再现性色彩与抽象性色彩的差异性认识

高等院校中的艺术设计专业,对于设计色彩如何教,一直争论不休。不少学校的教学方法还一直延续纯艺术院校的色彩基础课程。这样不仅不利于设计专业方向的培养,更无法使学生衔接好以后的专业课程。应当清楚地认识到再现性色彩(绘画色彩)与抽象性色彩(设计色彩)是两个不同的色彩体系,在教学上必须有所区别。通过多年的绘画基础课程教学,谈些个人的看法。     

信息技术教学中研究性学习的探索

研究性学习是适应社会发展而出现的一种新的教育理念。对研究性学习的探索正在信息技术教学中如火如荼地开展,它将改变学生的学习方式和教师的教学方式,真正提升学生的信息素养。结合自身教学实践,探讨在信息技术教学中实施研究性学习,如何进行学习的设计、教师角色的转变等问题。     

"以育人为本主体性课堂教学模式"实验报告

我校"以育人为本主体性课堂教学模式"实验课题,是海珠区教育科研第二批区级立项课题(类别2000A1),自1998年6月开始进行试验.通过实验研究,我们试图建立以人为本,以生为本,以育人为本的理念,增进学生在学习中的自主精神,培养学生积极的主动态度和动手实践、创新能力及健全的自主人格,以更好地适应新世纪社会经济发展对人才的需求.经过三年的实验研究,已取得初步成效.为进一步开展教学领域的深层次改革,全面推进素质教育,我们有必要对本课题的研究情况进行第一回合的阶段性总结,以便深化教学领域的研究.     

闲笔--提高新闻审美价值的艺术

各种艺术是能相互借鉴的,闲笔也可以借鉴到新闻写作中,诸多新闻实例,充分证明了闲笔艺术在新闻写作中的运用,能带来独特的审美价值:错落生姿、曲径通幽、妙趣横生、管窥全貌、绵里藏针、余韵自成等。新闻只有更新观念,把新闻写得别具一格,才能真正带给读者以阅读美感。     

破解舜葬千古之谜

苍梧绝非自汉武帝时始得名，实乃颛顼时之交趾地，舜帝时属杨州徼外之地，舜南巡及死葬之所，周时属楚，为秦所并，秦亡为赵佗所封，汉时武帝立为郡。湖南之九疑山乃为纪念舜巡葬之苍梧而命名苍梧山，零陵是舜之衣冠冢，九疑，乃异冢之谓也。     

境生象外意发其中--浅谈山水画的意境表现

意境是中国古典美学与古典艺术的核心问题,山水画创作当以巧妙构思意境为宗旨.意境的表达离不开笔墨和虚实的运用,画家见景生情,景与情合,凭自己独特的感受创造出艺术形象,求得意境的创造和心灵的净化,使中国山水画在有限的空间表现出无限的意味.     

Lord Kelvin and the Age-of-the-Earth Debate: A Dramatization

This is a dramatization of a fictitious debate about the age of the earth that takes place in the Royal Institution, London, England, in the year 1872. The debate is among Sir William Thomson (later Kelvin), T.H. Huxley (Darwin's Bulldog), Sir Charles Lyell, and Hermann von Helmholtz. In 1862 Thomson published his celebrated and widely studied The Secular Cooling of the Earth that raised the post-Darwinian debate of the age of the earth above the level of popular controversy. He entered the debate with all the arrogance of a newly established science of the century, namely the recently drafted laws of thermodynamics. The debate is partly based on a lively exchange of comments and arguments that occurred between T.H. Huxley and William Thomson, starting in 1868, when Thomson addressed the Glasgow Geological Society. This long public discussion also involved the ideas and the work of geologist Charles Lyell and those of the celebrated German physicist Hermann von Helmholtz. The confrontation is between the unyielding physicists and the insecure biologists and geologists who required a much longer time for the age of the earth than the physicists were prepared to give them. However, the debate ends on a conciliatory note, suggesting that perhaps Sir William's storehouse of creation may contain a hereto undiscovered source of energy that is more bountiful than gravitational energy.     

Role of questions in inquiry-based instruction: towards a design taxonomy for question-asking and implications for design

Many theories and models describe the various cognitive processes individuals engage in as they solve ill-structured problems. While diverse in perspectives, these theories and models uniformly agree that essential aspects of complex problem solving include iteration and inquiry. This paper further argues that an important yet overlooked component of knowledge construction during problem-solving is the ability to ask meaningful questions. What is needed, but not adequately articulated and validated, is a theoretical taxonomy of question-asking to better understand and guide a learner’s reasoning process. Based on the expert–novice literature, we proffer the following question taxonomy: shallow/simple (verification, disjunctive, concept completion), testing (example, feature specification, quantification, definition, comparison), and deep/complex questions (interpretation, causal antecedent, causal consequence, goal orientation, instrumental/procedural, enablement, expectation, and judgmental). We, therefore, build on existing theories/models of problem-solving, failure, and reflection and their implications towards a taxonomy of question-asking. Given this taxonomy, researchers and designers can better understand learners’ level of understanding and problem-solving trajectories.