查询词典 stop instruction

STS instruction is a set of new concept of scientific instruction developed in scientific instruction improvement around the word in recent years ,which is an importance direction to perform scientific instruction .

STS教育是近年来世界各国科学教育改革中形成的一种新的科学教育构想，是实施科学教育的一个重要方面。

The VLMIW method make the VLMIW instruction set effective and growing-up. VLMIW has two architecture interface (macro instruction set interface and macro instruction design interface). The scale of decoder is small, the delay of decoder is also small, but the function of instruction is very powerful.

可变长宏指令体系设计方法使得VLMIW指令集合具有效率高、可繁衍的特点，可以支持两个体系界面（宏指令集合、宏指令设计界面），且译码控制简单，实现所用的电路规模小。

The principal focus of research of modern instruction theory were: the subject of research of modern instruction; self-criticism and development of instruction theory; reflective teaching, research of medium-range instruction theory, and so on.

喻平当代教学论研究主题、教学论的检讨与发展、反思性教学、中程理论研究等是当代教学论研究的热点。

The conclusions of the study were as follows: 1 Prompts to self-explain promoted procedural learning, procedural near transfer, procedural far transfer. But prompts to self-explain didn"t promoted students" success on the conceptual assessment. 2 Direct instruction on a correct procedure and the cause lead to greater procedural learning, procedural near transfer, procedural far transfer than direct instruction on a correct procedure only. The difference was remarkable. But it didn"t promote students" success on the conceptual assessment. 3 Self-explanation promoted the invention and using of various correct procedures. The subjects, which under direct instruction on a correct procedure and the cause condition, made further use of correct procedures and more averagely. Both self-explanation and instruction of the cause strengthened correct procedures and weakened incorrect procedures.

通过实验一和实验二，研究得出如下结论： 1、问题解决中促进学习者自我解释，对程序的学习、程序的近迁移、程序的远迁移有促进作用，但对概念知识没有促进作用； 2、教授一个程序及原因与只教授一个程序相比，对程序的学习、程序的近迁移、程序的远迁移的促进作用，前者显著优于后者，但对概念知识没有促进作用； 3、自我解释促进了多种正确程序的发现和使用，教授一个程序及原因条件下的被试使用正确程序的种类增多而且使用频率平均化，自我解释和教授原因都抑制了错误程序的发现和使用。

Donna kotoba narabete mite mo katarikirenai omoi kono ai ga sasayaku yo itoshisa no imi o I can't stop my love for you futari ayumu SUPIIDO wa kitto onaji hazu ja nai kara ne moshi mo kimi no tonari kono te ga hanareta toki wa miushinawanai you ni kitto mukae ni kite ne "daikirai" nante USO demo iwanai kedo "daisuki" datte USO nanka ja iwanai kara ne aenai toki sae kimi wa nani mo kangaeru yoyuu mo nai kurai kono kokoro o hitorijime ni surun dakara I can't stop my love for you futatsu no ai ga hanarete shimawanai you ni hitotsu ni daitete sore demo fuan na yoru wa otozureru mono dakara ne sonna toki wa GYUTto oogesa ni dakishimete ite kakegae no nai mono kimi ga takusan koko ni kureta dakedo nani yori mo ichiban kakegae no nai mono wa kimi nan da I can't stop my love for you futari katatta mirai ni kimi to no ibasho ga aru you ni Oh baby I can't stop my love for you kimi no subete ni natte ne tsunaida te shinjite aruite yuku to chikau yo I can't stop my love for you 在我俩叙述的未来中似乎有和你一起居住的地方在 Oh baby I can't stop my love for you

I can't stop my love for you 因为我俩行走的速度一定是完全不同的假使在你身旁的这双手离去的时候为了不会迷惘我一定会迎接你而来的"讨厌你"之类的话就算是谎言也不会说的那是因为"喜欢你"这句话不会是说谎的就连在没有见面的时间中你大概都没有多余时间去想任何事情因为整个心已被人独占了 I can't stop my love for you 为了不让两份爱分离就把它们拥抱在一起即使因为令人不安的夜晚还是会来临的到时候要紧紧用力地抱著我不能替代的你在此处给我太多太多但是比起任何物品我最不能替代的就是你 I can't stop my love for you 在我俩叙述的未来中似乎有和你一起居住的地方在 Oh baby I can't stop my love for you 请将我当成是你的所有相信你所牵著的手我发誓会陪你继续走的

Combining the teaching practice of analytical geometry, this article puts forward the implement strategy of instruction of mathematics study: penetrate the principle of mathematics study towards the students; instruct the students how to study; help the students form the better non-intellect factor; develop the student's original cognizance level; present the instruction of mathematics study ; raise the extent of students' participation ; keep the teaching and instruction in harmony and instruct the solution of students' query.

结合立体几何教学实践，本文提出了数学学法指导的实施策略：向学生渗透数学学习方法理念：对学生学习的各环节进行学习方法指导；对学生形成良好的非智力因素进行指导；发展学生的元认知水平；数学学法指导的基本方法；提高学生的智力参与程度；教学与学法指导和谐统一；对学生质疑问难的方法进行指导。

Thus, whenever a branch instruction is encountered the disassembly continues simultaneously at both the address following the branch instruction and the address that is the target of the branch instruction.

因此，无论何时遇到一个分支指令，就同时从两个地址继续反汇编：分支指令后面的地址和分支指令的目标地址。

The idea of Autonomous Instruction Memory is to combine Top-Level Instruction Memory and Branch Target Buffer. This kind of architecture has an character of self-generating instruction address.

自主指令记忆体的设计的想法在於结合动态分支预测器和最上层的指令记忆体而拥有自行产生指令位址的特性，因而使得CPU可以不用传送指令位址给自主指令记忆体，而达到降低CPU和自主指令记忆体之间指令位址汇流排上传递资料量的目的。

This will lead the recursive traversal algorithm to follow both the paths, the instruction immediately after the conditional jump instruction and the target of the jump instruction, potentially leading to an inconsistent state.

它将引导递归遍历算法跟随这两个路径：条件跳转指令之后紧接的那条指令和跳转指令的目标，潜在地导致一个不相容的状态。

Because SBB is going to set EAX either to zero or to 0xffffffff, we can consider the following AND instruction to be similar to a conditional assignment instruction (much like the CMOV instruction discussed later).

我们先从"与"指令说起，因为根据减法的结果，SBB将eax寄存器设为全F或全0，我们可以推出逻辑"与"的结果等价与一个条件赋值语句(类似于我们后面会讨论的CMOV指令)。

You think you're a big shot.

你认为你是一个大人物？

All states are equal, and none can receive special treatment from the federal government.

所有的州都是平等的，任何州都不能获得联邦政府的特别待遇。