter a school build communal english course, but this course place occupies credit to should pass take as an elective course other courses uses neat

    必修課程免修免考和學分替換的規定見下表：課程類型替代必修總學分比例替代方式電大課程（含視聽生） 100 %免修免考國家自學考試課程40 %免修免考合作高等學校課程100 %免修免考其他高等學校課程50 %免修不免考例如，假如你是電大開放教育非英語專業的學生，你在學習注冊前已經獲得國家承認的英語專業學歷（專科以上） ，或已取得國家組織的英語等級考試證書（ 4級以上） ，入學后可以免修公共英語課程，但該課程所佔學分應通過選修其他課程補齊。
  12. By the study of general feature of object - oriented technology and the reference of the result of object - oriented formal logic analysis, we give a set of object - oriented metric standards, which are performed well and in different level ( class level and system level ). finally we implement a visual object - oriented analysis auxiliary tool. the tool can support persistent object in object - oriented system and the alalysis of relation between objects

    通過對oo語言的共性的研究及引入面向對象形式化邏輯分析的結果，本文給出了一套不同層次上（類層次上和系統層次上）的、可操作性好的面向對象系統度量集。並設計了一個可視化的面向對象分析輔助工具，利用該工具，用戶可以在設計過程中進行各種面向對象特性的度量，而且還能對系統中類之間、對象之間的關系進行分析和評價。
  13. The specific operation of formal schemata method in experimental class is that, from the writing perspective, a teacher activates or introduces some background knowledge of text structure in pre - reading activity process ; and in while - reading process a teacher helps students to look for the topic sentences in each paragraph and demonstrate the main ideas and the connection between them in the form of a diagram ; in post - reading activities, instructs students to retell the text with the help of the diagram or write something following the example of the text they ' ve just learned

    基於以上的研究情況，結合我校英語教學是以課文閱讀作為主要的英語學習途徑的實際情況，設計出本論文的實驗。本論文採用對比班的實驗方法，對實驗班採用形式圖式教學法，控制班採用和以往一樣的教學方法。形式圖式法具體是在課堂教學中採用三階段教學模式，激活、運用學生的形式圖式，按照課文的表現形式給予學生必要的思路指導，幫助學生從寫作的角度來掌握重要線索，從而準確地理解課文，學習語言。
  14. Ooa ( object - oriented analysis ) aims to build a analysis model based on class diagram. but among most oo methods, ooa lacks formal, unified and well - operated measures, only directly finding class diagram by means of analyzing problem domain through domain experience

    Ooa （面向對象分析）的目的是建立以類圖為核心的分析模型，但這些oo方法的ooa階段對于建立類圖大都缺乏規范、統一、可操作性強的手段，只是憑借領域經驗通過分析問題域直接得到類圖。
  15. We also analyzed java virtual machine model and class file format and presented a formal model of java byte code obfuscation. we demonstrated some interesting properties of obfuscating transformation and proved that for java byte code it is possible to create a single - pass algorithm of obfuscation

    論文還對java虛擬機模型與類文件格式進行了分析，建立了一個對java位元組碼進行代碼混淆的形式化模型，揭示了混淆變換具有的一些特性，並證明對java位元組碼可以創建單輪的混淆演算法。
  16. These are main courses, other not be professional class, oneself choose, can choose the computer, international trade, hotel management, business affairs is formal, legal foundation was waited a moment

    這些是主要的課程，其他的就不算是專業課的，就是自己選擇的，可以選擇計算機，國際貿易，酒店治理，商務禮儀，法律基礎等等了。
  17. Firstly, the semantic frame is presented, including the formal definition of actions, environment, agent, negotiation and multi - agent system, and the global states, class of ctn system, run and reachable states for ctn system are also defined

    本文首先給出了該形式化系統的語義框架，包括行為、協商策略、環境、 agent 、協商和多agent系統的形式化定義，並對系統的全局狀態、系統類、系統運行和可達全局狀態做了描述。
  18. Dashan : we didn ' t have a formal class together

    大山：我們並沒有上過什麼正式的課。
  19. They also have some formal class teaching when this is appropriate

    在必要的時候，他們也接受一些正式的課程。
  20. Plan and administer all training activities to ensure the timely delivery of in - house and formal class - room training in accordance to department needs

    制定並管理所有培訓活動，確保根據部門需求適時地安排內部培訓及正式教室內培訓。
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