stiching meaning in Chinese
绑结、绑扎、扎结
Examples
- All the stiching has been done by hand
所有的针线活多是手工完成的 - For first pls begin to show us the result for the stiching ( “ teamsix ” for front and “ sixgroup ” for front ) , so we can control the quality
首先请告诉我们怎样缝制（前面六个为一队及前面六个为一组）以便我们控制质量。 - Are molded twice based on ping , birchen , poplar and tung through kiln drying , cutting by saw , put together by machine , stiching surface , hot press , sanding light and so on
是采用松木桦木杨木桐木为基材，经过烘干锯切机拼贴面热压砂光等多道工序两次成型。 - The writer passes the fixed amount and qualitative analysis , the actuality investigates and theories study combines together , thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar , but many abuses exsisr hi the grammar research , thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching , people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations , the contents of the language grammar in the teaching material and arrangement also have certain limitations , such as do n ' t follow the students " regulation of cognition , there is no the contents of the grammar teaching in senior high school and the request , the grammar in junior high school does n ' t pass , in the senior high school then returns to living , gradually , etc ; furthermore , teacher ' s character and the teaching methods are n ' t well suited , do n ' t join the static grammar teaching with the dynamic grammar teaching , neglect the practical characteristics of the teaching grammar ; for a long time , the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly , either higher or lower etc . from here , the writer gets a conclusion : because of the existence of the above problems , cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation , but not grammar knowledge oneselt is useless , therefore , from now on the direction of the grammar reform in education is to resolve these problems , not desa linate and cancel
在1898年马建忠撰写的第一部汉语语法专著《马氏文通》问世到现在的一百多年里，语法教学在中学语文学科中的地位始终没有确定下来， “淡化”甚至“取消”语法教学的观点时而浮现于语文教学的理论与实践中。问题的症结何在?笔者通过定量与定性分析，现实调查与理论探讨相结合，认为中学语法教学的主要症结在于：中学语法教学确立的目标脱离广大师生的教情与学情实际；中学语法内容体系来源于语法研究成果，而语法研究中存在着诸多弊端，从而直接或间接地影响着中学语法教学；人们对中学语法教学目的的认识也有一个不断趋向科学的过程：语法教材也存在着内容及编排的局限性? ?中学语法教材的依据语法体系本身具有局限性，语文教材中的语法的内容与编排也具有一定的局限性，诸如没有遵循学生的认识规律，高中没有语法教学的内容和要求，语法初中没有过关，高中则更趋回生等；再者，教师素质及教学方法不适应，没有把静态的语法教学与动态的语法教学结合起来，忽视了教学语法的实用性的特点；长期以来，中学语法教学的意义定位不准，不是偏高就是偏低等等，由此，笔者得出结论：由于上述问题的存在，导致了“语法无用”进而要求“淡化语法”甚至“取消语法”论调的产生，而并非语法知识本身无用，因此，今后语法教学改革的方向是解决这些问题，而不是淡化和取消。