共查询到20条相似文献，搜索用时 125 毫秒
1.
罗建平 《华东师范大学学报(哲学社会科学版)》2009,41(4):73-79
从"领"的本义和音义出发,通过其声符"令",探究政治领导的本质属性(原型)."令"有连接的语义,是天与人的连接,而"领"的本义(脖子)也有连接头(天命)与身体(大众)之功."领"的连接在深度心理学中表现为意识与无意识的连接,而这正是阿尼玛(女神)和阿尼姆斯(男神)原型所在,体现为母权统治("脖")和父权统治("项")."领"、"令"的连接意象进而表现为领导的主体性--"我",从此出发,引入马丁·布伯的"我-你"和"我-他"关系,探究"你"、"他"的语源与"脖"、"项"的对应,建立领导原型的"人称"三重结构. 相似文献
2.
3.
"绿领"与白领、金领、粉领、灰领、蓝领、黑领(民工)、油领(厨师)等原为"姊妹",都是对工作人员作出的职业分类。"绿领"本指从事环境卫生、环境保护、农业科研、护林绿化等行业的人员。比如: 相似文献
4.
刘明,2007年毕业于盐城师范学院生物科学专业。2007年,刘明报名成为"苏北计划"志愿者,致力于泗阳县新袁镇的建设。2008年,他参加大学生村官选聘,成为泗阳县众兴镇胡集村党支部副书记,从此扎根农村,带领农民脱贫致富。2008年9月,他与昆山客商合股成立永鑫旅游用品有限公司。2009年初,他创立"绿领庄园"现代农业有限公司,并注册"绿领"农产品商标,大幅提升农民收入,近六年的农村工作让他得到锻炼,先后在三个村任职,几年来他先后被评为"宿迁市劳动模范"、"江苏省大 相似文献
5.
领字又叫一字逗,是小令中不见,中调里少见,长调里经常出现的单音词,是词学研究的专用名词。在阅读时,读者只作短暂的停顿。了解充当领字的种类和担当领字较为频繁的词汇,对学习、掌握词这种文学体裁大有裨益。充当领字的词主要是由副词、动词担当。如毛泽东《沁园春·雪》“望”和“惜”就是动词。担当领字较为频繁的单音词,据元陆辅之的《词旨》一书总结,有33个之多:任、看、正、待、乍、怕、总、问、爱、奈、似、但、料、想、更、算、况、怅、快、早、尽、嗟、凭、叹、方、将、未、已、应、若、莫、念、甚。这些词大多与愿望、揣度等心理… 相似文献
6.
一、"技能领雁工程"建设的基本思路和内涵中职学校"技能领雁工程"包含"一核两翼":"一核",即以"专业技能强化教学"为核心;"两翼",即"教师技能领雁工程"和"学生技能领雁工程"。一核与两翼,三者相辅相成,相得益彰,各有其效,缺一不可。 相似文献
7.
8.
9.
白慧莲 《开封教育学院学报》2015,(1):223-225
当前,幼儿教育改革异彩纷呈、如火如荼,社会对高质量、有特色的学前教育的需求日趋强烈。作为幼儿园管理的第一责任人,园长要做到园内物力资源和人力资源的最优化配置,带领全园教师在变革中求生存,谋发展,创品牌。为此,园长必须在"领"与"导"两个字上深入思考、做足功夫。 相似文献
10.
11.
罗建军 《黄石理工学院学报(人文社科版)》2005,22(4):41-45
新词有三种：用新词形表示新语义；用新词形表示旧语义；用旧词形表示新语义。新词与新义是不能混为一谈的，在创造新词的过程中出现了一些生造词以及一些稀奇古怪的词语，对语言造成了污染，因此，新词语应该从绝对必要性、明确性和效率性三个方面来规范。 相似文献
12.
Word learning in children: an examination of fast mapping 总被引：1，自引：0，他引：1
Children may be able to gain at least partial information about the meaning of a word from how it is used in a sentence, what words it is contrasted with, as well as other factors. This strategy, known as fast mapping, may allow the child to quickly hypothesize about the meaning of a word. It is not yet known whether this strategy is available to children in semantic domains other than color. In the first study, 2-, 3-, and 4-year-olds were introduced to a novel color, shape, or texture word by contrasting the new term with a well-known word from that domain. They were then tested for their ability to produce and comprehend the new term and for whether they knew what semantic domain the word referred to. The results show that even 2-year-old children can quickly narrow down the meaning of a word in each of the semantic domains examined, although children learned more about shape terms than color or texture words. A second study explored the effects of several variables on children's ability to infer the meaning of a new term. One finding of this study was that if the context is compelling, children can figure out the meaning of a new word even without hearing an explicit linguistic contrast. 相似文献
13.
