“V的N”偏正短语中“V”与“N”搭配上的语义限制     

潘国英 《湖州师范学院学报》2000,(5)

“Ｖ的Ｎ”偏正短语是由动词（Ｖ）和名词（Ｎ）加“的”组成,“Ｖ＋的”修饰、限制Ｎ。按照形式和意义相 结合、静态和动态相结合、描写和解释相结合的原则,通过考察Ｖ与Ｎ在“Ｖ的Ｎ”结构中的分布情况,分析Ｖ与 Ｎ搭配上的语义限制,可以发现Ｖ与Ｎ有其各自的分布条件,即动性越强的动词越难进入“Ｖ的Ｎ”结构,反之 则容易进入;生命度越高的名词越难进入“Ｖ的Ｎ”结构,反之则容易进入。  相似文献   

试析道德冷漠与道德行为重构     

刘浩 《十堰职业技术学院学报》2006,19(1):21-23

道德冷漠是个体在具备道德认识的前提下而于特殊的情境中选择“不作为”的一种道德现象,鉴于道德冷漠的日益普遍化趋势,本文试通过解析道德冷漠的行为选择及心理自调节机制,力求全面深刻地揭示道德冷漠的个体心理成因,从而重构个体的道德行为。  相似文献   

关于带第一特征值λ1具Sobolev临界指数2*的一类椭圆方程-Δu=λ1u+|u|2*-2u+τ(x,u)     

饶若峰 《黄冈师范学院学报》2003,23(3)

给出了半线性椭圆方程-Δu=λ1u+|u|2*-2u+τ(x,u)的Dirichlet问题在对扰动项τ(x,u)增加适当条件后非平凡解的存在性定理,以及方程-Δu=λu-|u|2*-2u+h(x),λ∈[λ1,λk](这里λk是方程-Δu=λu的第k个互不相等的特征值)的非零解的存在性定理.  相似文献   

老子“无为”思想对教育的启示     

谭静  覃永县 《牡丹江教育学院学报》2006,(6)

老子“无为”思想中,蕴含了一种精神追求的价值取向,“无为”也可以作为一种教育策略。它要求教育者懂得潜移默化,还学生自主发展的空间;“无为”中包含的反向思维方式也告诉了我们,在教育过程中,有时应该不行动或者反向而行。  相似文献   

日本士兵在中国解放区战场的反战活动     

焦占祥 《洛阳师范学院学报》2001,20(3):75-76

抗日战争期间 ,在中国共产党和八路军、新四军的帮助下 ,在日本共产党的领导下 ,部分被俘日本士兵在中国开展活动 ,反对日本侵略中国 ,取得重大成效。  相似文献   

对新时期做好农村社会稳定工作的思考     

许京平 《临沂师范学院学报》2001,23(5):27-28

农村社会稳定工作是一个庞大的社会系统工程，需要我们坚持经济发展这个中心，不断加强民主法制建设和综治队伍建设，做好教育、转化、打击、防范等工作，确保农村社会稳定与人民安居乐业。  相似文献   

Enhancing curricula and learning environments using critical realist perspectives and approaches: a case study and critique     

Andrew Withell  Neil Haigh 《Curriculum Journal》2018,29(3):319-337

While critical realist (CR) ontological and epistemological perspectives and research approaches are becoming more widely adopted by higher education researchers, the scope of research is relatively limited, and novice researchers in the area still struggle to create rich, in-depth, and critical accounts of these approaches ‘in action’. This article provides an account of teacher-researchers’ exploration of these perspectives in the context of an important aspect their everyday teaching practice – the design of effective curricula and learning environments. The context is research that focused on the design, evaluation, and enhancement of learning environments intended to facilitate students’ development of design thinking expertise. The article outlines the researchers’ CR paradigm positioning and implications for methodologies used to gather, analyse, and theorise data about the response of design and business students to three iterations of a design thinking learning environment. The research involved action research that integrated survey, case study, and theorising methodologies. Examples of data, analyses, and explanatory theory are provided to give insights into specific research tasks and their outcomes. Possible explanations for the findings and their implications for attempts to enhance the learning environment are considered from a CR perspective along with challenges that deploying these approaches may entail.  相似文献   

浅谈CAI课件在体育教学中的运用     

梁洪涛 《洛阳师范学院学报》2002,21(2):113-114

本文根据体育技术教学规律 ,从运动心理学和运动生理学的角度 ,对CAI课件在体育教学中的重要作用进行了理论分析 ,并结合体育教学特点简单阐述了CAI课件在体育教学中的运用  相似文献   

驰名商标的淡化行为及反淡化应对     

张月华  薛平智 《陕西教育学院学报》2005,21(1):87-91

我国新修订的《商标法》虽以立法形式引入了淡化理论，但实践中驰名商标淡化形式及产生的原因多种多样。为制止淡化行为，必须建立起以反淡化立法为基础的，具有严格执法、规范管理、相互监督机制的从社会到个人、从国家机关到企业的严密的反淡化系统。  相似文献   

Working Towards Building Cultures of Peace: A Primer for Students and New Professionals     

Scott L. Moeschberger  Alicia Ordóñez 《International journal for the advancement of counseling》2003,25(4):317-323

As the counseling profession moves into the 21st century, counselors and psychologists are increasingly expanding their roles in the reduction of violence across settings. For students and new professionals, this new horizon of needs and opportunities can create some role confusion as traditional direct service functions of individual and group therapy are evolving into indirect services that focus on broader interventions to help create peace. This article seeks to contribute a foundational guide for readers interested in peace psychology. The article provides a brief overview of the peace psychology movement, current trends, and informational sources. It reflects on factors that influence the decision to get involved and provides possible ways to participate in social action, as well as citing a personal example of how one student got involved in building cultures of peace within an international setting.  相似文献