字格在手机短信中的运用     

傅远碧  马明 《绵阳师范学院学报》2007,26(12):94-96

21世纪,网络文化得到迅猛发展,其手机短信就是代表。众多短信充满智慧与个性,不仅善用语音,构成押韵和叠音,使短信语言音韵和谐,具有音乐美,而且妙用汉字,尤其是运用析字格来委婉传情,巧妙达意,使短信语言趣味横生。本文析字格仅取"化形"类,分作拆散、离合、增损三类,重点剖析猜字短信及表达的内容。析字格是汉语独有的修辞方式,分析研究手机短信中的析字格,既可以启发艺术趣味,使人们更加热爱祖国的语言文字,也可以指导人们更好地创作短信,从而把短信这块精神家园建设得更好。  相似文献   

大西洋两岸的巴赞     

黎萌 《衡阳师范学院学报》2006,27(1):17-20

经典电影美学中最重要的理论家——巴赞在英美电影美学和欧洲电影美学中有着不同影响。通过这些不同影响来描述当代西方电影美学发展的两种不同方向,及其造成的不同效果,对于亟待发展的中国电影产业和中国电影美学提供了重要的启示。  相似文献   

浅谈多媒体教学课件的制作过程     

王萌 《中国教育研究与创新》2007,4(9):114-115

本文主要在多媒体教学课件的制作过程方面进行了探讨，初步总结出了将教学内容与媒体表现形式紧密结合的方法。  相似文献   

3,7-二甲基-2-十三碳醇乙酸酯的合成——松叶蜂Diprion pini性信息素活性组分     

孟祎  陈立功  许艳杰  古险峰  宋芸 《天津大学学报(英文版)》2001,7(4):282-285

对松叶蜂 diprion pini性信息素活性组分 3,7-二甲基 -2 -十三碳醇乙酸酯的全合成进行了研究 .以丙二酸二乙酯和 2 ,3-环氧丁烷为原料 ,分别合成了两个重要结构单元—— 2 -甲基 -1-辛烷基锂和 3,4-二甲基 -γ-丁内酯 .2 -甲基 -1-辛烷基锂与 3,4-二甲基 -γ-丁内酯反应 ,得到的酮醇再经黄鸣龙还原 ,得到 3,7-二甲基 -2 -十三碳醇 ,经酯化 ,得到 3,7-二甲基 -2 -十三碳醇乙酸酯  相似文献   

从美国学习障碍定义演变的角度探索其理论分析框架   总被引：2，自引：1，他引：2  

邓猛 《中国特殊教育》2004,(4):58-63

该文在分析美国不同时期学习障碍定义的内容、特点及构成要素的基础上 ,探索出学习障碍的理论分析框架 :学习障碍主要表现为学业成就、语言的理解与运用、学业 -潜能差异、认知心理过程等方面的困难或障碍 ,并包括排它性条款及神经病理学特征等要素 ;对学习障碍的认识从单一学科逐步向多学科模式发展、从重视深层的神经病理特征向重视外部学业领域行为特征过渡 ,其鉴定以外部行为特征为主 ,并据此对内部心理、神经病理特征进行推测。  相似文献   

大鼠左心室流出道电生理特性的观察   总被引：1，自引：1，他引：1  

李建东  陈彦静  马建伟  王德宝  葛赋贵 《河北北方学院学报(医学版)》2001,18(2):14-15

目的为了观察大鼠左心室流出道组织是否具有自动节律性.方法利用细胞内微电极记录技术,观察了18例大鼠左心室流出道组织的电生理特征.结果16例(88.89%)出现了自律性电活动,并且可在局部组织记录到典型的慢反应动作电位.结论大鼠左心室流出道组织具有自律性.其生理功能有待进一步研究.  相似文献   

论英语语法的交际化教学     

蒋宇红  孟冬 《鸡西大学学报》2004,4(2):33-35

与传统的语法教学模式相比，交际法运用于语法教学具有独到的优势：它使学生的语法学习与语言运用相结合，大大提高了学生的交际能力。基于此因，拟就英语语法的交际化教学的具体方式方法做些探讨。  相似文献   

Forming shared inquiry structures to support knowledge building in a grade 5 community     

Dan Tao  Jianwei Zhang 《Instructional Science》2018,46(4):563-592

This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the “research cycle” model as well as students’ adaptive use of the structures to guide deeper inquiry. Content analyses of students’ individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.  相似文献   

Fiber optic biosensor of immobilized firefly luciferase     

蔡谨  孟文芳  吉鑫松 《浙江大学学报(A卷英文版)》2002,3(5):563-566

Luciferase from firefly lantern extract was immobilized on CNBr-activated Sepharose 4B. The kinetic properties of immobilized luciferase were extensively studied. TheK _m′ for D-luciferin is 11.9 μmol/L, the optimum pH and temperature for Sepharose-bound enzyme were 7.8 and 25°C respectively. A luminescence fiber optic biosensor, making use of immobilized crude luciferase, was developed for assay of ATP. The peak light intensity was linear with respect to ATP concentration in range of 10⁻⁹–10⁻⁵ mol/L. A biological application was also demonstrated with the determination of serum ATP from rats bred in low versus normal oxygen environments.  相似文献   

Using stakeholder feedback to improve online professional development opportunities     

Rhonda N. T. Nese  Paul Meng  Sarah Breiner  Erin Chaparro  Robert Algozzine 《Journal of Research on Technology in Education》2020,52(2):148-162

Abstract

Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities.  相似文献