The tuning curve of type - i phase matching of bbo opo are measured with accuracy ; the maximum conversation in total of the system is about 31 % at 615 . 6 nm , and it is fitted well with the gtp formula ; in the end we compared the output linewidth and unstable cavity far field beam qua lity of the bbo opo under the condition of type - i phase matching and type - ii phase matching , it is proved that we can obtain the parametric output of linewidth less than 0 . 3 nm and the beam divergence angle approaching diffraction limits by take the advantages of type - ii phase matching and unstable cavity designs 测量了该系统的转换效率最大为31 ，并能与理论公式极好地吻合，最后比较了在类相位匹配条件下和类相位匹配条件下的bbo - opo的输出线宽，以及非稳腔的远场光束质量，实验结果表明，利用类相位匹配以及非摘要稳腔设计可以获得线宽小于0 3nlm 、光束发散角接近衍射极限的参量光输出。
The basic character is the inseparability between situation and recognizing main body , that is to say new and unknown knowledge are necessarily revealed in question situation ; the question situation is sine qua non of producing cognizing requirement of student as cognizing main body to new knowledge . the question situation causes intense collision and interaction between old knowledge and new knowledge , exposes the insufficient of old knowledge , stimulates the learner ' s strong desire to mutually explore , discover and assimilate new knowledge , which makes the thinking advance and coincide with teaching . the target of inquiry learning method is not " yesterday " of students " developments , but " tomorrow " ; not makes students acquire new knowledge , improve original cognized framework , but far more important , is to cultivates students " ability of solving problems , help their creative potentialities and learn to cooperate with others 其基本特点是情境与认知主体的不可分离性，即：新的、未知的知识是问题情境中必须加以揭示的；问题情境是产生学生? ?认识主体对新知识的认知需要的必要条件，问题情境引起原有知识与新知识的激烈冲突、相互作用，暴露了原有知识的不足，激发了学习者互动探索、发现、建构新知识的强烈欲望，这样才推动了与教学过程同步进行的思维的发展；研究性学习的着眼点不是学生发展的“昨天” ，而是学生发展的“明天” ，不仅是使学生获得新知识，改善原有的认知结构，更重要的是增强学生解决问题的能力，帮助学生挖掘其潜在的创造可能性，学会与人合作，以促进人的发展为最终目的，从而实现教学与发展的辩证统一。
It is significant for chinese education to foster students " occ as it facilitates fulfilling the instrumental and humanistic goals of chinese educat ion , which in turn ensure student s good eapabi 1 it ies and qua 1 it , ies to draw upon when they enter the society . with students " ideal ( xt as an end , there are such actions for us to take : i 要培养中学生良好的口语交际能力，大致有以下几件事情要做： ( 1 )提高语文教师的业务素质； ( 2 )开展课外活动与社会实践活动； ( 3 )使口语交际目标具体化； ( 4 )上好口语交际课； ( 5 )进行口语交际能力的评估。
8 ) the paper , according to test simulation and theoretical computation , suggested a retrogressive qua - linear restoring force model , proposed possible failure modes under earthquakes and the reasonable failure mode , probed aseismic design method , and advised detail requirements . the originality of the thesis lies in : 1 ) to establish different mechanical models for different stages . during elastic stage , the wall was equaled to an elastic composite slab 8 )根据试验拟合和理论计算，给出了墙体的退化四线型恢复力模型;提出了密肋复合墙体在地震作用下可能发生的破坏模式和合理的破坏模式;结合抗震控制设计思想，探讨了密肋复合墙体的抗震设计方法，并提出了保证结构计算模型简化及增强结构整体性能的施工构造要求。
