共查询到20条相似文献，搜索用时 62 毫秒
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淼海 《故事作文(高年级版)》2006,(12)
老lǎo顽wán童tón)同tón)小xiǎo顽wán皮pí一yì起qǐ去qù划huá船chuán。老lǎo顽wán童tón)先xiān上shàn)了le船chuán,说shuō:“小xiǎo顽wán皮pí,快kuài上shàn)来lái呀y=!”小xiǎo顽wán皮pí说shuō:“来lái了le来lái了le!”扑pū通tōn)一yí下xià跳 相似文献
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一yí对duì年nián轻qīn的de螳tán螂lán在zài树shù枝zhī上shàn谈tán恋liàn爱ài。“你nǐ愿yuàn意yì嫁jià给ěi我wǒ吗m?”公ōn螳tán螂lán问wèn。“我wǒ愿yuàn意yì!”母mǔ螳tán螂lán说shuō。玩wán具jù狗ǒu和hé小xiǎo飞fēi鼠shǔ正zhèn在zài做z 相似文献
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红hón红hón眼yǎn睛jin白bái白bái毛máo,长chán长chán耳ěr朵duo短duǎn尾wěi巴b,身shēn披pī一yí件jiàn白bái皮pí袄ǎo,走zǒu起qǐ路lù来lái轻qīn轻qīn跳tiào。(打一动物)兔子黑hēi毛máo黑hēi,白bái毛máo白bái,圆yuán圆yuán胖pàn胖pàn惹rě人rén爱ài,攀pān得de高āo,爬pá得de快kuài,嫩nèn笋sǔn野yě果uǒ当dàn饭fàn菜cài。(打一动物)熊猫嘴zuǐ上shàn安ān钩ōu子zi,头tóu上shàn挂uà扇shàn子zi,四sì根ēn粗cū柱zhù子zi,拖tuō条tiáo细xì绳shén子zi。(打一动物)大象□韦宏帆身shēn穿chu… 相似文献
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《小学阅读指南(3-6年级)》2007,(5)
牙yá齿chǐ表biǎo面miàn附fù着zhuó一yì层cén6含hán有yǒu细xì菌jūn的de薄báo膜mó,叫jiào“牙yá菌jūn斑bān”,小xiǎo朋pén6友you如rú果6uǒ不bú认rèn真zhēn刷shuā牙yá,牙yá菌jūn斑bān会huì越yuè堆duī越yuè多duō,细xì菌jūn和hé毒dú素sù就jiù会huì刺cì激jī牙yá龈yín,使shǐ牙yá龈yín发fā炎yán。得dé了le牙yá龈yín炎yán应yīn6到dào医yī院yuàn洗xǐ牙yá,然rán后hòu坚jiān持chí每měi天tiān刷shuā牙yá,这zhè样yàn6不bú到dào一yì周zhōu,牙yá龈yín就jiù会huì治zhì好hǎ… 相似文献
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《故事作文(高年级版)》2005,(10)
chítán lide yúer zàishuǐcǎo zhon yóu láiyóu qùzhuōmícán池塘里的鱼儿,在水草中游来游去捉迷藏。hūrán xiǎo lǐyúhǎn qǐlái kuàikàn n tiān sh n yǒu liǎnètàiyán忽然,小鲤鱼喊起来:“快看哪,天上有两个太阳!”zhēn de chítán dōn biān h 相似文献
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《新语文学习(小学作文)》2007,(9)
天tiān上shàn(月yuè亮li-n(圆yuán又yòu圆yuán,照zhào在zài海hǎi里li像xiàn(玉yù盘pán。一yì群qún鱼yú儿er游yóu过(uo来l-i,玉yù盘pán碎suì成chén(两liǎn(三sān片piàn。鱼yú儿er吓xià得de忙mán-逃táo开kāi,一yì直zhí逃táo到dào岩yán石shí边b 相似文献
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为了解决进程接收具体信息的输入所带来的无穷种迁移问题,采用一种称为"符号化"的方法,提出了进程符号环境和符号化和格局标号迁移语义,为Spi演算设计了符号互模拟关系—符号Reded互模拟.结果表明:该符号互模拟关系对传统的互模拟关系是可靠的,符号化的标号转移语义将进程无穷输入导致的迁移限期为有穷种迁移.因此使得基于该关系的安全协议自动验证算法得以实现. 相似文献
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在城市形象越来越受重视的今天,区域标志性形象具有隐喻性和承传性及旅游引力性等多方面价值,构建区域标志性形象系统对城市形象的塑造和城市品牌的营销起催化作用。然而,目前正处于经济发展高速期的哈尔滨只有城市规划方案而无标志性形象规划方案,在未来各种标志性形象建筑还会不断出现的情况下,分析和设计其标志性形象空间配置规划方案刻不容缓。本文从城市的标志性形象建筑的概念人手,分析其特征和作用,明确标志性形象在城市形象中的重要地位和价值;通过实际调查,现状分析,结合地理理论原则,提出了合理定位及配置标志性形象空间关系的设想,从而改善和提升城市形象并延续城市的文脉。 相似文献
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孙金燕 《海南师范大学学报(社会科学版)》2007,20(5):101-104
徐小斌的小说创作经常被称为"寓言化写作"、"亲吻神秘"等,很大程度上是由于其大部分小说通过一些奇特的意象穿插勾连,建构了很强的象征意义。其长篇代表作《羽蛇》也不例外。但是这部小说中除了单个象征性意象外,还有由几个象征性意象构成的子象征,以此共同支撑小说的象征意义。在此体认下,论文意图通过对《羽蛇》中象征性意象的分析来解读小说的象征意义。 相似文献
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The current experiments asked whether children with dual‐symbolic experience (e.g., unimodal bilingual and bimodal) develop a preference for words like monolingual children (Namy & Waxman, 1998). In Experiment 1, ninety‐five 18‐ and 24‐month‐olds, with monolingual, unimodal bilingual, or bimodal symbolic experience, were tested in their willingness to treat digitized sounds as referents. In Experiment 2, forty‐seven 24‐month‐olds, with the same types of symbolic experience, were tested in their willingness to treat novel words as referents. Monolingual children performed in ways indicative of a growing preference for words, whereas children with dual‐symbolic experience performed in ways indicative of consistency in symbolic flexibility over time. Results suggest that the developmental trajectory of children's symbolic flexibility might depend on their symbolic experience. 相似文献
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黄文龙 《韩山师范学院学报》2005,26(4):35-40
五千言的《老子》,是用大量象征体构成的富含哲理的长诗。长期以来,由于版本问题和对象征义把握的偏差,出现了许多不同的解读和对诗中“道”的不同理解。该文力图探讨几个相关的有代表性的象征体,把握其意象,更贴切地理解“道”的象征意义。 相似文献
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Students' mental load,stress, and performance when working with symbolic or symbolic–textual molecular representations 
