1) micro design
微观设计活动
2) micro-design
微观设计
1.
This paper puts forward some opinions on these issues, such as what is micro-design, what designers could do and how they should do, etc.
本文主要探讨微技术的出现为工业设计带来的冲击与变化,对基于微技术的工业产品设计这一新领域进行前瞻性研究;阐述了什么是微观设计,以及设计者应如何应对等问题。
3) micro-activity
微观活动
4) activities design
活动设计
1.
Research on Subjects and Activities Design for Tele-Collaborative Learning Project by Elementary School;
小学校际网络协作学习项目主题和活动设计研究
2.
This paper shows the importance of activities design in open and distance learning materials and intro- duces the types of activities and how to create and arrange them.
本文对远程学习材料中活动设计的重要性、类型和形式、结构、数量安排、与学习者之间的关系等内容进行了全面的介绍,指出良好的活动设计是远程学习材料开发的关键要素,只有符合远程学习特征的学习材料才能真正适合远程学习者的需要,才能保证远程教育的质量。
5) design activity
设计活动
1.
According to the characteristics of ship design,this paper put forward a method which divided ship design process into three layers as project,design task and design activity,then present the formalized definitions of the ship design process model,the decomposing principles of the ship design process and the architecture of the ship cooperative design system.
根据船舶设计的特点,提出将船舶设计过程按照项目、设计任务和设计活动三个层次进行分解的方法,给出了船舶设计过程模型的形式化定义、船舶设计过程的分解原则以及船舶协同设计的框架结构。
2.
According to the characteristics of the ship design, a discomposed method for the ship design process from three layers: proj ect, design task and design activity is put forward and a formal Ship Design Pr ocess Model(SDPM) is given out.
本文根据船舶设计的特点 ,提出了将船舶设计过程按照项目、设计任务和设计活动三个层次进行分解的方法 ,并给出了船舶设计过程模型形式化定义。
3.
In concurrent engineering, the overlap between the upstream product design activity and the downstream process design activity can shorten the duration of the product development process.
并行工程环境中 ,上游产品设计活动和下游过程设计活动之间的重叠 ,可缩短产品开发过程的持续时间。
6) Activity design
活动设计
1.
Distance Training Activity Design Based on Networked Learning Community;
基于网络学习共同体的远程培训活动设计
2.
Activity Design for the Web-based Inquiry Learning Based on the Platform of LAMS
基于LAMS平台的网络研究性学习的活动设计
3.
Secondly,textbook can use document,story writing and anti-fact imagination to consolidate students imagination in activity design.
在历史叙事方面,教科书可以运用形象推演、虚构性的想象和具有史料性的文学想象,激发学生的想象力;在活动设计方面,教科书可以围绕文献资料、故事和历史剧、反事实想象设计活动,加强学生的想象力;在图像运用方面,教科书可以运用想象画和文物图像等。
补充资料：1350mm双流板坯连铸机(重庆钢铁设计研究院设计)
1350mm双流板坯连铸机(重庆钢铁设计研究院设计)
叠 135Omm双流板坯连铸机(重庆钢铁设计研究院设计)
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