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与地形相关的等值线主要有等高线、等深线、潜水等水位线等;与气候相关的等值线主要有等温线、等温差线、等积温线、等降水量线、等压线、有效风频密度等值线、等物侯线、日照时数等值线、雪线高度等值线等;与地球运动相关的等值线主要有地球自转速度等值线、太阳高度等值线等;与海洋相关的等值线主要有海水等温线、等盐度线;与环境问题相关的等缸线主要有等震线、降水PH等值线、大气SO2浓度等值线、噪声等值线、 相似文献
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本文采用综合指数法与系统模型法对绵阳土地资源综合质量等级进行评价,将全市203个乡(镇)评价单元划分8个等级,其中Ⅰ等11个、Ⅱ等39个、Ⅲ等34个、Ⅳ等39个、Ⅴ等20个、Ⅵ等21个、Ⅶ等20个、Ⅷ等19个.评价结果为土地利用总体提供了科学依据. 相似文献
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《中国小学语文教学论坛》1995,(4)
郁金香 荷兰、土耳其、匈牙利等国; 玫瑰 叙利亚、卢森堡、伊朗、法国、伊拉克、保加利亚、捷克斯洛伐克、罗马尼亚、英国和美国等10国; 向日葵 秘鲁、玻利维亚、俄罗斯等国; 兰花 斯里兰卡、缅甸、新加坡、塞舌尔、巴西和委内瑞拉等国; 睡莲 泰国、孟加拉国、寺亚那等国; 石竹 摩洛哥、葡萄牙和摩纳哥等; 相似文献
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彭汝桂 《新课程学习(社会综合)》2010,(3)
历史教学过程中,我们经常会遇到一些所谓的"常见"词语,比如:"政体"、"国体"、"形态"(意识形态、国家形态、经济形态等)、"形式"(经济形式等)、"关系"(生产关系、国际关系等)、"体系"(政治体系、经济体系、社会体系等)、"格局"(政治格局、经济格局等)、"结构"(社会结构、经济结构、阶级结构、产业结构等)等词语. 相似文献
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等值线图是较为普遍的一种地图,地理事物的空间分布、演变以及地理各要素之间的相互联系都可以通过等值线图来展示.等值线图也是高考考查的最为常见的地理图像之一,因此判读与应用等值线图是地理高考复习的重点和难点.
一、等值线图的种类和共同特征
常见的等值线图有等高线图、等温线图、等压线图、等盐度线图、等降水量线图、等潜水位线图、等太阳高度线图、等太阳辐射量线图、等潜水位线图、等震线图、雪线高度等值线图、等盐度线图、降水PH值等值线图、噪声等值线图、地租水平等值线图等. 相似文献
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复旦大学:国际经济与贸易、新闻学、法学、金融学、生物科学、应用数学等。浙江大学:新闻传播学、法学、经济学、金融、贸易等。西安交通大学:电气工程、信息工程、计算机软件管理工程、临床医学、建筑学、工商管理等。中国人民大学:法学、金融学、新闻学、工商管理、人力资源管理等。武汉大学:生命科学与技术、金融学、经济学、法学、新闻学等。华中科技大学:光电类、通信类、机械、材料、临床医学等。同济大学:建筑学、城市规划与设计、生物工程、环境工程、管理学等。中山大学:医学类、生物学、数学、经济学、信息类等。部分重点大学的热… 相似文献
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等值线图一直是地理学习和考试中的重点和难点,等值线的判读也是地理学习重要的基本技能之一。表示地理要素的等值线图的种类很多,除最常见的等高线图、等温线图和等压线图外,尚有等降水量线图、等深线图、等盐度线图、等震线图、等太阳辐射量图、等pH值线图、等人口密度线图、等时速线图等等。无论何种等值线图,在判读时都要注意走向、疏密状况、弯 相似文献
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刘中梅 《语文月刊(学术综合版)》2010,(4):20-21
一直以来,语文教育“痛苦”地沉浮在这样的漩涡中：或与意识形态同谋,或充当金榜题名的工具,或高举人文大旗守望人性……似乎是一种救赎,各种语文教学流派应运而生,如情感派（于漪等）、导读派（钱梦龙等）、思维派（宁鸿彬等）、管理派（魏书生等）、情景教学派（李吉林等）、语感派（洪镇涛等）、目标教学派（武镇北等）、快速写作派（杨和春等）、快速阅读派（程汉杰等）, 相似文献
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论视觉文化语境中我国高校的影视素质教育 总被引：3，自引：0，他引：3
姚小亭 《海南师范大学学报(社会科学版)》2005,18(4):137-140
科技的发展给人类带来了以语言为中心的文化向以形像为中心的文化转型,视觉文化“狼烟四起”——电影、电视、网络以及各种广告铺天盖地。每时每刻向大众传输着各种信息和形象,“视觉文化在中国兴起,无可争辩地使电影拥有一种远比小说更权威的力量”（周宪）,在这种“猖獗”的视觉文化语境中,人的“素质”除了听说读写能力外,更要包括人们应对各种媒介尤其是“视觉”媒介的能力,我国教育界应借鉴一些西方国家在通识教育方面的经验,进一步加强对大学生的影视传播教育,引导学生接受具有憾人心力的视觉效果的影视作品,使他们拥有分析选择影视传播信息内容的自主能力。 相似文献
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毛娉婷 《扬州大学学报(高教研究版)》2005,9(2):71-74
伴随着视觉媒介的日趋普及,人类的文化价值体系开始发生重大转变。从传统的书面文化体系向视觉文化体系的转移已不仅仅是一种阅读方式的转化,更多的应是人类整体认知领域的大变革。但同时视觉载体的过度开发也会带来诸如认知环境与现实环境日趋隔离等一系列问题,对于尚在成长期的青少年而言,不加选择的过度接触更有可能导致其世界观、人生观的异化。 相似文献
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J. W. Ketzer 《Learning, Media and Technology》1988,14(1):27-42
