共查询到20条相似文献,搜索用时 171 毫秒
1.
王继慧 《开封教育学院学报》2014,(5)
中医文化是中华民族优秀传统文化的重要组成部分,集中国古代的哲学、地理、天文、数学等学科成果之大成。本文通过考察中国文化的优秀代表——中国传统医学文化的内涵和诸方面价值,包括中国医学文化在中国文化中的重要地位、中国医学文化自身的核心价值体系及中国医学文化的国际文化价值。作者建议,应该大力促进中国医学文化经翻译传播走向世界,对于增强中国文化软实力,打破近代以来西方强势文化垄断地位,进一步发展世界各民族多元文化具有重要意义。 相似文献
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乔春华 《四川三峡学院学报》2013,(5):117-120
面对巨大的文化贸易逆差,如何有效利用中国英语对外输出中国文化是当前亟待解决的现实问题。利用中国英语对外输出中国文化涉及的内容众多,诸如中国文化输出的基本内容、中国文化输出的主体、利用中国英语对外输出中国文化的途径以及应该遵循的原则等等。作为中国文化对外输出的重要媒介,中国英语能有效传播中国文化,在世界多元文化格局中传播来自中国的声音,从而促进中国文化全球化。 相似文献
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尹德树 《徐州师范大学学报(哲学社会科学版)》2014,(6)
鸦片战争以后,中国文化范式面临重构的诉求,并引发了关于中国文化走向的激烈争辩,陷入了物质与精神、中学与西学的“两难”选择。马克思主义进入中国并实现中国化后,带来了哲学思维和价值判断标准的根本性变革,逐步形成了马克思主义的中国文化范式,并带领中国文化走出“两难”困境。这个文化范式是指在马克思主义核心价值观主导下的中国现代文化运行模式,即中国特色社会主义文化范式。它不同于中国传统文化范式,也不同于西方文化范式,而是以马克思主义为指导、以建立社会主义核心价值体系为根本任务的社会主义先进文化范式,具有鲜明的民族性、科学性、大众性、时代性和世界性。中国马克思主义文化范式的形成,是马克思主义中国化与中国文化现代化互动的结果。 相似文献
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曹东波 《中国校外教育(理论)》2014,(30):122
随着世界信息与文化全球化,中国英语肩负着向世界介绍、传播、弘扬中国文化的重要使命。本文探讨了中国英语及中国英语与中国文化传播之间的关系,以及中国在中国文化传播中的实践途径,以加快中国文化全球化的步伐。 相似文献
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边钟 《漯河职业技术学院学报》2010,9(4):158-160
把握中国传统绘画的文化特征及其深藏背后的民族文化精神,是至关重要的。中国传统绘画是具有中国文化精神的、明显区别于其它画种的、有强烈个性特征的独立画种。本文从中国传统绘画与中国文化的关系入手,通过对中国绘画中的山水、人物、花鸟三方面内容与中国文化紧密结合的阐述,说明了中国文化是中国绘画的基础和肥沃土壤,同时又着重通过对中国画语言特质的理解,进一步阐明要正确把握中国画的文化精神,必须从中国文化中寻找中国绘画的文化渊源。 相似文献
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新时代中国共产党以高度的文化自觉,开辟了中国文化发展的崭新道路,引领了中华文化复兴和中国式现代化建设。新时代中国共产党的文化自觉主要体现在四个方面:文化传承自觉,自觉传承中华优秀传统文化、红色革命文化、社会主义先进文化;文化立场自觉,坚持文化的自主性立场、民族性立场、人民性立场、科学性立场,走中国特色社会主义文化发展道路,发展具有中国特色、中国风格、中国气派的社会主义文艺,满足人民日益增长的精神文化需求;文化互鉴自觉,坚持文化平等理念,坚持文化交流互鉴,坚持文化开放包容,坚持吸收人类文明成果;文化创新自觉,实现了马克思主义中国化时代化新的飞跃。 相似文献
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对外基础汉语教学中的文化渗透 总被引:1,自引:0,他引:1
苏卉 《山西广播电视大学学报》2008,13(4):67-68
文化障碍常常会影响外籍学生对汉语的学习,作为汉民族的交际工具,汉语还是中国文化的载体.汉语的教学离不开中国文化的传授,所以在汉语教学中进行文化的渗透就显得尤为重要.知识文化、观念文化、词语文化是文化渗透的主要内容.而文化的渗透,可以通过让学生认识中国人的价值观和思维方式、了解中国的日常生活模式、讨论对中国文化的理解和感受、了解中国人在交际中的言语行为等途径来实现. 相似文献
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《四川师范大学学报(社会科学版)》2013,(3):11-17
"什么是中国特色社会主义文化,怎样发展中国特色社会主义文化"是中国特色社会主义文化的基本问题。中共十六大以来,以胡锦涛为总书记的中央领导集体提出了和谐文化、社会主义核心价值体系和社会主义核心价值观、保障人民基本文化权益、坚持走中国特色社会主义文化发展道路等重要思想,极大地深化了对中国特色社会主义文化基本问题的认识,丰富和发展了中国特色社会主义文化理论,促进了中国特色社会主义文化的大发展。 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
13.
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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张之沧 《淮阴师范学院学报(哲学社会科学版)》2005,27(3):301-306,311,419
理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。 相似文献