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对于汉语中同源词,汉代学者就早已注意到了,并有意识地利用声训这种训诂方法来阐明词的音义关系。但对于同源词的研究,到了民国章太炎,才开始真正的进行科学的研究。今人王力的《同源字典》,是第一部具有现代意义的同源词研究的著作。前人判定同源词,都是从语音和语义两个方面来论述,本文则从语法的角度来看同源词形成的条件,从而可以使人们对同源词的认识更加全面。 相似文献
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焦冬梅 《语文学刊:高等教育版》2009,(9):71-73
王力的《同源字典》以及刘钧杰的《同源字典补》、《同源字典再补》在同源词的研究中发挥了重要作用。由于历史和理论上的原因,其中还有许多不足之处。我们通过对东汉时期高诱注释词汇的研究,发现有些同源词与上述几部词典不同,还发现一些新的同源词,并以此对上述几部词典存在的不足进行修订和补充。 相似文献
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在对汉语同源词研究历史进行简单回顾的基础上,分析了汉语同源词研究已取得的成就,并提出了有待进一步研究和探讨的相关问题。 相似文献
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论同源词的语义特征 总被引：1，自引：0，他引：1
任晔 《新疆师范大学学报(哲学社会科学版)》2004,25(4):168-170
文章主要从分析同源词的语义特征入手研究同源词的意义关系。一方面,认为同源词的意义从组成结构上可划分为性状义素和类义素,这两部分都可以成为同源词的构词理据;另一方面,同源词的构词理据又表现为显性义素和隐性义素,由于古人特有的思维认知方式,大部分同源词的构词理据都是隐性义素,因而它们的意义是“相通”。 相似文献
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本文给同源词＂句（勾）、钩、笱、痀、軥、朐、伛＂补进了一个成员即＂绚＂（本文约定,把补进成员后的同源词统称为＂句＂组同源词）。然后从语音、词义（概念意义、义素分析）、字形、语法四方面对＂句＂组同源词进行分析,试图探求系统、全面研究同源词的思路、路径和方法。 相似文献
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同源词指音同或音近、意义相关且由同一语源孳生出来的词。同源词的系联须从音义着手,传统词源学从汉语书面文献出发,优势在于以汉字形体为线索,但其局限性也在于它常常拘泥于汉字形体。文章拟从"介"、"加"、"间"谐声偏旁系联入手说明同一声符系列下的不同情况,从而说明系联同源词应音义并重,二维交叉,防止系联"同部不同源"及缺漏"同源不同部"的词。 相似文献
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壮语ku6和汉语"为"都是各自语言中常用的泛义词,它们不仅有语义和用法的对应关系,而且现代壮语的ku6和"为"的上古音相近,它们应是同源词.为数不少的汉台同源词也证明了它们之间的这种同源关系. 相似文献
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杜永俐 《烟台师范学院学报(哲学社会科学版)》2004,21(3):69-72
在汉语研究领域，“同源字”与“同源词”两个概念确切的内含和外延，目前并没有明确的界定。人们为同源词或同源字所下的定义，往往字、词不分，把这两个概念等同起来。本文认为，讨论同源词。应该从词的音与义出发，而讨论同源字，则必须从汉字的本体——字形出发；同源字与同源词尽管有时候在字形上具有重合关系，但是，却是两个性质根本不同的概念，不应该混而不别。本文从汉语与汉字的关系、从汉字的构意性质、汉字的孳乳过程等几个方面，分析了汉语同源字与同源词之问的本质上的区别，从而对这两个概念进行了界定，并进一步分析了同源字与同源词的关系。 相似文献
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本研究通过对高等职业技术学院学生的问卷调查，分析了高职学生对学业的态度与学习行为的关系、角色的定位与激励机制的关系。调查分析表明，高职学生对学业的态度影响了学习行为，角色的定位影响了学习的动力，而学生的学业态度、角色定位等社会心理因素又影响着高职院校的学科教学。 相似文献
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Anne Haarala-Muhonen Mirja Ruohoniemi Anna Parpala Erkki Komulainen Sari Lindblom-Ylänne 《Higher Education》2017,74(6):949-962
The relationship between study success and the nature of 550 first-year law students’ study processes was investigated using a modified version of the Approaches to Learning and Studying Inventory. The students were classified into four study profiles according to their approaches to learning, indicating the nature of their study processes. In addition, the students were divided into six study success groups on the basis of their earned study credits and grade point average. The results showed that both approaches to learning and study success in the first study year predicted graduation time and the completion of the degree. Thus, it is important that faculties actively use measures, such as the inventory used in the present study, to promote first-year students’ awareness of their study practices and support the progress of their studies. Individual students need tailored guidance in transitioning to university studies and identifying the demands of the study programme. 相似文献
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Tomas Jungert 《高等教育研究与发展》2008,27(3):201-214
This longitudinal study draws on data from a larger project and examines how students’ perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5‐year Master’s programme in Engineering were studied throughout their education by means of semi‐structured in‐depth interviews, which were analysed thematically. The results indicate that students’ perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone; (ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students’ perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme. 相似文献