Since 1978 the National Institute for Curriculum Development (SLO) and the National Institute for Support of Arts Education (LOKV) have been working together with two schools in Zaandam on audio‐visual education in primary schools. The project made its object to work out of the aims of audio‐visual education (or ‘media education') in the primary school (children aged 4‐12 years), to explore the nature of audio‐visual education, and to establish a curriculum. ‘Audio‐visual education’ aims to increase audio‐visual literacy, helping pupils acquire information and an insight into the meaning of mass media in order to learn how they are used for communication. It also entails using audio‐visual means as a method of expression and using audio‐visual equipment in education. The teachers in the project schools have designed and implemented lessons in audio‐visual education. After these lessons were given they were discussed and analysed by the advisors, project leaders and colleagues. This developmental approach led to a total curriculum, which is described 相似文献
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陈斌 《临沂师范学院学报》2005,27(4):135-137
视觉是人类获取外部信息的主要媒介,视觉传达的目标不仅是完成简单的视觉信息的传递,更是要给人以情感上的感染和满足,实现视觉沟通。视觉传达设计就是要通过设计将视觉元素所包含的各种信息准确清晰地传达给受众,同时给予受众更多的审美感受。传统的观点往往将视觉传达设计等同于平面设计,但是随着社会的不断发展以及新技术的应用,视觉传达设计已经不能被局限在平面设计的范围内,同视觉媒介相关联的设计领域包括空间立体设计、动态设计都属于视觉传达设计的范畴。 相似文献
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Dylan Yamada‐Rice 《Literacy》2011,45(1):32-43
This article looks at the way in which the changing visual environment affects education at two levels: in communication patterns and research methodologies. The research considers differences in the variance and quantity of types of visual media and their relationship to the written mode in the urban landscapes of Tokyo and London, using Google Street View to make comparisons. It reflects on the parallels this might have in the ways in which children encounter text in the environment. The data were analysed using Visual Content Analysis and colour coding. It found the Tokyo sample to have a higher density and diversity of visual media types at a wider range of heights. Visual and written communication also appear to be confined to more separately definable spaces with more equal weighting in the use of written and visual modes. Particularly, within the context of early childhood education it is hoped these findings will increase knowledge concerning young children's exposure to the visual mode, initiate wider discourse around this less researched mode's role within new multimodal communication practices and that the methodology furthers understanding of the potential of new media in image‐based research. 相似文献
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分析视觉主导的文化,分析异彩纷呈的图形图像,离不开它的主流承载媒介——屏性媒介。与传统纸质媒介不同,屏性媒介具有混合性、整合性、技术性、直观性、浅白性、新感性等多项视觉特质。由此引发的价值建构、人的主体性合理关照、文化隐喻的深度考量和伦理价值的设计与规范等问题亟待我们对其进行深度反思。屏性媒介主导下的视觉艺术形式只有超越现实的功利境界和审美境界,在媒介素养教育中将技术理性和人文理性结合起来,寻求功利审美伦理和谐统一,才能使屏性媒介为人类和社会发挥应有的作用。 相似文献
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Carissa Massey 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):365-376
ABSTRACTThrough an examination of the visual rhetoric of identity presented by reality shows, especially Here Comes Honey Boo Boo, this paper explores ways in which American reality television and related media images construct, deploy, and reiterate visual stereotypes about whites from rural regions of the United States. Its focus is the relationship between image rhetoric and social identity expression and how they converge to create a discourse loop. Combining identity theory and visual rhetoric studies as a unique methodological lens, this paper focuses on why and how stereotypes circulate in the so-called realistic media. The implications of broadening stereotype study to include all varieties of visual artifacts in analysis of specific tropes are particularly important to the study of stereotypes of white rural others, especially since such imagery has increased in volume in recent years and appears in several different types of media. 相似文献
