1) feelings can be expressed by scene
情皆可景
2) No wrong without remedy.
有过皆可补。
3) scenarios
[英][si'nɑ:riəu] [美][sɪ'nɛrɪ,o]
情景
1.
Changes of Global Ecosystem Services in the Future under the Four MA Scenarios;
全球生态系统服务未来变化的情景
4) Scene
[英][si:n] [美][sin]
情景
1.
Combining Emotion with Scenery:Landscape Design of Kangyuan Mansion and Chamber in Hunan Electric Power Science and Technology Zone;
寓情于景 情景交融——湖南电力科技园康园大厦及会所景观设计
2.
Research of product design orientation based on scene of usage-style;
基于使用方式情景化的产品设计定位研究
3.
The use of attemptable teaching method——The subject of studying on history mutual moving scene exercise;
“尝试教学法”的应用——学习主题下历史科“互动、情景、活动”教学的尝试
5) context
[英]['kɔntekst] [美]['kɑntɛkst]
情景
1.
This paper expounds the significance of web to the learners context, media,independence and collaboration.
与此同时,大学英语网络学习平台对于学习者在情景的创设、媒介的延伸、意义主动建构的形成及它们之间的协作方面都有作用。
2.
From contingency perspective,this paper analyzed the contextual factors at organizational,team and individual levels that influenced the design of incentive system in R&D teams.
本文从权变理论的角度分析组织、团队和个体三个层面的情景因素对设计研发团队激励机制的影响。
3.
In the light of Systemic-functional linguistics exposition of language use as a behavior by nature,the paper expounds the concept of verbal behavioral framework and its three parameters:form,function,and context.
文章以系统功能语言学为指导,从对言语活动的行为本质属性出发,阐述言语行为框架概念及其包含的形式、功能、情景系统。
6) Scenario
[英][sə'nɑ:riəʊ] [美][sə'nærɪo]
情景
1.
Scenario Planning Studies of Urban Planning;
城市规划中的情景规划方法研究
2.
This paper concerns 4 scenarios of gradual climate change (i.
本文利用GISSGCMTransientRun模型生成了我国冬小麦主产区在公元2010年、2030年、2050年及达到CO2倍增的2062年的四种气候渐变情景,并模拟了我国在未来气候变化过程中气温及降水变幅的分布状况。
3.
Tourism specialty of Zhejiang Information Engineering school created the "project·scenario" skills teaching method which take constructivism learning theory as the cornerstone, take simulation of skills practice scenario as the main form and take integrated and ordinal regional tourism specialty resources as the content.
浙江信息工程学校旅游专业创设的"项目·情景"技能教学法以建构主义学习理论为基石,以模拟技能实践情景为主要形式,以整合和序化的旅游专业的地域办学资源为内容,通过学生的"听、观、问、做、思、创"等信息接受方式,达到技能教学的立体交融。
补充资料:无俗念 蓑衣 *溪皆呼蓑衣先生景金本注云,
【诗文】:
深溪古岸,到秋来、莎密茸茸无极。楝择修纤归洞府,虚落晴天吹炙。两束丝乾,千条绳就,不假良工织。闲轩亲自,结成渔父装饰。时伴樵牧嬉游,青山绿水,带雨和烟适。妙绝珍幽径晚,披雪冲开芦荻。我本忘名,人皆易号,唤作蓑衣客。佗年功满,化云天上无迹。
【注释】:
【出处】:
深溪古岸,到秋来、莎密茸茸无极。楝择修纤归洞府,虚落晴天吹炙。两束丝乾,千条绳就,不假良工织。闲轩亲自,结成渔父装饰。时伴樵牧嬉游,青山绿水,带雨和烟适。妙绝珍幽径晚,披雪冲开芦荻。我本忘名,人皆易号,唤作蓑衣客。佗年功满,化云天上无迹。
【注释】:
【出处】:
说明:补充资料仅用于学习参考,请勿用于其它任何用途。
参考词条