共查询到20条相似文献，搜索用时 15 毫秒
1.
成国雄 《吉林广播电视大学学报》2007,(3):62-65
封禅多在泰山举行,有其自然的和历史文化的因素.汉武帝泰山封禅尤以其磅礴的气势、独具的风格引人注目.汉武帝泰山封禅,展示了西汉雄豪奔放、昂扬进取的时代精神.雄放的西汉精神与雄伟、奇特的泰山风光相融合,才有了阔大的封禅典礼.在发展山水旅游特别是泰山旅游业的过程中,离不开对泰山封禅文化的充分发掘和利用. 相似文献
2.
泰山封禅作为一种文化仪式,在不同的历史时期都有新的发展变化.对传统泰山封禅仪式的起源和象征意义进行分析,从性质、目的、形式、影响等方面,结合符号意义、身份认同诉求、共同信仰、祭祀仪式等因素,对泰山传统封禅仪式和现代《中华泰山·封禅大典》演出进行比较研究,阐释新媒介环境下利用实景演出呈现传统仪式的积极和消极作用. 相似文献
3.
4.
吕树芝 《历史教学(高校版)》1983,(3)
自秦始皇、汉武帝以至唐宋各代,都有皇帝亲率臣僚到泰山举行封禅的故事.他们带着写的或刻的玉制简策(册),在泰山顶峰筑坛加土.在恭读"报天之德"的册文后,把简策捆起来,加盖"封泥"印,埋藏在祭坛的封土中.然后又到泰山下的小山梁父(甫)山设立坛场,举行"报地之功"的典礼.这种报天、报地的典礼,前者叫"封泰山",后者叫"禅梁父".简称封禅.据《史记·封禅书》记载,秦始皇以前也有这种祭祀活动:"古者封泰山、禅梁父者,七十二家."并举出了无怀氏、虙羲氏、神农氏、炎帝、黄帝……都举行过封禅,这无疑是当时的一种传说.至于《封禅书》记载的古代天子常到外地巡狩,祭祀五岳,则是真实可信的.祭祀的礼制大致相同.东汉应劭《风俗通义》说,封禅的目的是"王者受节易姓,改制应天,天下太平,功成封禅,以告太平也".可见封禅 相似文献
5.
刘晓春 《中学语文教学参考(初中生版)》1999,(6)
泰山,因其独特的历史地位,被许许多多的文人当作创作的主体。众多的文化流派、思想流派———儒家、道教、佛教等都在这里留下了文化踪迹。历代天子帝王更是利用对泰山的封禅活动来加强其统治地位,因而泰山便演化为皇权的象征,留下了许许多多的封禅遗迹和体现封禅思想... 相似文献
6.
《兰州教育学院学报》2016,(7)
《诗经·鲁颂·閟宫》中言:"泰山岩岩,鲁邦所詹。"特殊的构造,使得方圆数百公里内只有泰山山峰突起最为显著,形成"一山独尊"之景。古人形容"泰山吞西华,压南衡,驾中嵩,轶北恒,为五岳之长"。自古以来就有帝王封禅泰山,民众登山祈福的传统,可见泰山信仰文化源远流长。古往今来,围绕泰山的文献可谓车载斗量,关于泰山文化的论述贯穿了中国历史,本文旨在揭示泰山信仰文化之精髓,使更多的人了解泰山信仰文化,传播泰山信仰文化。 相似文献
7.
封禅是古代帝王祭祀天地的盛典。汉代以前曾有多次封禅的记载。汉武帝封禅具有登天成仙性质。汉武帝的成仙封禅导致了司马谈死亡。汉武帝封禅使司马迁强化了对历史的认识 ,提出了德治的思想。 相似文献
8.
陈小刚 《湖北第二师范学院学报》2014,(3):94-97
《封禅方说》原书已佚,无法详考该书与汉武帝的关系.现存《史记·孝武本纪》几乎与《史记·封禅书》完全相同.根据《史记·封禅书》、《汉书》、《风俗通义》等相关记载,可大略推测汉武帝不得不封禅是《封禅方说》的成书背景,汉武帝时期的方士之风加速了《封禅方说》的形成,以公孙卿为代表的方士群体创作了《封禅方说》.汉武帝晚年对求仙态度的转变是《封禅方说》一书散佚的重要原因. 相似文献
9.
