共查询到20条相似文献,搜索用时 328 毫秒
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周小亮 《初中生世界(初三物理版)》2003,(10)
春风———春天的使者,你饱含深情,悄悄地来到人间,轻快地奔跑着,送来了温暖的阳光,逗笑了冰冻的小河,唤醒了冬眠的小生灵,吹绿了大地,吹艳了各色的花。不信么,请看,田野上,一朵朵花开了,红红的、白白的、黄黄的……像赶趟子似的,姹紫嫣红,争奇斗艳。这时节,可把蜜蜂忙坏了:他呼朋引伴,欢快地歌唱,和彩蝶一起,在花丛中跳集体舞,这朵花上闻闻,那朵花上吻吻。孩子们更是欢天喜地,他们擎着各色各样的风筝,奔跑着,呼喊着,童心随着风筝飞上了蓝天。啊。春风,你不但吹绿了大地,而且吹暖了人们的心。春风$东台市廉贻二… 相似文献
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雪泥 《七彩语文(小学低年级)》2009,(4):F0004-F0004
心底的快乐太多,看,溢出来了,一层层地,染红了脸颊;心底的希望太大,看,溜出来了,一缕缕地,扮靓了全身;我要是那只蜜蜂就好了,可以跟你说些悄悄话,因为我的心里也满载着春天的快乐和希望,快要装不下了。 相似文献
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葛玉红 《江苏理工大学学报(社会科学版)》2008,10(6):50-52
铁路作为“历史上最具革命性的工具”,它在中国的起步经历了一个艰难曲折的过程,然而,它的出现对中国近代社会的影响是巨大的,主要表现在,铁路加快了人口流动,促进了沿线地区经济的发展,推动了近代中国城市化的进程,加强了各地区之间的联系,加快了地区间信息传递的速度,扩大了地域间的文化交流,转变了人们的意识形态。可见,铁路是一种先进的生产力,大大推动了社会的发展进程,是社会嬗变的推进器。 相似文献
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张梦蝶 《作文世界(高中新语文伴侣)》2003,(5)
那是我上二年级的时候,期中考试,第一节考了数学,第二节考语文,老师把语文卷发下来,我便拿起笔进入了紧张的考试,题不算难,正当我感到高兴的时候,却被一道题卡住了。这道题是我们学过的,竟然有20分,我的天呀!如果这道题不做的话,我的冠军美梦也就破碎了,这时我想起了抄。我像个小老鼠似的,东张张西望望,看到安全了才把语文书偷偷地抽了出来,可这时偏偏老师又朝我这边走来,我吓得满头大汗,头也不敢抬,赶紧把书放了进去。老师走了以后,我才偷偷地把书又抽了出来,顺利地抄了下来……星期一,上午第一节课,老师面带笑容… 相似文献
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面对世界石油、石化工业日益激烈的竞争,全方位降低成本,提高经济效益,已成为国外各大石油石化公司孜孜以求的目标。对成本最低化的追求推动了大公司之间的兼并联合,加快了产业结构的调整,提高了资产的运作水平,优化了资源和市场配置,促进了技术进步,强化了企业的经营管理,精简了人员和机构,提高了经济效益。 相似文献
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因为老师想讲完一些内容,所以占用了下课的一点时间。老师说“解散”后,我以最快的速度跑下楼去装饮用水。上来时,便看到一个身材魁梧的男教师往楼上走去。忽然,他低头一看,是张纸屑,他迟疑了一会儿,用脚踩住那张纸,一直挪到了一个垃圾箱旁,然后踢了一下,纸被踢进了垃圾箱后面的角落里。虽然没有躺在走廊中央那么不雅观,但仔细看,还是能够看到的。那位老师又迟疑了一会儿,看了看手表,走上楼去了。这时,上课铃响了,我匆匆赶回教室。又一节课下课后,我跑到垃圾箱边,那张纸已经不见了。或许是校工打扫掉了,又或许是有心人捡… 相似文献
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费聿辉 《临沂师范学院学报》2001,23(5):1-3
从主客体关系来看,现象是认识活动的直接对象物,是主客体相互作用的直接产物。 现象的生成条件是:第一,客观条件。包括物自体(客观事物)、时间、空间和环境等。第二,主体条件。 指主体的感官功能、心理、情绪、意志、知识和理性等。第三,观察仪器对于现象的生成具有重要意义。 相似文献
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James P. McDaniel 《Quarterly Journal of Speech》2013,99(1):48-66
This essay attempts to counter the dreariness of postmodern critique and culture by locating the vital force of phantasy, rhetoric, argument, hope, and memory in contemporary public affairs. More particularly, it engages recent controversies about collective memory and the FDR memorial statue especially to generate a greater sensitivity to the fact that we are agents (and not just dupes) of history. The body, symbolic and material, is a core site for the history, theory, and practice of democracy, I argue, and is the hard kernel of collective identification and division. Methodologically, the essay fuses Aristotle and Lacan's ideas about phantasy as a perceptual device, which gages and creates public and personal desire, as an analytic frame for the study of public discourse. 相似文献
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《British Journal of Educational Studies》1997,45(1):83-116
Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education 相似文献
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education 相似文献
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在网络安全中,越来越多的系统受到木马攻击,网络安全受到极大的冲击。本文作者希望通过对木马的攻击机制、攻击特点、攻击力、攻击步骤、伪装方法、传播途径、启动方式等进行全面的剖析,力求寻找在伪装、传播、启动等方面的共性,以进一步研究、制订出一整套新的、简便的、具有可操作性的木马检测、清除、诱捕及其防御策略。 相似文献
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井焕茹 《黑龙江教育学院学报》2005,24(2):147-148,150
在日语中,一个句子中同时出现两个以上“”或者“”的情况是屡见不鲜的。当一个句子里同时有两个“”时,只能有一个提示主题(大主语),另一个只能表示对比,起强调作用。当强调的内容是状态、存在、动作等的主体(小主语)时,小主语用“”,强调的内容是谓语部分时,小主语用“”。当一个句子中同时有两个“”时,大主语的“”表示排他,是句子叙述的重点,强调在一定范围中,被判断状态、存在、动作的主体只有“”或者在一定范围中的最甚者;小主语的“”只单纯表示被判断状态、存在、动作的主体。 相似文献
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吕志江 《江苏广播电视大学学报》2011,(5):50-53
具有功能教化性、选题灵活性、内容独特性、场景庄重性、视听公益性等特征的公众讲座,是城乡社区教育的有利载体,是时代主题宣示的有效方式,是公众素养教育的有益形式,是构建和谐社会的有力手段。举办公众讲座要遵循导向性、贴近性、序列性、时令性、可听性等原则,采取思想理论引领和各类知识普及相结合、域外讲座资源和域内讲座资源相结合、知名学者和草根人士相结合、固定讲坛与流动巡讲相结合、财政拨款与社会捐助相结合等策略方法。 相似文献
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实践的自由与美的范畴 总被引:10,自引:0,他引:10
张玉能 《华中师范大学学报(人文社会科学版)》2003,42(1):47-53
人,作为个体的生存,从实践(以物质生产为中心)出发才逐步生成,而在实足走向创造的过程中,人们才不断达到一定的自由境界。正是人的实践-创造的自由使自然人化,人也人化,从而产生出人对现实的审美关系;这种审美关系体现对象之上就是美,而体现在人本身之上则是美感。人类的实践-创造的自由同样是一个历时性的过程和一个共时性的结构,因此,它不仅有不同的自由程度和不同的自由境界,而且还有自由,反自由,不自由,准自由等几个维度;与这些不同的自由给度相关便形成了美,丑,柔美,刚美,悲剧性,喜剧性,滑稽,幽默的相应的美的范畴,并形成各个美的范畴之间的过渡,转化,对应等关系,从而形成一个完整的美的范畴体系。 相似文献
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The efficacy of sex education has been questioned, as students participate in high rates of unsafe sex after completion. Without exploring various sexual minority (SM) identities (e.g., gay, lesbian, and bisexual) and forms of sex, sex education may be especially unhelpful for SMs by perpetuating the heteronormative (i.e., assuming heterosexuality is normal) environment they typically experience. In the present qualitative study, semistructured interviews were conducted with 12 SMs regarding their experiences with sex education using a grounded theory approach. Participants described sex education as being heteronormative and exclusive of their identities, making them feel invisible, sexually unprepared, and shameful. Sex education also reportedly contributed to sexual hesitance, sexual violence, and risky sexual behaviors. Participants endorsed histories of depression, anxiety, and suicidality, often associated with their identity. To become more informed and sexually prepared, they sought information through conversations with others, online searching, college courses, and trial and error sexual experiences. Participants also advocated for inclusive sex education, which would incorporate all identities and associated safe sex practices. They concluded that inclusivity in curricula could lead to various improved outcomes for SMs, such as safe sex, a sense of community, identity confidence, healthy relationships, and resilience. 相似文献