共查询到20条相似文献，搜索用时 78 毫秒
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本文为解决唐代西域史上的一个悬案而作。后西突厥两厢汗国衰亡后,突骑施汗国成为阻止大食东进的屏障,曾与唐朝长期结盟,双方盟与关系的破裂原因一直是个谜。本文认为,双方争战的真正原因并不是贸易纠纷,而在于突骑施苏禄汗国兴起后,迅速包举了西域大量的游牧部族,与唐朝离强合弱、分而制之的意图相悸,其军力之盛,大有成为一个继东西突厥及薛延陀汗国而起的新的北方雄主的气势,已成强藩震主之势,使得一场大战不可避免。突骑施与吐蕃的交通,给了唐廷新的北方孤形包围圈正在形成的巨大震憾,加重了二者攻战的危机。苏禄对唐的几次武力讹诈,加深了双方的猜忌,激化了双方的矛盾。开元二十二年的绢马贸易纠纷保不过提供了战争的口实。 相似文献
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唐高祖武德六年(623年)至唐亡(907年),唐王朝在河西、陇右、关中和西域等地区为保卫边防与对西域的控制,和吐蕃进行了长期的争夺.本文主要梳理唐王朝与吐蕃在西域的争夺战争的历史背景、史实,以及唐与吐蕃在西域争夺的历史原因. 相似文献
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黑文凯 《烟台师范学院学报(哲学社会科学版)》2014,(1):32-35
本文讨论了回鹘①汗国统治时期（745—840年）对西域地区的争夺过程,重点考察了两次北庭之战及怀信可汗即位后在西域地区势力消长的情况,从而认为安史之乱以后,西域地区实际上形成了唐、吐蕃、回鹘三方争夺的局面,而回鹘对西域的争夺产生了重要的影响,以至于其在西迁后推动了该地区的回鹘化。 相似文献
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盛极而衰之前的唐朝与大食因中亚地区的争夺爆发了史上著名的怛罗斯之战。对于怛罗斯之战对唐朝的影响,学界存在着两种不同的看法。一种看法认为,这场战争成为唐在中亚地区势力由盛转衰的的转折点;另一种看法认为,此战争仅仅是唐食之间的一场小战役,对唐并未有太大影响。文章通过对战前唐食在中亚局势,战前后的大食,战后唐、中亚的分析,得出这场战争对唐食关系,唐食中亚格局,及唐朝国力都并未有过大影响,其仅是双方几次争夺战中规模较大的一次而已。 相似文献
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袁志鹏 《乌鲁木齐职业大学学报》2006,15(3):20-25
唐代初期,西突厥、吐蕃同唐在西域地区展开了激烈的争夺,西州在这场争夺中所起的作用非同小可,是唐经营西域的名副其实的桥头堡和根据地。 相似文献
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朱叶 《铜陵职业技术学院学报》2008,7(2):75-76
唐朝的西域防御体系自唐初建立以来,逐步发展,完善,在开元、天宝年间达到鼎盛。但是随着安史之乱的爆发,唐朝为了平叛,抽调防御西域的边兵边将,使得西域防御一度空虚。后由于唐朝的国势日渐衰微,在西域的争夺中逐渐出于下风,吐蕃占据了主动,并最终将唐军赶出西域,唐朝的西域防御体系瓦解。 相似文献
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开元后期唐蕃关系探谜邵文实唐与吐蕃间的和与战是唐外史上的一个重要组成部分，吐蕃对西域及河西、陇右的争夺又是其中的主要矛盾。但一般说来，史书关于吐蕃在前期对西域的攻取活动记载较详，史学界对于吐蕃攻取河陇后的历史研究较多，而在开元后期这一个时间段内，无论... 相似文献
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郭友亮 《商丘职业技术学院学报》2008,7(3):101-102
唐朝时期波斯、大食、西域等国商人纷纷来华贸易,而这种景象的出现与当时唐代社会的经济、政治、军事、交通以及统治者的开明政策分不开。同时,外国商人来华贸易对唐王朝社会生产的发展、人民物质生活的繁荣、商业的繁荣与发展以及国家财政收入的增加等方面都产生了极其深远的影响。 相似文献
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班玛更珠 《康定民族师范高等专科学校学报》2008,17(1):9-12
佛教在藏区的初传、立足、发展的漫长过程中得到了印度、唐朝、尼泊尔和西域佛教的积极影响。本文在分析藏文传统史书中两个关于赞普拉托托日年赞时期佛经和法器传入吐蕃的传说基础上,引用龟兹洞窟中发现的藏文壁文,认为佛教初传吐蕃和西域佛教有非常密切的关系。另外,在佛教正式立足吐蕃之前,大量的于阗僧人就开始涌入吐蕃,他们在吐蕃的活动进一步加深了西域佛教和藏传佛教之间的关系,并为日后佛教正式立足吐蕃打好了思想基础。 相似文献
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徐涛 《四川教育学院学报》2006,22(2):53-54,F0003
充溢着美的课堂教学，能使师生感到心旷神怡。在课堂教学的整个过程中，课前对教材、教辅、教法、学法、学生等的直接观照，构思后形成的清晰完整的教学脉络，进而以充沛的感情生动形象地将其呈现于学生，使师生达到身与竹化的至高境界，是语文教学努力的方向。 相似文献
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Jane Gilbert 《Educational Research for Policy and Practice》2007,6(2):115-122
ICTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have
not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer
such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with
the result that student work is often “digital busywork”. The article argues that if ICTS are to play a useful role in helping
us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular,
we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum. 相似文献
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James L. Tramill Janis K. Tramill Roscoe Thornthwaite Frances Anderson 《Psychology in the schools》1981,18(2):149-153
Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC-R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC-R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT. 相似文献
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David B. Paxman 《College Teaching》2013,61(4):158-160
AbstractEnglish language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed. 相似文献
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