本領(lǐng) (本事,技能) ability;capability;capacity faculty;power;know-how;skill;talent;掌握為人民服務(wù)的本領(lǐng) master the skills needed for serving the people;組織生產(chǎn)的本領(lǐng) ability to organize production
領(lǐng)域 1.(一個(gè)國(guó)家行使主權(quán)的區(qū)域) territory; domain; realm 領(lǐng)域廣大。 the domain is vast.2.(范圍) field; sphere; domain; realm 科學(xué)領(lǐng)域 the field of science; 上層建筑領(lǐng)域 the realm of the superstructure; 社會(huì)科學(xué)領(lǐng)域 the domain of the social sciences; 思想領(lǐng)域 ideological sphere; 文學(xué)領(lǐng)域 the region of literature; 意識(shí)形態(tài)領(lǐng)域 the ideological sphere; 藝術(shù)領(lǐng)域 the world of art; 領(lǐng)域性 territoriality
The first development in three fields such as international finance , international trade and trans - national production . secondly , analyses the influence from the economic globalization to the world economy 其次分析了經(jīng)濟(jì)全球化的表現(xiàn):國(guó)際金融、國(guó)際貿(mào)易和跨國(guó)生產(chǎn)三大基本領(lǐng)域的飛速發(fā)展。
The last few sections provide a more hands - on discussion of the areas basic to any internationalized java application , such as unicode and java characters , locales and resource bundles , and formatting dates , numbers , and currencies 最后幾節(jié)針對(duì)任何國(guó)際化java應(yīng)用程序的基本領(lǐng)域( unicode與java字符;語(yǔ)言環(huán)境與資源束以及格式化日期、數(shù)字和貨幣)提供了更具實(shí)踐性的討論,包括主要討論領(lǐng)域的示例程序,以及一個(gè)將它們連接在一起的最終的較完整應(yīng)用程序。
This article investigates the general rule of children ' s cognitive development at the degrees of number , space and narrative , and analy / es the synchronization and un - synchronization of cognitive development . it validates and develops case ' s theory from the factors such as nationalities , regions , nations , ages , gender , and tries to enrich the theory of children ' s cognitive development . to attain the aim , the author reforms case ' s experimental design in chinese thinking and unifying qualities , and comes up with four experimental designs , such as " the children ' s daily mathematical knowledge - the skill about dealing with money " , " the children ' s spatial structure - mapping " , " the children ' s senses of parental role " and " the children ' s understanding capabilities about society " 因此,凱斯等人的兒童認(rèn)知發(fā)展的“結(jié)構(gòu)一過(guò)程”理論,它是以皮亞杰的一般性理論為基礎(chǔ),從研究?jī)和瘓?zhí)行控制結(jié)構(gòu)和工作記憶開(kāi)始,進(jìn)一步拓寬到研究知識(shí)領(lǐng)域、標(biāo)準(zhǔn)組件理論,把兒童認(rèn)知過(guò)程分解為一系列基本領(lǐng)域,對(duì)數(shù)、社會(huì)性和空間等中心概念結(jié)構(gòu)進(jìn)行了廣泛的研究;在對(duì)兒童認(rèn)知發(fā)展的每一個(gè)領(lǐng)域進(jìn)行單獨(dú)研究的過(guò)程中,發(fā)現(xiàn)了不同領(lǐng)域任務(wù)之間的同步現(xiàn)象,從而溝通了信息加工的組件理論和一般性理論,建立了新的兒童認(rèn)知結(jié)構(gòu)理論。