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下载免费PDF全文 In science education, representations are necessary inter alia for the understanding of relationships between structures and systems. However, several studies have identified difficulties of students when working with representations. In the present study, we investigated students' responses (regarding their preference, test performance, mental load (ML), and stress) toward two kinds of representations: symbolic representations, which only use abstract symbols, versus combined symbolic–textual representations, which additionally comprise textual elements. Therefore, students were randomly assigned to one of two treatment groups: one group worked on test tasks accompanied by symbolic representations, and the others worked on the same tasks, but with symbolic–textual representations. Thereafter, the students' test performance and ML were assessed. The level of perceived stress and the salivary cortisol concentration were measured before and after the test and again a few minutes later. Additionally, heart rate variability parameters were assessed continuously. We found a strong preference of the test version with symbolic representations. Additionally, the students showed better test performance and lower ML when they worked with symbolic representations. However, the level of perceived stress was comparable between both groups and there was no strong physiological stress response: The cortisol concentration decreased in both groups and the heart rate was relatively similar. However, during the second half of the test, we observed a significantly higher ratio between low and high heartbeat frequencies in the group with symbolic–textual representations and we found an indirect influence of the kind of representation on test performance through its effect on ML. The poorer test performance and higher ML in connection with symbolic–textual representations confirm previous studies, which found that symbolic–textual representations pose major problems for students. Thus, teachers should enable students to understand symbolic–textual representations and consider carefully whether they can use symbolic representations instead, especially when they teach complex content. 相似文献
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Sound symbolism is the notion that there is a subset of words in the world’s languages for which sounds and their symbols have some degree of correspondence. Two studies assessed 5th and 6th graders’ knowledge of word meanings for English sound symbolic and non-sound symbolic words. Both studies found that the meanings of sound symbolic words were guessed more often than those for non-sound symbolic words. Study 1 found this for words presented in isolation and for both native speakers of English and those learning English as a second language. Study 1 also found that there was no difference in the ability to use sound symbolic word information between these two participant groups. Study 2 found superior performance on sound symbolic words presented both in isolation and in context and found that the combination these two types of information yielded greater word learning than either alone. We conclude that sound symbolism is a word property which influences the learning of unknown words. 相似文献
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Diane M. Browder Claudia Flowers Shawnee Y. Wakeman 《Assessment in Education: Principles, Policy & Practice》2008,15(2):137-151
This study empirically evaluated a classification schema based on symbolic communication level use with students with significant cognitive disabilities. Ninety‐five teachers of students with significant disabilities rated students’ level of performance on 10 academic tasks. Cluster analysis suggested a range of two to four clusters solutions. Support was found for three clusters: symbolic (abstract), early symbolic (concrete), and pre‐symbolic/awareness. The potential application of the classification system to planning general curriculum access and setting achievement expectations are discussed. 相似文献
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乌仁其其格 《内蒙古师范大学学报(哲学社会科学版)》2009,38(3):136-139
象征人类学把文化当成象征符号体系加以探讨,主张人类学研究的主要目标不是探索人类文化的发展规律,也不是揭示文化和社会的功能结构,而是对文化意义的探索和解释。该学派代表人物道格拉斯认为,象征仪式实际上是服务于社会现实秩序和道德秩序的一种构建,仪式意义是特定社会文化环境所赋予的;特纳提出象征符号不仅是意义的载体,而且直接参与或促成社会行动;格尔兹把文化看成由人定义和操作的符号体系,倡导从象征体系来解释人类行为。尽管在象征人类学内部有着上述不尽相同的理论观点和研究取向,但在研究宗旨、研究范围,以及研究方法方面有着作为一个学派的共同特征。 相似文献
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肖志宏 《黄石理工学院学报(人文社科版)》2010,(5):42-43,46
托尼·莫里森在《宠儿》中运用了大量的象征手法,包括对小说中主要人物的命名方式。本文通过解读小说中具有代表性的主要人物命名的象征意义,引领读者了解莫里森是如何通过人物命名的象征性实现作品主题深化以及再现历史的真实。 相似文献