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61.
色彩感觉的培养在色彩教学中起着举足轻重的作用,对于动漫制作与设计专业的色彩教学有着十分重要的基础性作用。而在当前大多数高职院校动漫专业教学实践中,较为普遍地存在着不太注重色彩感觉培养的问题,影响了动漫设计与制作等其他教学内容的教学效果。因此,要通过色彩构成课、色彩基础课以及色彩创造性课程,来探索、实施有效的色彩感觉培养教学,最终达到使学生能够欣赏美、表现美、创造美的教学目的。  相似文献   
62.
素描基础作为动漫制作与设计专业的一门必修专业基础课程,是培养该专业学生造型能力、观察能力、形象思维和创造思维的一个重要环节。高职动漫制作与设计专业的素描基础课程的教学,应充分结合多元化因素,处理好传统全因素素描、现代结构素描、创意素描教学的关系。  相似文献   
63.
利用1961-2010年福建省67个气象观测站的最高气温资料,研究了福建省酷热日和福州高温日的分布特征.研究结果表明:福建省的酷热天气主要出现在7月中下旬和8月上旬,出现酷热日数大于10天的大都集中在福建省中部.福州的高温日大多集中在7、8月份,且呈明显增长的趋势.  相似文献   
64.
基于信息生态学理论概括生态信息的内涵,在此基础上,通过与信息特征的对比阐述生态信息的特点。以仿生学孵化理论为依托论述生态信息孵化机理,总结信息、生态信息、知识的关系以及了解生态信息知识化的目的及意义,并利用协同理论、突变理论构建生态信息知识化孵化模型,借网格技术为支撑探究生态信息知识化的实现路径。  相似文献   
65.
This paper focuses on the problem of adaptive tracking quantized control for a class of interconnected pure feedback time delay nonlinear systems. To satisfy the requirement of prescribed performance on the output tracking error, a novel asymmetric tangent barrier Lyapunov function is developed. The decentralized adaptive controller is designed via backstepping method. To deal with the uncertain interconnected nonlinear functions, we design a new virtual control input in the first step. Instead of estimating the bound of each unknown function, we use the adaptive method to estimate the bound of the composite function which is composed of the unknown functions. Thus the over parameterization problem is avoided. It is proved that the output of each subsystem satisfies the prescribed performance requirement and other state variables are bounded. Finally, the simulations are performed and the results verify the effectiveness of the proposed method.  相似文献   
66.
生产者的内部结构组成影响了电视节目的生产方式、内容和特征;生产者的权力是来自国家制度、社会传统等力量与电视功能所建立的关系,经过关系转化,世俗力量变成电视生产者的象征性权力;在内部结构和外部权力的合力之下,电视节目体现了电视参与社会建构的具体形态。  相似文献   
67.
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   
68.
In the present study, we investigated the effect of a long-term mountain expedition on glucose tolerance and insulin action. Twelve registered mountaineers ages 31 years (SD = 1.1) participated in a 25-day expedition at a 2,200-3,800-m altitude with an average duration of 8 hr per day. Arterial oxygen saturation (SaO2) was substantially reduced during hiking. Glucose tolerance and insulin responses were measured prior to and twice during the expedition period. Maximal oxygen consumption increased from 43.0 +/- 2.7 to 49.1 +/- 2.2 mL/kg/min. Percentage of body fat decreased from 19.4 +/- 6.8% to 16.9 +/- 5.9%. The area under the curves for insulin and glucose during the oral glucose tolerance test were also reduced in Days 3 and 25. The present study demonstrated that altitude hiking activity is an effective lifestyle intervention to improve insulin action.  相似文献   
69.

The present study was an attempt to help us reveal the characteristics and complexity of today’s first-time online students in a higher education setting. Data were collected from undergraduate and graduate students enrolled in fully online courses for the first time during spring semester in the 2016–2017 academic year at a Southern university in the United States. Primarily, path analysis was conducted to investigate the impacts of flexible thinking, mindsets, and self-efficacy on the 254 first-time online students’ online learning engagement. The results of the path analysis supported six out of the eight hypotheses and all standardized path coefficients have values between 0.14 and 0.31. In conclusion, growth mindset and learning self-efficacy appear to be important variables for first-time online students and have a positive relation to online engagement. The practical implications and future research are discussed.

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70.
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