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秦蕙田(1702-1764),字树峰,号味经,江苏金匮人.乾隆时曾官至刑部尚书.其夙精三礼之学,按《周官》吉、凶、军、宾、嘉之目,因循徐干学《读礼通考》之体例,网罗众说,撰《五礼通考》二百六十二卷.《五礼通考》详考古代礼制源流,是研究我国古代礼制的重要著作. 相似文献
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黄思贤 《语文月刊(学术综合版)》2010,(3):13-13
在古代诗文中,“宿愿”“夙愿”和“素愿”三个词可以互相代用,意思是“平素的愿望”或“向来的愿望”。然则其词义是怎么来的呢？这需从“宿”“夙”和“素”三字的分析入手。 相似文献
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昌、绝铡揭偷矗迄泽题 匡典巴祖例〕:,夙1:(2 004年沁京高考文综卷)下列材料中,表明 中国古代经济重心南移完成的是 A一江南……地广野丰,民勤本业,二步域称, 则数郡忘饥。” B.“扬一益二”(扬州商业繁华居夭下第一,益 州则居第二) C.“苏湖熟,天下足。” D.“买不尽松江布,收不尽魏塘纱。” 解析、:本题选项以四句古文为情境,考查考生 古文阅读、获取信息和知识迁移等多项能力。 考生首先应回忆教科书中关于中国古代经济 重心南移的大体过程,再逐项判断店衬玩为南 朝《宋书》记载,材料只能说明南朝时仁南开 发,农业发展较快。B项反映唐… 相似文献
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殷学明 《河南广播电视大学学报》2009,22(1)
鲁迅审美价值发生论,是对鲁迅的审美之于价值关联的认识、态度、观念以及践行的审美事态如何生成的研究.鲁迅审美价值发生及其生成是在内、外机缘共生的场力下完成的,我们认为传统审美文化积淀、科学美学的吸收、唯美个性的张扬、深度美学的夙求构筑了鲁迅审美价值发生的深度轨迹,探究鲁迅审美价值发生论,对澄明鲁迅的美学范式及其价值多有裨助. 相似文献
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作为一种文学现象,悲情表达是我国古代文人作品--特别是文人诗词--中一个重要内容.本文就此文学现象,从古代文人的生命观、价值观,及这种生命意识与社会现实的种种冲突等方面,作了较为深入的、多方面的考察.认为,悲情表达之所以成为中国古代文学史上的一个突出的、源远流长的文学现象,除了别的因素外,古代文人的生命意识,及这种意识所引起的个体要求与现实的种种冲突的难以解决,是古代文人解不开的心结. 相似文献
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"外师造化,中得心源"是中国古代画家进行艺术实践活动的座右铭,将思想情感与客观现实在作品中融为一体.因而传统绘画是融汇了画家心灵的感悟、宇宙万象的表征、自然生趣变化的完美统一. 相似文献
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中国古代教育内容和西方古代教育内容存在诸多差异,造成差异的原因十分复杂,除了社会因素的影响外,更主要的是因为中西教育家本身的政治观、哲学观、人才观所决定.他们的不同主张对后世的教育产生了不同的影响作用.可见教育家的主体意识在教育发展中的作用是教育史研究中值得关注的问题. 相似文献
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采用电沉积的方式将纳米金固载在玻碳电极表面,制得纳米金修饰玻碳电极(NG/GCE)。研究了去甲肾上腺素(NE)在NG/GCE的电化学行为,发现NG/GCE不仅对NE有良好的催化和富集作用,而且能将NE和抗坏血酸(AA)的循环伏安氧化峰很好地区分开,可在抗坏血酸共存下选择性测定NE。 相似文献
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针对标准偏差估算公式中对偏差的平方取平均值时为什么除于n-1而不除于n(n为测量次数)的问题,根据测量误差理论,给出了严密的推理证明。 相似文献
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探讨了为何需要教育哲学、何为教育哲学、教育哲学与哲学与教育与教育学之间的具体关系、教育哲学的两大根源及其语言的基本特征等教育哲学的基础问题，表达了对教育哲学的作用、本质、相涉因素、根源、语言特征的学术见解。 相似文献
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Considering that today’s students feel extremely more comfortable with computers than did earlier generations of students vis-à-vis the notion that, as a social category, they have become one of the most interesting topics in research papers and journals in the field of behavioral and social sciences since the 1950s (Batan 2002), their individual and collective experiences of information and communications technology (ICT) could be expected to create a portrait of accounts that might inform educational policy makers as to how their ICT needs and concerns could be better addressed through a more responsive and a well-defined IT-driven educational platform. The central question that this phenomenological study purported to answer was: “How does a select group of Filipino adolescents collectively experience information and communications technology (ICT)?” Findings of this study revealed that the individual and collective articulations, verbalizations, and musings of the 60 adolescents recruited from two regions in the Philippines exposed three distinct but interrelated conceptual zones of ICT, namely: the zone of technology perspective (ZTP), zone of technology power and efficacy (ZTPE), and zone of technology deficits (ZTD). Implications of the study are also discussed in the paper. “There is a demand for qualitative research with an insider perspective, as young voices appear not to have been sufficiently heard.” (Hauan and Heggli 2002:13) 相似文献
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The education of language-minority students is a constitutional right. Throughout this article, the authors synthesize recent literature addressing two main questions: (1) What are secondary teachers’ attitudes toward English language learners (ELLs)? and (2) To what extent are secondary teachers being prepared to teach content effectively to this student population? Secondary teachers’ attitudes about ELLs vary, but are generally positive. The lack of teacher preparation—especially at the secondary level—to teach ELLs effectively is widespread. Thus, it is not surprising that secondary teachers feel ill-prepared to scaffold or differentiate instruction to meet these students’ language and academic needs. Since attitudes, preparation, and practice are interrelated, the authors also provide numerous implications for future practice at various levels: teacher-preparation programs, school district support, and classroom teaching. 相似文献
