记作业>英语词典>unsubstantial翻译和用法

unsubstantial

adj.  不坚固的;不结实的;空心的

英英释义

adj

  • lacking material form or substance
    1. as insubstantial as a dream
    2. an insubstantial mirage on the horizon
    Synonym:insubstantialunreal

双语例句

  • Analyses the unsubstantial aspect in the management of college fixed assets.
    分析了目前高校固定资产在管理上存在着薄弱环节。
  • Depositing process mechanics is the unsubstantial part, study on physical characteristics indexes of farmland sediment for check dam is very important for depositing process mechanics.
    淤地坝淤积过程机理的研究是个薄弱环节,坝地淤积物的主要物理特性指标的研究能为淤积过程机理的研究提供重要依据。
  • The Mesozoic basin of Bohai Bay basin experienced complicated geological development and serious reconstruction, and the research foundation is unsubstantial, that restricts the resources assessment and the exploration of the pre-tertiary oil and gas of Bohai Bay basin to some extent.
    中生代渤海湾盆地区经历了复杂的地质发展史和严重的后期改造,且研究基础薄弱,在一定程度上严重制约了渤海湾盆地前第三系的油气资源评价与勘探。
  • Among present college English teaching, writing-teaching is a comparatively unsubstantial link.
    在当前大学英语教学中,写作教学是一个相对薄弱的环节。
  • Seeing from the vibration model chats, the whole rigidity and mass of the loading system structure had a balanced distribution, and there were not obvious unsubstantial and superfluous parts, which would be quite advantageous to the mobile capability of the system.
    从振型图可看出,加载系统结构的整体刚度和质量分布较均衡,无明显的薄弱和过剩部位,这有利于发挥系统的整体性能。
  • His arms enclosed only on unsubstantial image.
    他双臂抱住的却是一个虚无漂渺的形象。
  • In every joint of this chain, market joint is the most unsubstantial one.
    在这个链条的各个环节中,我国最薄弱的是营销环节。
  • Gimmerton was an unsubstantial name in her ears; the chapel, the only building she had approached or entered, except her own home.
    在她耳中吉默吞是一个虚幻的名字;除了她自己的家之外,礼拜堂是她走近或进去过的唯一建筑物。
  • Of inferior quality; flimsy or unsubstantial.
    不坚定的质量低劣的;脆弱的或虚幻的。
  • Teacher level: lacking of questioning techniques, an unsubstantial classroom organization way, general and monotonous response by teacher, lack of uniqueness and diversity of teaching style.
    教师层面:教师匮乏提问技巧、课堂组织形式缺少实质性、教师回应方式笼统单调、教学风格缺乏独特性与多样性。