ibid中文是什么意思

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中文翻譯
造句

同前
引自同書(shū)

ibidem adv. 〔拉丁語(yǔ)〕在同書(shū)，在同章，在同句，在同處，同上，同前〔略 ib, ibid 〕。
ibicuy 伊比奎; 伊維奎
ibidine 朱鷺的
ibicuipeba 北塔布萊魯
ibidomide 苯柳胺喘寧; 柳胺心定; 柳胺芐心定; 柳胺羥胺
ibicui river 伊比庫(kù)伊河
ibidomidelabetalol 柳胺芐心定
ibicui 伊比庫(kù)伊
ibie 伊比耶
ibicua 伊比庫(kù)昂

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千萬(wàn)人都在用的超大詞匯詞典翻譯APP

例句與用法

John paul ii , encyclical letter evangelium vitae march 25 , 1995 , 71 . cf . ibid . ,
12參看生命的福音通諭72 :教會(huì)對(duì)于民法必須符合道德律的教誨，與整個(gè)教會(huì)傳統(tǒng)是一貫的。
Robinson p j , dunnill p , lilly d m . preparation of fine magnetic particles and application for enzyme immobilization . ibid , 1973 ( 15 ) : 603
余藝華,薛博,孫彥,等.殼聚糖親和磁性毫微粒的制備及其對(duì)蛋白質(zhì)的吸附性能研究.高分子學(xué)報(bào), 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
我單位（甲）職工（乙）子女（丙）到某企業(yè)（丁）工作并在簽合同前，由其家長(zhǎng)簽屬擔(dān)保書(shū)，并加蓋學(xué)生家長(zhǎng)單位公章。
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 . )
韓禮德從功能的角度，將前景化定義為“有動(dòng)因的突出” ( prominencethatismotivated ) ( halliday , 1998 : 64 ) ，并對(duì)此定義做了進(jìn)一步闡述：一個(gè)顯耀的語(yǔ)言特色，只有與整個(gè)語(yǔ)篇意義緊密聯(lián)系，才具有文體價(jià)值，才能被看作是突出的語(yǔ)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
本文正是針對(duì)以上問(wèn)題，以加德納教授的測(cè)評(píng)設(shè)計(jì)思想為指導(dǎo)，以阿姆斯特朗教授設(shè)計(jì)的80道題目為基礎(chǔ)，詳細(xì)分析題目含義，根據(jù)題目本身性質(zhì)，重新設(shè)計(jì)成學(xué)生自測(cè)題和家長(zhǎng)、教師、同學(xué)等他人助測(cè)題，一方面使測(cè)評(píng)題相對(duì)于不同的角色對(duì)象有較強(qiáng)的針對(duì)性；同時(shí)使測(cè)評(píng)題目著重于問(wèn)題的解決和能力的體現(xiàn)，而非關(guān)注于偏好、興趣或者是自我描述，使之更符合多元智能測(cè)評(píng)要求。