试论中国诗歌情感造型的量化表现方法

中国诗歌在情感的表现方面,有一种自古就存在的情感造型的量化表现方法,就是用具体可感的形象来打比方,首先赋予无形的情感以有形的、可以作用于五官的、具体事物的形象(这是情感造型),再通过对有形的形象的量化,来形容和表现无形的情感的量和度(这是情感量化),从而把抽象的、难以琢磨和理解的无形的情感,表现得有形、具体、可感,并且把情感的程度表现得形象、准确、动人。情感造型的量化表现方法的存在,有其心理学的依据。情感造型基于心理上的联想和想像,情感客观上存在着心理学意义上的心理能量多少的差别。因此,在写作实践中,作家能够根据情感的客观能量的多少,以及表达的需要,用情感造型的量化表现方法来表达情感。

小学体育教学质量的提高途径探究

随着时代的发展,人们对于身体健康质量的追求也越来越明显,体育课程作为学生阶段帮助学生们强身健体的重要课程,其教学质量也受到了更大的关注。为了能够在现代化教育潮流之下更有效的提升小学体育课教学质量,本文提出了趣味体育教学模式、量化体育课堂表现、开展学校联合竞赛的教学手段。相信这些理念能够帮助小学体育教师进行更加科学合理的教学战略制定。

给一个机会，静待花开

【案例背景】为了促进学生学习、纪律、品德等方面的综合提升。我班实行了综合表现量化评比．其中包含各科的测验成绩。同学们高度重视，你追我赶，竞争激烈。

The Response of Chickpea to Irrigation with Treated Waste Water

In a three-year study, the response of four cultivars of chickpea, Bulgarit, WIR-32, Jordan and ICC 11293 to irrigation with TW （treated wastewater） and FW （freshwater）, using surface and subsurface drip irrigation was investigated. Wastewater generated from Al-Quds university campus included black, grey and storm water was treated by small scale pilot plant. The wastewater pilot plant consists of tailored made secondary biological activated sludge process with daily capacity of 50 m3. The influent and effluent chemical and biological quality parameters were routinely monitored and analyzed. The data reveal that the average values for BOD, COD and EC for the effluent are 50 ppm, 136 ppm and 1.4 mS/cm over 2 years period. The results of chickpea growth parameters and the chemical and biological analysis of the seeds and leaves indicate that the cultivars Bulgarit and ICC 11293 can be irrigated with TW without any loss in yield and quality. Factor analysis reasonably favored Bulgarit Cultivar irrigated with treated effluent over other cultivars. WIR-32 and Jordan cultivars showed significant reduction in their growth parameters when irrigated with TW as compared with FW. Surface and subsurface drip irrigation gave similar results in most cases. Soil analysis in this study showed no significant difference between irrigation with TW and FW.

工科大学物理“黄金分割教学模式”的研究与实践

文章先简单说明什么是黄金分割教学模式并提出这个教学模式的背景。第二部分介绍实施这一教学模式的难点和对策,包括如何腾出互动时间、如何设置互动任务。第三部分介绍教师在课堂上应该做什么,包括为什么要易化物理、如何易化物理。第四部分介绍如何让学生在课堂上积极互动。最后一部分讨论黄金分割教学模式的教学效果评价,包括学生的认可度评价、参与度评价和学生能力自评三个方面。