共查询到20条相似文献，搜索用时 555 毫秒
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一、头部
眼、目翻白眼、不起眼、吹胡子瞪眼、睁眼瞎、睁一只眼闭一只眼、长心眼、过眼烟云、有鼻子有眼、有眼无珠、有板有眼、眼里揉不进沙子、眼不见心不烦、眼不见为净、眼中钉、眼皮底下、眼睛长到头顶上、眼疾手快、眼见为实、眼花缭乱、眼观六路、眼高手低、眼馋肚饱、心眼多、小心眼、死心眼、眉开眼笑、望眼欲穿、千里眼、手眼通天、势利眼、傻了眼、肉眼凡胎、火眼金晴、众目暌暌、目不识丁、历历在目、举目无亲、有目共睹、游目骋怀、掩人耳目、死不暝目、赏心悦目、拭目以待、怒目而视、目不交睫、目不暇接、目光短浅、耳濡目染、目无全牛、目中无人、明目张胆、面目全非、满目凄凉、过目不忘、耳闻目睹、耳聪目明、耳目一新、触目惊心、反目成仇、睚眦必报、夺眶而出、暗送秋波。 相似文献
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万勇 《学语文(初中版)》2004,(11):19-19
“清”家兄弟有：清官、清越、清晰、清洁、清真、清新、清夜、清账、清亮、清冷、清静、清寒、清风、清雅、清瘦、清贫、清凉、清香、清淡、清偿、清查、清白、清晨、清除、清澈、清醇、清点、清楚、清剿、清高、清朗、清净、清理、清廉、清算、清爽、清醒、清幽、清闲、清秀 相似文献
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《中学生阅读(初中版)》2008,(Z2):127-127
杨亚爽、刘津材、朱洪德、张亚辉、郭朝阳、江妍青、孙燕楠、贾亦祥、李尚、谌仲卿、刘东远、梁萧雅、李帅、赫景阳、刘永杰、王志洪、夏超群、张韵、王显俊、王永辉、黄宇飞、卢远、唐坤、黄美兰、谷帅、荆红星、卢宗亚、吴钰、陶婉琳、马艳利、陈光亮、欧阳梦菲、盖洋、胡晨曦、魏龙飞、张钰、宋歌、刘文竞、庾兰芳、常可、王鹏、耿洋、李宽、张伶俐、颜师聪、于雪、徐元元、宋瑞颖、李埔、郭青、王博扬、门崇文、李冰洁、尚婉晴、孟豪、寇阳、刘烊、高灵伟、张彦超、唐鹏琛、王亚东、谢雪涛、袁华伟、周国谱、李萌萌 相似文献
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一、解释概念:哲学、马克思主义哲学、唯物主义、唯心主义、物质、意识、一元论、二元论、规律、时间、空间、发展、联系、新事物、质、量、度、量变、质变、矛盾、矛盾的同一性、矛盾的斗争性、矛盾的普遍性、矛盾的特殊性、扬弃、必然性、偶然性、现象、本质、原因、结果、可能性、现实、形式、内容、实践、感性认识、理性认识、真理、社会存在、社会意识、历史唯物主义、历史唯心主义、地理环境、人口因素、生产方式、生产力、生产关系、经济基础、上层建筑、社会形态、阶级、国家、社会革命. 相似文献
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Femke Bannink Koenraad Stroeken Richard Idro Geert van Hove 《International Journal of Disability, Development & Education》2015,62(2):182-201
This article describes the findings of a qualitative study on knowledge, beliefs, attitudes, and practices towards children with spina bifida and hydrocephalus in four regions of Uganda. Focus group discussions and semi-structured interviews were held with parents of children with spina bifida and hydrocephalus, policy-makers, and service providers. Our findings describe how negative knowledge, beliefs, attitudes, and practices create barriers to treatment and inclusion of children with spina bifida and hydrocephalus and their parents in Uganda. The findings show how knowledge, beliefs, attitudes, and practices evolve over time, are both similar and differ in the various regions, and become more conducive towards accessing treatment and achieving inclusion. Sensitisation and early intervention including parents and service providers in dissemination of knowledge, rehabilitative care to set the trend for positive change and support, as well as longitudinal studies of children with spina bifida and hydrocephalus and their parents are recommended. 相似文献
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创新源于实践 总被引：68，自引：66，他引：68
杨叔子 《实验室研究与探索》2004,23(7):1-3
从理性上分析了文化的知识、思维、方法和精神4个层面的内涵及其相互关系。并提出学习和知识，思考和思维，实践和方法三者的关系。其中学习、知识是基础，思考、思维是关键，实践、方法是根本。创新来源于实践，一切文化来源于实践。在素质教育中应处理好学习、思考和实践的关系。 相似文献
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James P. McDaniel 《Quarterly Journal of Speech》2013,99(1):48-66