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This article examines youth protests against education privatization in the post-Soviet countries of Latvia, Russia, and Ukraine. Drawing on a sample of online sources and scholarly articles, this study uses critical discourse analysis and visual methodologies to examine why and how post-Soviet university students have organized to protest against education privatization reforms. The study also critically analyzes visual and discursive representations of youth protests by government officials, mass media, and academia in the post-Soviet education space. The study reveals that while student protesters are deeply concerned about the future of public education, the messages (and images) generated by youth protesters are reappropriated in various ways by mass media, often beyond the control of protesters themselves. 相似文献
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Asja Maass Kirsten Kollhörster Annemarie Riediger Vanessa MacDonald Arnold Lohaus 《European Journal of Psychology of Education - EJPE》2011,26(3):339-353
The present study focuses on the short-term effects of electronic entertainment media on memory and learning processes. It
compares the effects of violent versus non-violent computer game content in a condition of playing and in another condition
of watching the same game. The participants consisted of 83 female and 94 male adolescents with a mean age of 17.6 years.
The dependent variables are memory for previously learnt verbal and visual material, memory for media-related content and
physiological measures of stress (heart rate, cortisol, salivary alpha-amylase). Besides the group comparisons, potential
mediation effects and gender differences were examined. The results show that violent content leads to a poorer memory performance
for verbal material and to an increased heart rate. The heart rate, however, does not mediate the effect on memory performance.
Genders differ regarding their abilities to memorise verbal and visual material, with females showing a better performance
(independent of the experimental condition), and for memorising media-contents, where the males outperform females (also independent
of experimental condition). The study supports the assumption that violent and arousing media content has a negative short-term
effect on simultaneous information processing and learning and that there are gender-specific media effects. 相似文献
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韩晓婷 《宜宾师范高等专科学校学报》2014,(3):100-103
张大千题材影视剧由于受跨媒介改编以及媒介环境的影响,在文字符号的线性原则转变为视觉媒介的非线性原则以及媒介生态环境失衡方面均不同程度受到制约与削弱。将民族文化优秀的人文资源恰当地转化为与传媒时代相对接的艺术形式,需要从真实性、艺术性以及编导与观众（包括传主亲属）之间的“信任契约”方面进行定位,以延伸视觉媒介塑造张大千形象的内涵意义。 相似文献