排序方式： 共有6条查询结果，搜索用时 15 毫秒
1
1.
文章对镜泊湖地区的地质旅游进行了相关的论述，在此基础上对镜泊湖的地质成因、熔岩隧道、以及地下森林的形成过程作了进一步的研究，尤其对镜泊湖的火山活动时代进行了讨论。 相似文献
2.
孙周年 《郧阳师范高等专科学校学报》2001,21(5):57-59
一百多年来,勃朗特三姐妹的出现,一直被人们惊为奇迹,传为佳话.但勃氏三姐妹的成就并非一日之功.从地域环境、家庭背景、童年生活、成长历程等四个方面出发,可以揭示勃朗特三姐妹如何由孤独走向倾诉、由智力游戏发展为天才,将梦想演变为现实,从而在文坛上创下奇迹的人生路向.勃氏姐妹的成功表现了一种文化现象,"梦",是一个作家经由的必然心历. 相似文献
3.
活动的设计是以培养高中生的地理实践力为宗旨,依据新课程标准、新编教材和建构理论,选择《地理》课本"地貌"一章为例,以长白山天池火山为载体,遵循研学方案设计实践活动。 相似文献
4.
广西合浦县烟墩岭火山是一座第四纪小型中心式喷发的火山,是我国华南火山在第四纪喷发活动的代表之一.烟墩岭火山岩岩性为粗面玄武岩,Mg#值（59～69）中等偏高,而钛和碱质成分相对较高.烟墩岭火山岩及周边的烟头岭样品的稀土含量较为稳定,配分型式极其相似,几乎一样,REE丰度模式呈稍陡的向HREE倾斜的轻稀土富集型.它们的微量元素原始地幔配分型式也很相似,暗示有共同的岩浆源区.烟墩岭火山岩的Ba/Nb比值变化范围远小于琼北和涠洲岛玄武岩,而La/Nb比值三者相近,都是低而稳定,与洋岛玄武岩数值接近,不相容元素Nb/U-Th图解也说明烟墩岭火山岩来自于类似于洋岛玄武岩的地幔源区.岩石学和地球化学化学证据都表明,烟墩岭地区火山岩虽不是原生地幔玄武岩浆的喷出物,但只经过低程度演化,未受到强烈的结晶分异的影响,也未受到地壳的混染.其^87 Sr/^86 Sr和^143 Nd/^144 Nd数据变化范围很小,具有低Sr同位素比值和高Nd同位素比值的特点.本文采用火山岩K-Ar法测定了烟墩岭火山活动的时代,结合火山岩地质特征和前人资料,火山活动时代确定为第四纪早更新世,与北部湾涠洲岛早期火山活动及琼北早更新世多文岭期火山活动时代大致相当. 相似文献
5.
2010年冰岛埃亚菲亚德拉火山喷发时,美国地质学家记录到火山喷发蒸汽圈现象,目前关于这种火山蒸汽圈的形成原因仍然是个谜.为探究这一奇特现象产生的原因,特制作模型进行研究,从而揭示出火山喷发蒸汽圈产生的基本条件,对研究火山运动及喷发现象具有科学认识价值. 相似文献
6.
The purpose of this study was to understand how an 8th grade science class used a structured problem-based learning (PBL) strategy to study volcanoes and to discuss some of the issues that science teachers might encounter when designing and implementing the PBL strategy. This study took place at Collins Middle School, which is located in a cosmopolitan community in Illinois. The PBL lessons, which a teacher taught cooperatively with his student-teacher, required ten class periods to study two real-life volcanic phenomena. The guiding research questions were: (a) in what ways did the teachers (Mr. Brown and Ms. Jones) facilitate student learning about volcanoes using the PBL strategy?; and (b) what were the students’ engagements like during the PBL classes on a volcano unit? This study’s findings supported three main assertions: first, the teachers’ questions and group dynamics guided and facilitated the students’ course of learning; second, with the teachers’ specific guidance, the students collaboratively built up their supporting evidence; most of the supporting evidence was much more developed than just listing the terms or simple facts on volcanoes; and, third, there existed a tension between the teachers’ ideals and the implementation of the PBL strategy. They tended to slip into the traditional role of focusing on scientific facts about volcanoes. 相似文献
1