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长岭山摩崖造像位于四川省简阳市安乐乡天才村,现存造像18龛,题材主要有观经变、僧伽变、千手观音、千佛、天尊说法、释迦说法、佛道合龛等。据龛窟形制、题记及造像题材、风格等判断,长岭山摩崖造像始凿于盛唐,中唐最盛,延续至晚唐五代,受川西仁寿等地影响较大。 相似文献
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大足北山第253龛中,主尊地藏观音与十王的组合形式,在巴蜀地区唐宋时期十王造像龛中极为少见。左右侧壁造像复杂,出现了与敦煌《佛说十王经》图像近似的检亡人家功德的使者、两身道教特点的造像以及十一位王者。从造像题记等分析,此龛最初开凿与水陆会有较为密切的关系。 相似文献
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舍身岩摩崖造像位于四川省安岳县林凤镇大月村十组,8世纪中期开凿,现存15龛,题材主要有释迦佛、弥勒说法、佛道合龛等。依龛窟形制及造像题材、风格来看,舍身岩摩崖造像主要受川北巴中、广元等地的影响。 相似文献
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位于四川省南充市高坪区的青居山,佛教文化兴盛,唐代即开始建寺凿窟,创建药师道场,明代又有昇皓禅师在此弘法传道,创立牧牛道场。据调查,青居山目前遗留有较为丰富的佛教文化遗存,现有石窟造像12龛,唐、宋、明、清碑刻题记11通,造像题材主要有药师佛、横三世佛、释迦佛、观音、天龙八部等,石刻题记以造像记、妆修记、游记等为主。这为我们研究青居山佛教文化提供了宝贵资料。 相似文献
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太蓬山目前已发现龛窟104个,造像1470身,主要分布在太蓬山透明岩周围的石壁上,以唐宋两代最多。太蓬山石窟造像题材丰富,以千手观音、千手佛、西方净土变浮雕、天龙八部造像等最具特色。 相似文献
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莲花寺是陇东地区唐宋时期重要的石窟寺之一,唐代造像以阿弥陀佛为主,龛型具有明显的时代特征。宋代造像题材丰富,以涅槃像和罗汉像为主体,兼有阿弥陀、观音、地藏以及部分释、道题材造像,显然受到了陕北地区同期造像的影响,反映出特定历史条件下陕北及陇东地区石窟造像的时代风貌。 相似文献
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城市精神不是一个空泛的东西,它体现了城市中的人所具有的精神风貌,具体地说,它至少包括平等、契约、宽容、创新与共生等诸方面观念,这些观念则要通过教育获得. 相似文献
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姜振华 《内蒙古师范大学学报(哲学社会科学版)》1996,(3)
听、说、读、写这个顺序是人们学习第一语言的基本顺序。读、说、听、写则是人们学习第二语言的顺序。第二语言的学习是在母语的符号思维系统已经建立起来并相当牢固之后开始的;第二语言的学习是在一种自觉状态中进行的,是一种有意识的学习。母语在第二语言的学习过程中起着极其重要的作用。双语共存的教学本质上是一种比较型教学。 相似文献
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E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
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Ian Winchester 《Interchange》2008,39(4):389-390
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王军 《四川教育学院学报》2004,20(6):68-69
阅读教学的目的是指导学生在阅读实践中学会阅读的方法,进而提高阅读能力。在阅读教学过程中,应加强速读和精读的训练,把阅读课与语言分析结合起来,让学生掌握科学的阅读方法,形成良好的阅读习惯,从速读中获取语言信息,从精读中吸收语言精华,不断提高语言字水平。 相似文献