This essay attempts to counter the dreariness of postmodern critique and culture by locating the vital force of phantasy, rhetoric, argument, hope, and memory in contemporary public affairs. More particularly, it engages recent controversies about collective memory and the FDR memorial statue especially to generate a greater sensitivity to the fact that we are agents (and not just dupes) of history. The body, symbolic and material, is a core site for the history, theory, and practice of democracy, I argue, and is the hard kernel of collective identification and division. Methodologically, the essay fuses Aristotle and Lacan's ideas about phantasy as a perceptual device, which gages and creates public and personal desire, as an analytic frame for the study of public discourse. 相似文献
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《British Journal of Educational Studies》2001,49(2):213-238
Books reviewed:
Richard Edwards and Robin Usher, Globalisation and Pedagogy: Space, place and identity
Jackie Brine, Educating Women: Globalizing Inequality
David Carr, Professionalism and Ethics
Andrew Pollard and Ann Filer, The Social World of Pupil Career: Strategic Biographies through Primary School
Bernard Crick, Essays on Citizenship
Mike Bottery and Nigel Wright, Teachers and the State: Towards a Directed Profession
Stephen Heathorn, For Home, Country and Race: Constructing Gender, Class and Englishness in the Elementary School 1880-1914
Jane M. Page, Reframing the Early Childhood Curriculum: Educational Imperatives for the Future
Leslie P. Steffe and Patrick W. Thompson (eds), Radical Constructivism in Action
Patricia Broadfoot, Marilyn Osborne, Clare Planel and Keith Sharpe, Promoting Quality in Learning – Does England have the Answer?
Claire Cameron, Peter Moss and Charlie Owen, Men in the Nursery: Gender and Caring Work
Mike Cole (ed), Education, Equality and Human Rights
R. Alexander, P. Broadfoot and D. Phillips, Learning from Comparing: New Directions in Comparative Educational Research , Volume 1 Contexts, Classrooms and Outcomes
OECD, Learning to Bridge the Digital Divide 相似文献
Richard Edwards and Robin Usher, Globalisation and Pedagogy: Space, place and identity
Jackie Brine, Educating Women: Globalizing Inequality
David Carr, Professionalism and Ethics
Andrew Pollard and Ann Filer, The Social World of Pupil Career: Strategic Biographies through Primary School
Bernard Crick, Essays on Citizenship
Mike Bottery and Nigel Wright, Teachers and the State: Towards a Directed Profession
Stephen Heathorn, For Home, Country and Race: Constructing Gender, Class and Englishness in the Elementary School 1880-1914
Jane M. Page, Reframing the Early Childhood Curriculum: Educational Imperatives for the Future
Leslie P. Steffe and Patrick W. Thompson (eds), Radical Constructivism in Action
Patricia Broadfoot, Marilyn Osborne, Clare Planel and Keith Sharpe, Promoting Quality in Learning – Does England have the Answer?
