泉州市名特优农产品时空分布   总被引：1，自引：0，他引：1  

李子蓉  钟钱文  真丽倩  黄飞萍  林婷茹  张珊红  苏燕芬  施建思 《泉州师范学院学报》2011,29(2):79-84

通过引入区位商模型以及比较优势理论,测定泉州市主要农产品中的优势产品.结合更为翔实的资料,论述泉州市名特优农产品在时间发展上的阶段性和空间布局上的地域集中的特点,并结合泉州市名特优农产品产业发展过程中存在的问题,提出其未来发展的对策和建议.  相似文献   

科技英语视域下的“UP/DOWN”图式映射     

戴聪腾 《淮南师范学院学报》2011,13(1):73-76

根据莱考夫和约翰逊的概念隐喻和意象图式理论,针对作为意象图式概念的＂Timeo Wew Romvn＂型前置词在科技英语中的图式映射进行新探。研究表明＂Timeo Wew Romvn＂都能够把空间域的意象图式结构从始源域映射到非空间抽象目标域之上,再次佐证＂许多抽象概念结构部分源起于意象图式结构,抽象思维在一定程度上是隐喻思维＂的认知观。  相似文献   

凹透镜的会聚与发散     

廖树帜  欧阳义芳  谢浩文  张邦维 《湖南师范大学教育科学学报》1996,(2)

本文研究了影响凹透镜成像而产生会聚作用的几种因素，如介质折射率、透镜球面曲率半径等；给出了薄凹透镜发散／会来临界角；辅助透镜临界物距与两透镜焦距、两透镜距离的关系，从而澄清了凹透镜不能会聚产生实像的概念及产生实像的实质。  相似文献   

从认知图式谈修辞与翻译：兼评《科技英语修辞》和《英汉功能翻译》     

杨英明 《湖南城市学院学报》2001,22(2):106-108

认知是认识和理解对象，图式是认知方面的一种方式或途径，是达到目的一种手段。科技英语修辞和功能翻译均为达到不同语言互相交流的主要手段。从科技英语修辞和功能翻译所涉及的主要方面来看，从认知图式来理解翻译与修辞十分重要。  相似文献   

关于青年科学基金的作用及优化资助政策的思考   总被引：1，自引：0，他引：1  

焦险峰  朱长风  俞建飞 《煤炭高等教育》2007,25(2):88-89

青年科学基金是国家自然科学基金会专门设立的,用于资助35岁以下的青年科研人员独立开展科学研究。从青年科学基金的设立、实施近20年的绩效出发,初步探讨了青年科学基金的作用、存在的问题,提出了今后青年科学基金改进资助方式、提高资助效率的政策建议。  相似文献   

创新管理,建设创新型高校   总被引：1，自引：0，他引：1  

张国鼎 《洛阳工业高等专科学校学报》2006,16(1):74-75,85

建设创新型国家是中央做出的国家未来发展的重大战略决定。建设创新型国家需要大量不同层次的创新型人才作为支撑。高等院校作为培养具有创新精神、创新意识和创新能力高素质人才的主阵地,是国家创新体系的重要组成部分,承担着科教兴国和人才强国的双重使命,在建设创新型国家中具有不可替代的重要作用。高等院校进行教育创新、科技创新,首先应当进行管理创新。  相似文献   

Educational Research for Policy and Practice in Japan – With Particular Reference to Youth Education     

Taro Numano  Yoshiyuki Nagata  Mariko Ichimi Abumiya 《Educational Research for Policy and Practice》2002,1(1-2):35-50

Based upon the Fundamental Law of Education, Japanese school education system has long been a source of pride for the country as a result of the high school participation rate, the homogeneity of compulsory education throughout the country. However, the confidence of the people in its schools is now showing severe signs of strain and fatigue. In recent years, there have been many reports about the growing seriousness of a number of educational problems having to do with young people in their childhood and adolescence. Since the mid-1970s, a number of problems have been highlighted. They include violent behavior, juvenile crimes, bullying, refusal to attend school, dropping out at secondary level of education, and corporal punishment. Against the above background, based on recommendations from such advisory bodies as the Central Council for Education and the National Commission on Education Reform, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has adopted a range of policies and launched a series of educational reform programmes. For instance, what is called “Rainbow Plan”, based on the final report submitted by the National Commission on Education Reform, provides the country with basic guidelines for the educational reform in the near future. Roles of educational research for making policies have been of significance. Research initiated by the National Institute for Educational Policy Research (NIER) and the National Federation of Educational Policy Research Institutes (NFERI) is an example of contributions to the development of educational qualities in the country. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Models and Paradigms in Kuhn and Halloun     

Paul Joseph Wendel 《Science & Education》2008,17(1):131-141

In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper, I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable, there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’ as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question.  相似文献   

对李约瑟<中国科学技术史》若干问题的消解     

王汝发 《广西师范大学学报(哲学社会科学版)》2003,39(2):139-142

已故英国名科学史家李约瑟博士对中国科学技术史进行了深入探讨，其所的《中国科学技术史》对中国古代科学技术作出了实事求是的总结与概括，并提出了一些极有启发性的独创见解，对世界了解中国，消除误解与偏见作了极好的宣传。他对中国科学技术史的研究不存在“拔高”或“说好话”的倾向。他的《中国科学与明》被译成《中国科学技术史》并无不妥。否定“李约瑟难题”缺乏理论根据。  相似文献   

《孙子兵法》的美学价值     

范传新 《滨州学院学报》2005,21(5):147-150

兵法是艺术。《孙子兵法》作为兵法经典,也是兵法艺术美的代表,对中国古典美学具有突出的贡献。从兵法是艺术、孙武的诗人气质、孙武的审美理想、读《孙子兵法》是审美享受等四个方面,第一次对《孙子兵法》的美学价值作了有益探讨。  相似文献