This article aims at the fuzzy phenomenon in classroom teaching that has continuous similar patterns by using fuzzy comprehensive evaluation principles.
运用模糊综合评价的原理，对课堂教学质量这一具有连续类属程度的模糊现象进行定量分析和研究。
This article aims at the fuzzy phenomenon in classroom teaching that has continuous similar patterns by using fuzzy comprehensive evaluation principles.
运用模糊综合评价的原理，对课堂教学质量这一具有连续类属程度的模糊现象进行定量分析和研究。
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