content and arrangement in Chinese

• 内容和安排

• "content" in Chinese :    vt. 使满意，使满足。 content oneself ...
• "arrangement" in Chinese :    n. 1.整顿，整理；排列，布置，分类。 2.〔pl.〕 ...
• "oil content monitoring arrangement" in Chinese :    油分监测装置
• "arrangement" in Chinese :    n. 1.整顿，整理；排列，布置，分类。 2.〔pl.〕安排，料理，筹备，预 ...
• "arrangement for" in Chinese :    对……的安排
• "the arrangement" in Chinese :    我就爱你
• "and content" in Chinese :    经验与内容，142
• "be content to" in Chinese :    甘愿; 愿意做…
• "be content with" in Chinese :    沉迷于; 对…感到满意; 对…满意; 对…满足; 满足于; 以...为满足
• "content" in Chinese :    n. 1.容积，容量，含量，【数学】容度；收容量。 2.【哲学】内容 (op ...
• "content with" in Chinese :    对…感到满意; 满足的,愿意的; 满足于..
• "the content" in Chinese :    箱内货品
• "table arrangement and seat arrangement" in Chinese :    会客室内的预备与座次安排
• "corresponding content of a content token" in Chinese :    内容符记的对应内容
• "water content moisture content" in Chinese :    土的物理性质含水量

• Technical information on construction products and services - guide to content and arrangement
  建筑产品及服务技术信息.第2部分:内容和编排指南
• In the inauguration , hou dongliang , liaison of mstc , introduced the content and arrangement of the activity and handed out the introduction and address list as well
  开营仪式上，微软俱乐部的外联部部长侯东亮介绍了一下整个活动的内容及流程安排，发放了活动介绍及营员联系表。
• The main contents of the dissertation are as follows : chapter one summarizes the situation and application of response in nonlinear dynamical system under narrow - band random excitation and presents the main contents and arrangement of the dissertation
  第二章和第三章研究了系统( 1 1 )在窄带随机外部激励下的共振响应问题。主要讨论了w _ 2 3w _ 1 ， 3w _ 1时的情况。
• The writer passes the fixed amount and qualitative analysis , the actuality investigates and theories study combines together , thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar , but many abuses exsisr hi the grammar research , thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching , people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations , the contents of the language grammar in the teaching material and arrangement also have certain limitations , such as do n ' t follow the students " regulation of cognition , there is no the contents of the grammar teaching in senior high school and the request , the grammar in junior high school does n ' t pass , in the senior high school then returns to living , gradually , etc ; furthermore , teacher ' s character and the teaching methods are n ' t well suited , do n ' t join the static grammar teaching with the dynamic grammar teaching , neglect the practical characteristics of the teaching grammar ; for a long time , the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly , either higher or lower etc . from here , the writer gets a conclusion : because of the existence of the above problems , cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation , but not grammar knowledge oneselt is useless , therefore , from now on the direction of the grammar reform in education is to resolve these problems , not desa linate and cancel
  在1898年马建忠撰写的第一部汉语语法专著《马氏文通》问世到现在的一百多年里，语法教学在中学语文学科中的地位始终没有确定下来， “淡化”甚至“取消”语法教学的观点时而浮现于语文教学的理论与实践中。问题的症结何在?笔者通过定量与定性分析，现实调查与理论探讨相结合，认为中学语法教学的主要症结在于：中学语法教学确立的目标脱离广大师生的教情与学情实际；中学语法内容体系来源于语法研究成果，而语法研究中存在着诸多弊端，从而直接或间接地影响着中学语法教学；人们对中学语法教学目的的认识也有一个不断趋向科学的过程：语法教材也存在着内容及编排的局限性? ?中学语法教材的依据语法体系本身具有局限性，语文教材中的语法的内容与编排也具有一定的局限性，诸如没有遵循学生的认识规律，高中没有语法教学的内容和要求，语法初中没有过关，高中则更趋回生等；再者，教师素质及教学方法不适应，没有把静态的语法教学与动态的语法教学结合起来，忽视了教学语法的实用性的特点；长期以来，中学语法教学的意义定位不准，不是偏高就是偏低等等，由此，笔者得出结论：由于上述问题的存在，导致了“语法无用”进而要求“淡化语法”甚至“取消语法”论调的产生，而并非语法知识本身无用，因此，今后语法教学改革的方向是解决这些问题，而不是淡化和取消。