共查询到20条相似文献，搜索用时 109 毫秒
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常婧莹 《中国教育研究与创新》2007,4(6):118-118
所谓建筑装饰就是以美化建筑和建筑空间为目的而设置的建筑环境艺术。因此要恰到好处地运用好各种材料的色彩、质感等。这样才能达到人们预想的目的。它具有装饰建筑和改善环境的功能，在建筑中有许多与建筑材料有关要素，如色彩、光影、陈设、建筑材料等，笔者想对建筑材料在装饰设计中的运用作一论述。[第一段] 相似文献
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赵元 《南阳师范学院学报》2015,(4):69-71
油画风景创作通过实践掌握画面整体色调的把控,形色的结合,以及肌理对物体质感的表达,其中肌理的表达是创作中的难点和重点,因为准确地传达自然对象的质感是油画的优势和魅力所在,同时也是油画创作者绘画能力的体现,质感的准确表达能够使画面中的各个物象形象鲜明、真实、可信。质感的表现相对于造型和色彩来说,造型和色彩是基础,而质感的传达则是画面品质的体现。 相似文献
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在绘画中,色彩是一种语言,也是一种重要的表现手段,在理论上认识色彩规律,通过对光源色、固有色、环境色及色相色彩等基本色彩理论知识的学习,从而提高观察色彩和表达色彩的能力,在绘画中表现色彩的真实性。 相似文献
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吴静 《中国校外教育(理论)》2010,(4):168-168
色彩是一件作品的生命力之所在。逼真地再现物象的色彩,表达物象的质感,已不是绘画中色彩的最高境界,色彩应具有充分的表现力和相对的独立性。 相似文献
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艺术设计专业中色彩构成教学模式新探索 总被引：1，自引：0，他引：1
艺术设计的主要内涵是视觉形象设计,人的视觉在感知形象时,对色彩的感知最为强烈,其次才是对形体轮廓及材料质感的感知,因此色彩具有先声夺人的作用,色彩使世界充满生机。“在设计中色彩承担着两个重要使命：其一,利用色彩完成在设计中赋予色彩的那份对消费者文化价值的传达;其二, 相似文献
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艺术设计的主要内涵是视觉形象设计,人的视觉在感知形象时,对色彩的感知最为强烈,其次才是对形体轮廓及材料质感的感知,因此色彩具有先声夺人的作用,色彩使世界充满生机。在设计中色彩承担着两个重要使命:其一,利用色彩完成在设计中赋予色彩的那份对消费者文化价值的传达;其二,是利用色彩的组合构成形式美。并且只有当形式美 相似文献
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杨道文 《浙江工贸职业技术学院学报》2013,(3)
镀铝纸作为一种新型的包装印刷材料,已广泛应用于酒标、烟标及食品包装领域。其色彩再现能力与普通纸张存在较明显差异。在实验基础上,通过GATF色轮图等工具的分析,比较镀铝纸和普通纸材的色彩呈现范围,找出其色彩再现的差异性。这里主要研究的是镀铝纸的印刷适性和呈色能力,实验的数据和结论,可以给相关企业在工艺数据化、规范化方面作为重要的理论依据和参考。 相似文献
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BO ENEROTH 《European Journal of Education》2008,43(2):229-240
This article aims to develop a paradigm of lifelong learning situations. The starting point is the EU-Commission policy document where three kinds of learning situations are identified: formal, non-formal and informal. The article tries to deepen this categorisation by searching for the underlying ontological and epistemological dimensions.
The ontological dimension consists of three corresponding realities — formal, non-formal and informal reality. The formal reality is a world of generalities. The non-formal reality is a world of individualities – and not just of individual human beings.
In the same way, the epistemological dimension consists of three corresponding kinds of knowledge: formal, non-formal and informal. Formal knowledge is a knowing you can formulate, basically as concepts in thoughts possible to formulate in words. Non-formal knowledge consists of the learner's ability to see and sense what an actual event shows and (literally) make sense-ible. It is a circumstantial knowledge .
As for informal knowledge , you cannot have that ability. But, in the moment of happening, the event will give you this ability to see and sense what to do and how to do — as a whim or fancy from nowhere. Informal knowledge is epiphanic .
These two dimensions form a nine field paradigm of different kinds of learning settings. In relation to the formal, non-formal and informal reality the conceptual knowledge will be produced in the academic setting; the learning setting of conceptualising reflection; the learning setting of ignorance. The circumstantial knowledge will be developed in the master-apprentice learning setting; the learning setting of trial and error; the setting of accidental learning. The epiphanic knowledge will be revealed in the learning setting of self-evident clearness; the learning setting of individual unique simplicity; the learning setting of vivifying activities. 相似文献
The ontological dimension consists of three corresponding realities — formal, non-formal and informal reality. The formal reality is a world of generalities. The non-formal reality is a world of individualities – and not just of individual human beings.
