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TranslationMobile

子物體；子對象

"sub" in Chinese : sub6 〔拉丁語〕在…的下面，…的下面的。 sub ...
"object" in Chinese : n. 1. 物，物體，物件。 2.目標 (of; for ...
"creating su rface sub-objects" in Chinese : 創(chuàng)建曲面子對象
"objects" in Chinese : 船舶以外之物體; 對象，目標，實體; 對象面板; 購買對象; 物品; 物體對 ...
"sub" in Chinese : adj. 附屬的，輔助的，補充的。 a sub post office 郵政 ...
"sub-" in Chinese : 前綴 ★如在以 c, f, g, m, p, r 等字母為首的從 ...
"a category of objects" in Chinese : 一物
"abstract objects" in Chinese : 抽象對象; 抽象客體
"align objects" in Chinese : 對齊對象
"all objects" in Chinese : 所有對象
"animate objects" in Chinese : 操縱物體; 活化物品; 活化物體; 物品支配
"animated objects" in Chinese : 運動物體；動畫物體；動畫對象
"appearances of objects" in Chinese : 客體的外觀現(xiàn)象
"appending objects" in Chinese : 附加對象
"array of objects" in Chinese : 對象數(shù)組

Examples

Base class sub - objects may have zero size
基類子對象可以具有零大小。
Objects can contain other objects , called sub - objects
對象可以包含被稱為子對象的其他對象。
The specified sub - object selector value
指定的子對象選擇器值。
An object that is not a sub - object of any other object is called a complete object
不是任何其他對象的子對象的對象稱為完整對象。
Muti sub - object
多重子物體材質(zhì)
Multi sub - object
多重子物體
Via the pointer of type c you will remember that c is virtually derived from a , the base sub - object pointer from within the shared object is read
時（您會記得c虛擬繼承自a ），共享對象內(nèi)的基子對象（ base sub - object ）指針會被讀取。
This part narrates the main object and sub - objects of infant teachers " continuing education , and then enumerates and analyzes some styles of infant teachers " continuing education
闡述了幼兒教師繼續(xù)教育的總目標及相應(yīng)層次的具體目標，并列舉分析了幼兒教師繼續(xù)教育的幾種類型。
This is a direct contradiction to the c object model currently adopted by all popular compilers : c objects invariably contain pointers to various vee - tables and sub - objects that are
這與當前所有流行的編譯器所采用的c + +模型是直接矛盾的： c + +對象中總是包含指向各種vee - table和子對象的指針，這些是
In chapter 3 , it makes the instruction design by learner ’ scharacteristics , learningenvironment , learningprocess and learningassessment . first , according to the result of learning needs and learner ’ s characteristicsanalysis , the instruction objects system of inquiry learning of computerculture foundation is divided into objects of ability , attitude , personality andcognition , and each part ’ s sub - object demand is assigned
通過對教學(xué)實踐的評價,檢驗了網(wǎng)絡(luò)環(huán)境下研究性學(xué)習(xí)與具體學(xué)科課堂教學(xué)相融合的教學(xué)模式,證明了該模式有利于促進學(xué)科教學(xué)、彌補傳統(tǒng)教學(xué)方式的不足、深化高師教學(xué)改革。