兰州话"把"字句研究的成果中,较少从语义角度分析"把"字句中动词和名词的关系。在前人研究的基础上,另觅途径,从兰州话"把"字句的语义角色这一角度出发,对谓语和宾语在句子中的施受关系进行详细的研究。本着真实性原则,深入分析了兰州话"把"字句的语义角色,从另一角度展现了兰州话的特色。 相似文献
14.
赵倩 《四川师范学院学报》2010,(6):61-66
词的所指对象依照认知经验会在人的心目中形成一定的心理意象,我们称之为＂语义取象＂。通过对＂牙、齿＂的词义分析,我们发现：受深层认知因素的制约,两个词即使词汇意义大致相当,但它们在人们认知体系中有不同的意象和各自突显的特征,这深刻影响着词的使用和词义的发展,对词义系统的自我调控与平衡是极有利的。聚焦于词的语义取象,使我们获得了词义分析的新视角,能够为多义词的义域分布和发展趋势提供解释,也为同义词的辨析提供了新思路。 相似文献
15.
We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis. 相似文献
16.
The aim of this study was to investigate relations between lexical-semantic processing and two components of reading: visual word recognition and reading comprehension. Sixty-eight children from private schools in Porto Alegre, Brazil, from 7 to 12 years, were evaluated. Reading was assessed with a word/nonword reading task and a reading comprehension task. Lexical-semantic processing was evaluated with a semantic priming experiment. Correlations were conducted in order to examine the relations between semantic priming effects (SPEs) and performance in reading tasks. Regression analyses were performed to test the hypothesis that word reading mediates the relation between semantic priming and reading comprehension. The results showed that SPEs correlated with both word reading and reading comprehension measures. Additionally, partial mediation by word reading was found for the prediction of reading comprehension by SPEs. The results are discussed in the context of reading models and other studies relating semantic priming and reading measures. 相似文献
17.
姚娣 《广东教育学院学报》2014,(4):51-55
汉语众多流行热词并不都是新造词语,而是固有词语经过词义演变而来。汉语固有词语在网络语用环境中发生变异,产生同原来固有词义相区别的理性义和色彩义。热词"土豪"经历网络用语的浪潮洗涤,在理性义和色彩义两方面发生改变,如今得到超强流行,是社会现实、人们心理与语言运行机制三大因素共同作用的结果。"土豪"等流行热词词语生命力如何,这需要未来语用的验证。 相似文献
18.
倪怀庆 《廊坊师范学院学报》2013,(4):39-43
在训诂研究中,词语的搭桥现象是指没有同义关系的词语之间基于一个多义词或音变同源词构成了训释关系或同源系列。词语搭桥现象存在于词义训释和同源系联中。在词义训释中,被释词因与释词的一个义位相同而得以训释另一个义位,这归因于古人不同的字观念。在同源系联中,不同的词由于源于一词的不同义位而构成同源系列,各词有不同的语源义特征。确认同源系联中的搭桥现象需要辨别相关义位是否源自一词,排除同形词、字的双本义和假借用法形成的搭桥假象。词义训释和同源系联在搭桥现象上存在一些不同。 相似文献
19.
王红梅 《河北广播电视大学学报》2011,16(6):50-52
改革开放的社会情景语境使得新词语大量以词语群的方式呈现,这种快速、高频出现的新词语词群丰富了汉语的词汇数量,引起词群中共同语素（词）的语义发生变化,增加了词的义项或产生了语素新义,使汉语词汇呈现出多音节化的发展趋势,词群中的共同语素也随之发生虚化、半虚化。为了满足新事物的需要,附加式构词法在汉语中的比例大大增加。 相似文献
20.
词汇语义探讨 总被引：1，自引：0，他引：1
贺双凤 《通化师范学院学报》2004,(7):31-33
语义问题是词汇研究的重心。本从词定义的模糊性、词的语义单位及单个词内的语义之间的关系及组织等三方面着手对词汇语义问题进行了探讨。 相似文献