In the same way, the epistemological dimension consists of three corresponding kinds of knowledge: formal, non-formal and informal. Formal knowledge is a knowing you can formulate, basically as concepts in thoughts possible to formulate in words. Non-formal knowledge consists of the learner's ability to see and sense what an actual event shows and (literally) make sense-ible. It is a circumstantial knowledge .
As for informal knowledge , you cannot have that ability. But, in the moment of happening, the event will give you this ability to see and sense what to do and how to do — as a whim or fancy from nowhere. Informal knowledge is epiphanic .
These two dimensions form a nine field paradigm of different kinds of learning settings. In relation to the formal, non-formal and informal reality the conceptual knowledge will be produced in the academic setting; the learning setting of conceptualising reflection; the learning setting of ignorance. The circumstantial knowledge will be developed in the master-apprentice learning setting; the learning setting of trial and error; the setting of accidental learning. The epiphanic knowledge will be revealed in the learning setting of self-evident clearness; the learning setting of individual unique simplicity; the learning setting of vivifying activities. 相似文献
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《欧洲教育》2013,45(3):66-78
I thank you for the honor of allowing me to speak at this symposium on the autonomy of universities. Let me try to discuss with you for a few minutes the dialectic of university autonomy or, more precisely, the dialectic of power in the workings of university autonomy. First, let me try to explicate these terms — dialectic, power, and workings — which I think reflect the reality of university autonomy. Let us begin with "dialectic." I use this term to indicate that autonomy is not a fact of legal or juridical order. University autonomy is not established by edict nor by any other act of authority. The autonomy of a university institution is, first and foremost, an empirical fact. Thus, in the extreme case, every university is potentially autonomous; yet at the same time every university is also potentially and — again, in the extreme case — in a sense correctively subject to an external authority that may at any time negate its autonomy. The reality of the autonomous university is situated somewhere between these two dialectical poles, whatever be the act of law that formally establishes or negates it. 相似文献
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王佃印 《延安教育学院学报》2010,24(5):72-74
色彩是事物最鲜明显著、最富于感性直观的特征,能给人极强的视觉刺激并迅速引起人们的美感。盛唐诗歌里存在着一个赏心悦目的彩色世界,色彩的运用在此时期被发挥到极致。这是盛唐气象的典型表达,是盛唐心理在时代艺术中一种酣畅淋漓的渲泄。 相似文献
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虚拟现实技术是在计算机图形学、计算机仿真技术、人机接口技术、多媒体技术以及传感技术的基础上发展起来的交叉学科。虚拟现实技术应用于军事领域,符合减少人员、物资的损耗,提高军事作战水平和训练效率的现实需求。随着虚拟现实技术日趋成熟、实用,在不远的将来,它将成为提高军队战斗力的重要技术手段。 相似文献
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徐幼萍 《孝感职业技术学院学报》2004,7(4):40-42
价值观念现代化必须以邓小平建设有中国特色社会主义理论为基本原则，以全球化视角为前提。形成自己独特的个性是其关键，立足中国现实，使其适应当代经济社会本质要求是其归属。 相似文献
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何建辉 《渭南师范学院学报》2003,18(1):47-50,54
建设法治国家的重要前提是社会成员对法律的信仰,要求“良法之治”。立法要在社会成员不同利益要求的“博弈”中求得一种平衡,立法还要照顾到现实中已有的习惯和惯例。只有这样才能使法律发挥应有的作用,否则就会造成法律与现实的脱节,并进而造成法律的整体软化。在此意义上讲,立法的本质是发现而不是创造。 相似文献
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庄子的生死观认为,道为万物之源,世间万物都在不停的变化,生死更是如此,气聚为生,气散为死。生死是很自然的事,将生与死等量齐观。这种对生死的大彻大悟的背后其实是体现出了庄子的一种悲剧心态。庄子既不满于现实,却又无力改变,最后只能逃回内心深处,企图把自己泯灭在逍遥自由的空间里,获得精神上的绝对自由。也可以说是庄子对生活采取了一种消极避世的态度。因此庄子的生死观在对于生和死做出了自我的哲学判断的同时也反映出了庄子对于自己所期求而不得,退守精神家园的一种悲剧心态。 相似文献