共查询到20条相似文献，搜索用时 125 毫秒
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本世纪30年代末，美籍奥地利科学家贝塔朗菲（ludingVonBertalanfy190-1927）在概括现代科学技术成果的基础上，开创了一门关于一般科学方法的基础理论──一般系统论。一般系统论的产生，极大地改变了科学思维的图景、传统的机械论方法随之被系统的方法所取代。恩格斯指出：“随着自然科学领域中每一划时代的发现，唯物主义必然要改变自己的形式。”①作为现代科学的一般方法，一般系统论蕴含着丰富的辩证法思想，同时它又为唯物辩证法提供了现代科学基础，从许多方面丰富和发展了唯物辩证法思想。一、一般系统论丰富和发展了唯物辩证法的… 相似文献
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一般随机集的落影函数与Ｆｕｚｚｙ集的统计原理李西和，刘蓉滨本文引人了一般随机集及其落影函数概念，并由此出发，论述了一般随机集的存在性与统计特性。进而。还给出了一般Ｆｕｚｚｙ集统计求取的一种数学模型，论述了相应的统计原理。由于我们引人的随机集及Ｆｕｚｚ... 相似文献
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身份权与人格权共同构成了人身权法律制度已经成为一种定论，本文试图从一般人格权的角度，探讨身份权根植于一般人格权，并影响着一般人格权。 相似文献
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陈海燕 《海南师范大学学报(社会科学版)》1997,(2)
目前，在对教师日语的教学内容和方法进行探讨、尝试以及教材编写的过程中，人们一般将主要注意力或者放在一般口语交际的基础──语音和思维训练上，或者放在一般口语交际的提高──演讲和论辩训练上。这些努力，对于学生一般口语交际能力的提高确实起到了有力的推动作用。但是，不少人却忽视了这个问题：一般口语交际能力并不等于教师职业口语能力，有着较高、乃至很出色的一般口语交际能力的人，并不一定能成为合格的教师，更不用说优秀教师了。其原因就在于教师所使用语言的特征与其他行业的人们所使用语言的特征有很大的差异，这是由教… 相似文献
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推导了一般Lorentz变换，由此导出了相对论质点的一般速度合成公式，并讨论了相对论质点速度合成的非交换性问题。 相似文献
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推导了一般Lorentz变换，由此导出了相对论质点的一般速度合成公式，并讨论了相对论质点速度合成的非交换性问题。 相似文献
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孙春燕 《荆州师范学院学报》2002,25(5):11-13
给出了一类具有道德风险的银企最优借贷合同的一般模型。在一般模型中加进银企双方风险中性的条件，得到了相应的最优借贷合同，并对一般模型下的最优借贷合同的特征进行了必要的分析。 相似文献
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普通高校加强个性化教学的探索 总被引：3，自引：0，他引：3
本针对我国一般普通高校同类专业的大学本科生知识结构雷同、难以满足社会发展的多样化需要的问题，从教学观念、课程体系、教学内容、教学管理、教学方法与手段和教师队伍优化等方面对一般普通高校个性化教学的改革与创新进行了系统研究，提出了一般普通高校个性化教学创新有关的思路和方法，可供一般普通高校有关教学改革参考。 相似文献
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宋少华 《读与写:教育教学刊》2008,5(5):3-5
This essay mainly studies the linguistic features of News English on stylistics.The study is made mainly on three aspects of News English.They are lexical features.sentence features and grammar features of News English.Through the study we find that News English,as a distinctive and new language.has its own lin-guistic features in words, sentences and grammar. 相似文献
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GUO Bao-feng Xiao Da-wei 《重庆大学学报(英文版)》2005,4(3):129-133
Using virtual reality for interactive design gives a designer an intuitive vision of a design and allows the designer to achieve a viable, optimal solution in a timely manner. The article discusses the process of making the Virtual Reality System of the Humble Administrator＇s Garden. Translating building data to the Virtual Reality Modeling Language （VRML） is by far unsatisfactory. This creates a challenge for computer designers to do optimization to meet requirements. Five different approaches to optimize models have been presented in this paper. The other methods are to optimize VRML and to reduce the file size. This is done by keeping polygon counts to a minimum and by applying such techniques as object culling and level-ofdetail switching. 相似文献
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邱崇丙 《唐山师范学院学报》2014,(1):21-23
汉字的六书,《说文》对“转注”一类,语焉不详。后世学者提及转注,也仅限于许慎所举出的例字。《汉字例说》一文,作者从转注的角度综合考虑,对部分现代常用字作了分析,跟传统的解释有所不同。希望能抛砖引玉,互相切磋,以推进学术研究。 相似文献
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西方传统哲学对人的思考严格遵循主—客的思维模式,大力弘扬主体性原则,崇尚“人类中心主义”。而自西方现当代人文思潮产生以来,对人的理解发生了转向,弘扬非理性,倡导人与自然的融合。海德格尔就是这种思潮的代表。文章从本体论和认识论两个维度对海氏“人（此在）是澄明”这一哲学命题作出了新的解释。 相似文献
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Rajesh Kanoi 《海外英语》2007,(1):52
Today, Sunday morning, I sit thinking and typing at my computer. My thoughts are in my homeland, India and my body is in China. The body is here and mind there for a good reason. Mr. Hu is president and I am resident and both are in each other's countries (what a difference the absence of one small letter makes!). Mr. Hu will return in a few days and I will stay on longer. 相似文献
