• Communication Teaching Method has three main principles about learning: communication, task and meaning.

    交际法关于学习的三个原则是沟通原则、任务原则、意义原则。

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  • Walzer holds that there are different distributive principles in different areas of social goods in which stand such three main principles as free exchange, deserving and needs.

    沃尔泽认为不同的分配领域有不同的分配标准,由此提出正义三原则即自由交换、应得和需要。

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  • This paper introduced three main methods of determining the volume of glue, the working principles and characteristics of three methods were analysed and compared. Some proposals were presented.

    介绍了当前我国刨花板生产中测定胶液流量的三种主要方法,分析比较了这三种方法的工作原理和工作特点,最后进行了总结并提出了建议。

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  • The paper studies on the effecting factors, protecting principles and design calculations of the three main performances of the filtering self-saving respirator.

    本文对消防过滤式自救呼吸器的防护性能、呼吸阻力和漏气系数三项主要性能的影响因素、防护原理和设计计算进行了研究。

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  • The main features of Manichaeism were enunciated in an elaborate cosmogonical myth of two absolute and eternal principles which manifest themselves in three eras or "moments."

    摩尼教的主要特征在一本精心制作的天体演化神话中有所阐述,两种绝对和没完没了的法则出现于三个纪元或者“片刻”上。

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  • The main claims about translation criteria in the west include: Tytler's"Three Principles", Jakobson's"Equivalence", and Nida's"Equivalent Effect", etc.

    国外传统译论对翻译标准的探讨主要有这几种观点,即“三原则”、“等值说”、“等效说”等。

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  • The main fault modes that affect firing performance of artillery are analyzed, and three principles of performance evaluation are brought forward.

    分析了影响火炮射击性能的主要故障模式,提出了火炮正常工作的三个基本准则。

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  • Part Three systematically summarizes the main content of these thoughts, including the rationale, the theory construct, main principles and goal.

    第三部分系统地介绍了《韩非子》中的重刑思想,包括理论基础、理论构建、主要原则及目的。

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  • These three orientations are not only directed at the main principles of education at different levels, but also directed at experience development and interaction.

    这三种取向从不同的层面指向了教育的主体性,指向“经验”的生长与互动。

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  • These three orientations are not only directed at the main principles of education at different levels, but also directed at experience development and interaction.

    这三种取向从不同的层面指向了教育的主体性,指向“经验”的生长与互动。

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