ibid中文是什么意思

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用"ibid"造句"ibid"怎么读"ibid" in a sentence

中文翻译手机版

同前
引自同书

"ibidem" 中文翻译 : adv. 〔拉丁语〕在同书，在同章，在同句，在同处，同上，同前〔略 ib, ibid 〕。
"ibicuy" 中文翻译 : 伊比奎; 伊维奎
"ibidine" 中文翻译 : 朱鹭的
"ibicuipeba" 中文翻译 : 北塔布莱鲁
"ibidomide" 中文翻译 : 苯柳胺喘宁; 柳胺心定; 柳胺苄心定; 柳胺羟胺
"ibicui river" 中文翻译 : 伊比库伊河
"ibidomidelabetalol" 中文翻译 : 柳胺苄心定
"ibicui" 中文翻译 : 伊比库伊
"ibie" 中文翻译 : 伊比耶
"ibicua" 中文翻译 : 伊比库昂

例句与用法

John paul ii , encyclical letter evangelium vitae march 25 , 1995 , 71 . cf . ibid . ,
12参看生命的福音通谕72 :教会对于民法必须符合道德律的教诲，与整个教会传统是一贯的。
Robinson p j , dunnill p , lilly d m . preparation of fine magnetic particles and application for enzyme immobilization . ibid , 1973 ( 15 ) : 603
余艺华,薛博,孙彦,等.壳聚糖亲和磁性毫微粒的制备及其对蛋白质的吸附性能研究.高分子学报, 2000 ( 3 ) : 340 344
My unit ( armour ) worker ( second ) children ( third ) to some enterprise ( fourth ) work and ibid closes in the autograph , by its parent the autograph belongs to deed of security , build official seal of student parent unit
我单位（甲）职工（乙）子女（丙）到某企业（丁）工作并在签合同前，由其家长签属担保书，并加盖学生家长单位公章。
Halliday , from a functional point of view , defines foregrounding as " prominence that is motivated " ( halliday , 1998 : 64 ) . he makes a further explanation of motivated prominence : a feature that is brought into prominence will have stylistic value only if it relates to the meaning of the text as a whole . then it can be considered as " foregrounded " ( ibid . )
韩礼德从功能的角度，将前景化定义为“有动因的突出” ( prominencethatismotivated ) ( halliday , 1998 : 64 ) ，并对此定义做了进一步阐述：一个显耀的语言特色，只有与整个语篇意义紧密联系，才具有文体价值，才能被看作是突出的语言特色。
6 ) the incapability of feeding back the testing results on time . aiming at solving the problems ibid , and taking advice from professor gardner into account , this thesis offers a detailed analysis of the original 80 armstrong questions with the mi theory as reference also it offers a new design of the testing questions which includes tests for students as well as aided test questions for teachers and parents so that make it more pertinent . this design emphasized on solving the problems and reviewing the capability , and at the same time taking the different characters of the objects into account
本文正是针对以上问题，以加德纳教授的测评设计思想为指导，以阿姆斯特朗教授设计的80道题目为基础，详细分析题目含义，根据题目本身性质，重新设计成学生自测题和家长、教师、同学等他人助测题，一方面使测评题相对于不同的角色对象有较强的针对性；同时使测评题目着重于问题的解决和能力的体现，而非关注于偏好、兴趣或者是自我描述，使之更符合多元智能测评要求。