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民主是个好东西,然而,民主并不是解决当前所有问题的万能钥匙。在中国政治民主化的进程中,需要正确解读民主与集中,民主、自由与纪律,民主与党的领导,民主与选举,民主与决策,民主与效率,民主与民众文化素质这几对重要关系,深刻剖析民主的生命力及弱点,澄清国民在民主认识上的误区,才能清晰定位目前民主政治发展的目标。 相似文献
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刘晓臻 《昆明师范高等专科学校学报》2011,(5):37-39,45
《型世言》中＂虚撮脚＂、＂撇呆＂、＂找截＂、＂间壁＂、＂隔夜＂、＂锅边秀＂等六条没被解释或解释不确的词语,其义当为：1.＂虚撮脚＂的本义是＂空拉架势,作出要干某事的样子＂,引申义是＂敷衍,虚于应付＂和＂阿谀奉承,假奉承＂;2.＂撇呆＂即＂发呆＂;3.＂找截＂即＂简捷,利索＂;4.＂间壁＂即＂隔壁＂之意;5.＂隔夜＂意为＂昨天＂,＂前一天＂或＂前一天晚上＂;6.＂锅边秀＂也做＂锅边转＂,本义指厨房中烧火做饭的人,后引申指＂粗使丫头＂、＂女孩＂等。 相似文献
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RUZBEHANI Mohsen 《重庆大学学报(英文版)》2004,3(1):20-25
1.IntroductionOne-cyclecontrolmethod,whichwasproposedaboutonedecadeago[1],hasbecomeanattractivemethodinspecialfieldssuchaspowerfactorcorrection[2-6],switchingamplifiers[7,8],etc.Themainideaofthiscontrollerisbasedonintegrationofdiodevoltageinone-cycleandforcesittobeexactlyequaltothereferencevalue.Themainadvantageofthiscontrollerisitsrealtimeabilitytorejectthevariationofinputvoltage[1].Despitethisgreatability,ithasnogoodperformancesinrejectingofloaddisturbanceandfollowingreferencecommands.Espec… 相似文献
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Stephen Petrina 《Interchange》2004,35(1):81-126
What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense of the politics of the first. I argue that conceptual distances between curriculum theory and instructional design are based on divisions of labour established during the 1960s. After decades of neglect, curriculum theorists, and specifically critical theorists, appear clueless when it comes to curriculum design and the realpolitik of their causes. When it comes to the realpolitik of practice their political causes are formless. Quite the opposite of critical theorists, instructional theorists nearly mastered the realpolitik of form but have no political causes. I argue that, to contradict the status quo of C&;I, curriculum theorists will have to dirty their hands with the realpolitik of form and instructional designers will have to clutter their heads with theory. 相似文献
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Clarence W. Joldersma 《Interchange》2008,39(1):21-47
This article explores the question: Why are students of worth? Educationally, an answer often involves a Kantian response:
They are of worth because they are always ends and never means. This response is usually connected to a notion of autonomy
interpreted as individual, rational self-determination. The article argues for a different answer. The essay begins with a
recent educational example of construing worth as rational autonomy. Meira Levinson, in her book The Demands of Liberal Education (1999), argues for a version of rational autonomy which is taken in the essay as a Kantian response to the question. The
essay then turns to Kant’s own understanding of intrinsic human worth as ends. Although the essay agrees in general with the
notion of end, it criticizes Kant’s version of rational autonomy. Instead, it argues for a notion of worth as irreplaceable
singularity. Both the critique of the Kantian answer and theessay’salternative are shaped by the philosophy of Emmanuel Levinas.
Here technical notions of “the other,” proximity and singularity are brought to bear on the question of human worth. The Levinasian
alternative, so the essay argues, better answers the question of student worth by highlighting the incomparability of the
student as a singular other. 相似文献