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Sofie Hellberg 《Critical Studies in Education》2018,59(1):93-107
What is being sustained in education for sustainable development (ESD)? Drawing on biopolitical theory, this article puts forth the hypothesis that it is in fact the very life-chance gulf that separates wealthy ‘sustainable’ mass consumers from poor ‘sustainable’ subsistence-level populations. Hence, in sharp contrast to the cosmopolitan buzz that characterizes the international policy discourse on ESD, it is argued that ESD feeds into the global life-chance divide as it prepares different populations for entirely different lives and lifestyles. In previous research that has dealt with global aspects of ESD, a dividing line can be drawn between scholars who emphasize tendencies towards neoliberal homogenization and those who highlight contingency, local re-articulations and spaces of contestation. This paper offers a third theoretical position that while sharing a deep unease with global neoliberal government is primarily concerned with its ‘will to divide’. As a corollary of this biopolitical perspective, the paper makes a case for critical empirical research that can lay bare the cracks and contradictions in the grand narrative of ESD as a cosmopolitan ethical enterprise. 相似文献
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Mobile technology – such as tablets, cell phones, and wearable devices – has the potential to play a useful role in promoting academic learning. This potential motivates this special issue on “Mobile Technology, Learning, and Achievement: Advances in Understanding and Measuring the Role of Mobile Technology in Education” edited by Matthew L. Bernacki, Jeffrey Greene, and Helen Crompton. Research on learning with mobile technology should focus on three research questions: Do students learn academic content better with mobile technology than with conventional media (media comparison question)? Which instructional features afforded by mobile technology cause learning (instructional method question)? Under what conditions do students learn academic content better with mobile technology than with conventional media (boundary condition question)? A research agenda is proposed. 相似文献
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Frederika de Graaff 《Studies in Continuing Education》2014,36(1):1-14
The question addressed in this paper is: what does a knowledge claim consist of in the context of the Recognition of Prior Learning (RPL)? The research comprises a case study of RPL applicants' entry into a postgraduate diploma (a fourth-year programme) in project management. The focus is on the knowledge claims made as part of the RPL application by experienced project managers and leaders. Three different aspects of the knowledge claims are analysed: what the knowledge claim consists of; what the academic interpretation of the claims is; and how the interpretation of the claims impacts on the RPL approach. The findings deal with the knowledge of the project management cycle prior to entry into higher education. It is found that knowledge claims not only consist of theoretical knowledge but also mainly situational knowledge, ability and attitude. In addition, the knowledge claims made in the RPL application based on the relevant and substantial knowledge are acknowledged by the academic institution in question. The RPL approach that results from the interpretation of the knowledge claims does conform to one RPL approach, within the paradigm of project management. 相似文献
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红参提取物对红细胞膜磷脂成分的影响 总被引：1，自引：0，他引：1
吴峰 《临沂师范学院学报》2001,23(6):63-64
以家兔为实验动物，采用薄层色谱扫描法探讨红参提取物对红细胞膜磷脂成分的影响，结果显示：实验组红细胞膜膦脂成分中磷脂酰胆碱显著增多（P＜0．01），而鞘磷脂类，磷脂酰乙醇胺都程序不同的减少（P＜0．05），特别是磷脂酰丝鞍酸含量，鞘磷脂类／磷脂酰胆碱及磷脂酰丝氨酸／磷脂酰胆碱比值显著减少（P＜0．01），表明红参对维持细胞膜的稳态有重要作用。 相似文献
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JEFFREY KLUGER 《海外英语》2003,(1):8
Had an out-of-body experience(体外经历)? Sci-entists believe they know why. Shamans teach that out-of-body experiences are bestachieved through meditation(沉思,冥想), reflection and 相似文献