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朱建中 《山西财经大学学报(高等教育版)》2002,(4):4-6
大学生要完成好大学阶段的学业,应十分明确自己的学习目的,充分认识人生的奋斗特性,深刻了解学习的效应和大学学习阶段的重要性,并要了解人生学习与享受效应的不公平性,在学习与享受之间做出正确的选择,并提高学习的自觉性。 相似文献
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学习的自我监控水平对学习效果有着直接的影响,但是大多数学生常常意识不到这个问题.让学生掌握一定的自我监控知识,学会应用自我监控策略,是提高其学习效率的有效途径. 相似文献
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通过问卷调查 ,了解到我院学生英语学习现状 ;学习英语兴趣不浓 ;对任课老师教学方法不满意 ;课外英语学习缺乏主动性。对此 ,笔者提出了建议和措施 相似文献
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学会学习是指学习者根据学习规律、现有学习条件以及个人发展特点,运用科学的学习策略,主动地组织自己的学习活动,高效地获得知识和发展自我,并把已掌握的知识和方法迁移到新的学习情境中的能力.高职学生学会学习有利于提高学习质量,有利于他们个性健康发展,并有利于他们持续不断的发展.高职教育可从五个方面,教学生学会学习. 相似文献
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Henriette Tolstrup Holmegaard Lene Møller Madsen Lars Ulriksen 《European Journal of Engineering Education》2016,41(2):154-171
This paper presents results from a qualitative longitudinal study of students' transition into higher education engineering. The study aims at comparing upper-secondary school students' expectations of engineering with their actual experiences when encountering the engineering programme. It explores how this encounter provides a platform for students to become integrated during first year. We find that students' expectations are poorly met by their first-year study programme. In their attempt to bridge the gap between their expectations and their experiences, the students apply three strategies: some endure the gap, some constantly try out different study strategies and some compromised their expectations and identities to become more aligned with the study programme. The findings show that even when students successfully manage to bridge the gap, their strategy may turn out to be counterproductive from a learning point of view. The implications of the study are discussed. 相似文献
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The purpose of the study was twofold. Firstly, we aimed at distinguishing groups of students with differing general orientations to university studies. Secondly, our goal was to establish a connection between orientations and students' intentions to discontinue their studies as well as their actual absences. The participants of the study were all the first year students of a multi-disciplinary Finnish university. A questionnaire was used including the Inventory of General Study Orientations (IGSO) and questions about students' motives for entrance and intentions to discontinue their studies. Archive data from the university's student register were also utilised to examine study orientations' connections with actual absences and study success.Students were divided into three study orientation groups: study-oriented students, work-life oriented students, and non-committed students. Students' intentions to discontinue their studies were related according to their study orientation. It was found that students who intended to change their major subject or to abandon their studies altogether belonged most often to the group of non-committed students. The same was true concerning students' actual absences during the first two years of studying. Regarding the study success as measured by study credits and grades, work-life oriented students obtained the best result. 相似文献