Claire Cameron, Peter Moss and Charlie Owen, Men in the Nursery: Gender and Caring Work
Mike Cole (ed), Education, Equality and Human Rights
R. Alexander, P. Broadfoot and D. Phillips, Learning from Comparing: New Directions in Comparative Educational Research , Volume 1 Contexts, Classrooms and Outcomes
OECD, Learning to Bridge the Digital Divide 相似文献
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Hammer N Löffler S Feja C Sandrock M Schmidt W Bechmann I Steinke H 《Anatomical sciences education》2012,5(4):225-233
Anatomical fixation and conservation are required to prevent specimens from undergoing autolysis and decomposition. While fixation is the primary arrest of the structures responsible for autolysis and decomposition, conservation preserves the state of fixation. Although commonly used, formaldehyde has been classified as carcinogenic to humans. For this reason, an adequate substitute was developed. Ethanol-glycerin fixation and thymol conservation are described and compared with formaldehyde and phenol in this technical report. The setup, tissue qualities, financial aspects, and health concerns of this method are discussed. Ethanol-glycerin fixation and thymol conservation provide outstanding haptic and optic tissue qualities. Typical formaldehyde and phenol effects, such as skin, airway, and eye irritation, as well as carcinogenic effects, can be circumvented by using ethanol-glycerin and thymol instead. Ethanol-glycerin fixation is more expensive than formaldehyde and requires an explosion-proof facility. However, the absence of health effects and its convincing tissue qualities balance these higher costs. Therefore, ethanol-glycerin fixation and thymol conservation provide a potential alternative and complement established fixation techniques. The use of carcinogenic formaldehyde and toxic phenol can be effectively restricted through the use of the described method. 相似文献
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《信阳师范学院学报(哲学社会科学版)》2018,(1):64-68
构建现代大学制度的过程就是对现行大学制度不断变革和完善的过程。大学制度变革要面临大学与政府、大学与社会、大学内部学术与行政之间的价值差异,具体表现为自治与控制、超越与适应、自由与秩序之间的价值差异。每一种价值都有其局限性和合理性,不能简单地肯定一个而否定另外一个。自治、超越、自由是基于大学本位的价值追求,因此要以自治、超越、自由为重心,通过大学制度创新调整大学与政府、大学与社会、学术与行政之间的关系,寻求自治与控制、超越与适应、自由与秩序之间的平衡。 相似文献
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The efficacy of sex education has been questioned, as students participate in high rates of unsafe sex after completion. Without exploring various sexual minority (SM) identities (e.g., gay, lesbian, and bisexual) and forms of sex, sex education may be especially unhelpful for SMs by perpetuating the heteronormative (i.e., assuming heterosexuality is normal) environment they typically experience. In the present qualitative study, semistructured interviews were conducted with 12 SMs regarding their experiences with sex education using a grounded theory approach. Participants described sex education as being heteronormative and exclusive of their identities, making them feel invisible, sexually unprepared, and shameful. Sex education also reportedly contributed to sexual hesitance, sexual violence, and risky sexual behaviors. Participants endorsed histories of depression, anxiety, and suicidality, often associated with their identity. To become more informed and sexually prepared, they sought information through conversations with others, online searching, college courses, and trial and error sexual experiences. Participants also advocated for inclusive sex education, which would incorporate all identities and associated safe sex practices. They concluded that inclusivity in curricula could lead to various improved outcomes for SMs, such as safe sex, a sense of community, identity confidence, healthy relationships, and resilience. 相似文献
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影片《胭脂扣》、《人在纽约》、《阮玲玉》构成了导演关锦鹏的女性三部曲。在这些影片中,体现了作为一位男性导演对女性主题的深刻的人文化的关注,对女性的欣赏甚至膜拜,同时他还善于运用各种细腻圆熟、精雕细琢的手法对女性的喜怒哀乐进行书写,构成了独特的女性化的话语诉说,为这些女性谱写了属于她们自己的哀歌、悲歌和挽歌。 相似文献
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对西安市七区全民健身场所年龄分布、健身规律以及对健身功能的认知进行问卷调查，进行数理统计后，结合有关献进行分析。结果发现经济压力和生活压力，健身观念以及生活习惯，健身理论研究、健身运动的组织以及宣传等政府行为，工作性质以及工作时间等均对全民健身的开展有着不同程度的影响。建议政府、单位、社会结合，开发新运动项目、制定运动处方，并加大宣传力度，全面深入地开展群众性体育竞赛，促进全民健身从“我为”向“为我”转化，必能促进全民健身活动健康、有序地开展。 相似文献
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Bronwyn Bevan 《Studies in Science Education》2017,53(1):75-103
Making is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both policy and education circles because of the ways it has been shown to link science learning to creativity and investigation. Making has taken root in out-of-school settings, such as museums, science festivals, and afterschool and library programmes; and there is now growing interest from primary and secondary educators in how it might be incorporated into the classroom. Making expands on traditions associated with Technology Education and Design-Based Learning, but differs in ways that can potentially broaden participation in science and STEM learning to include learners from communities historically underrepresented in STEM fields. STEM-Rich Making is centrally organised around design and engineering practices, typically integrating digital tools and computational practices, and positions scientific and mathematical concepts and phenomena as the materials for design. This paper takes a critical view of the claims about Making as a productive form of science teaching and learning, and reviews the current research literature’s substantiation of the ways in which Making supports students’ agency, promotes active participation in science and engineering practices, and leverages learners’ cultural resources. 相似文献