燕永成 《青海师范大学学报(哲学社会科学版)》1995,(1)
唐太宗屡辞封禅探析燕永成封禅作为中国古代帝王举行的一种祀典活动，最早见于《管子·封禅篇》．此得久佚，今据《史记·封禅书》记载：“管仲曰：‘古者封泰山禅父者七十二家，而夷吾所记者十有二焉。’”秦统一天下，秦始皇亲自登泰山封禅。西汉时，武帝又东封泰山，并... 相似文献
10.
11.
School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
12.
Yaroslav Senyshyn 《Interchange》1995,26(2):105-126
This paper is a critical evaluation of what is believed by the author to be Kierkegaard's subjective, ambivalent, and arbitrary stereotyping of women. In particular, the paper examines the Kierkegaardian notion of equality, essential feminine characteristics, and finitude. The result is an attempt to apply Kierkegaard's ideas to those issues pertaining to inequality in musical performance; as well, a plea is made for the demystification of the notion of woman as whore or Madonna. 相似文献
13.
Becky Francis Louise Archer Julie Moote Jen de Witt Lucy Yeomans 《British Journal of Sociology of Education》2017,38(8):1097-1110
Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack. 相似文献
14.
借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。 相似文献
15.
Jamel K. Donnor 《Peabody Journal of Education》2018,93(1):23-37
In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion. 相似文献
16.
17.
William DeGenaro 《Community College Journal of Research & Practice》2013,37(7):529-545
Community college practitioners frequently bemoan negative or stereotypical representations of community college students and community college life in general in the popular media. Saturday Night Live skits and satirical news reports in The Onion enjoy poking fun at community colleges, while mainstream news outlets often fail to challenge stereotypes of community colleges as lacking academic rigor. Those frustrated by these portrayals should know that the press overwhelmingly lauded 2 year colleges during the early decades of the “junior college” movement. Such reporting celebrated the new institutions' missions, and praised their speedy growth as components of public education. In fact, the press often implied that these new campuses reflected an inevitable step in the evolution of American higher education. This paper analyzes media reports about public 2 year colleges (at the time called junior colleges) published during the 1920s and 1930s. The term junior college is used in this historical review since the term was common during the era in question. 相似文献
18.
Beall Herbert Trimbur John Weininger Stephen J. 《Journal of Science Education and Technology》1994,3(2):99-105
The learning of chemistry is described as a process analogous to the process of making chemical discoveries. Historical examples are given to show how chemists have used their insight to break out of a conceptual loop in order to advance the science. Having the insight to make the intuitive leap necessary to break a conceptual loop is as important as having the mastery of the pertinent facts. As in making chemical discoveries, learning elementary chemistry requires developing insight as well as acquiring mastery of the facts. However, current general chemistry teaching tends to teach facts first and insight later. Suggestions for improving this situation so that insight and facts are learned together are given. Finally, the nature of insight is probed more deeply and presented as a two-step process where the first step is an evaluation of the perceptions about science which are held. Once the student, teacher, or researcher has a clear evaluation of the validity of the perceptions that he or she holds, further significant progress toward understanding or scientific discovery is possible. 相似文献
19.
ELIYAHU ROSENOW 《Journal of Philosophy of Education》1993,27(2):209-220
ABSTRACT An examination of contemporary publications in the philosophy of education reveals that the authority of the teacher is being eroded. As teachers derive their authority from the democratic state and its compulsory education laws, the undermining of their authority indicates the undermining of the authority of the democratic state and its laws. A comparison between Plato and Dewey from this point of view reveals that this state of affairs is the upshot of the collision between the principle of authority and the principle of liberty, and that this collision constitutes the basic problem of democracy as well as of education for democracy. The challenge to contemporary education is consequently that of exploring ways leading to the rehabilitation of the authority of the teacher. 相似文献
20.
This paper investigates the prominence of rationalism in the major Western pedagogical theories of Plato, Rousseau, and Dewey, all of whom conceptualize formal teaching, as the inculcation of rationality in individual learners. After each of their theories has been described, the argument turns against the tradition of pedagogical rationalism to question what happens in the education of artists, quasi-artists, and creative designers. The answer given is that imagination must be paramount and strongly encouraged in the education of such students, despite the problematic fact that imagination – seeing the truth – cannot be taught the way that rationality can, relying instead on the analysis of successful works of art and design as exemplary and allowing students to freely pursue their own individual inspirations. 相似文献