日光岩下的三角梅诗歌

日光岩下的三角梅诗歌（精选3篇）

日光岩下的三角梅诗歌 第1篇

日光诗歌

1

我们在日光下，

有这样永生不灭的情怀

在相对的时候抓住

不能在阳光下收回

让那样的美好

独步于世间

曾经在那个时代缅怀

孤注一掷

想法因此而生

用时间的颜色

寻找雨露和及价值

紧紧缠绕

阳光下

有你的身影

不用走过迷惘

触类旁通，

捕捉岁月

给我一个惊人的.解释

2

是想在山川中保留语言

还是想在那个时候

分离出时光的意义

终究是要明白所有

懂得每一步的困难和默契

山的理想

如我所为

一个方略

保留

宁静的时候

想到属于我们自己

时间有过自然的阴晴

不用解释其中的细致

能够用颜色

分辨出天空的理想

日光岩下的三角梅诗歌 第2篇

一、用概念图展示高职教育中项目教学的实施模式

项目教学是师生通过共同完成一个完整的项目而进行的教学活动。高职教育中的项目教学是指学生在教师的指导下通过完成工作任务 (与学生的职业岗位紧密相连) , 进而提高综合职业知识、技能和职业能力的教学活动, 具有内容职业化、实施一体化、结果具体化、评价开放化的特点。基于高职教育中项目教学的特点和概念图的优势, 我们可用概念图策略对高职教育中的项目教学进行研究。用概念图策略实施的具体模式如文末附图1所示。

二、概念图应用于高职项目教学的案例

我们以某一房间日光灯的安装与调试为例, 展示基于概念图策略下项目教学的实施过程。本教学案例实施时长90分钟, 需2学时。

(一) 布置项目任务 (5分钟)

在该步骤中教师向学生展示项目任务概念图 (如文末附图2所示) , 通过该图使学生明确本项目任务的四项子任务以及每项子任务应达到的目标。学生在该步骤中先自愿分组并推举出负责人, 然后领取项目任务。

(二) 完成工作任务 (75分钟)

该步骤是我们教学过程中最重要的一环, 这一环节中学生是主体, 主要由学生自主完成。学生首先根据情境确立方案, 然后制定计划, 再实施计划, 逐一完成各个子任务。教师在本环节中起辅助作用, 主要是解决学生所遇到的困难。

子任务1 (40分钟) :学生完成子任务1安装日光灯电路的过程如文末附图3所示。

明确任务:安装日光灯电路。

制定任务完成方案:小组研究成员一起讨论任务完成的步骤、时间进程、人员分工等, 把所想到的问题用概念图展示出来, 形成完备的研究方案, 便于操作。学生制定的子任务1完成方案如文末附图4所示。

任务完成过程:按图4进行分工实施。在调试前, 教师检查接线是否正确, 注重接线工艺的指导, 通过严格细致的检查以防烧坏元器件及意外事故的发生。

收集整理资料:收集整理任务完成过程中的资料, 准备下一步交流讨论。

任务完成结果展示:在确保电路的正确安装、工作台安全的情况下, 通电试验, 通电展示电路安装结果。各组间相互讨论, 为完成子任务2做好准备工作。

子任务2 (15分钟) :了解日光灯电路各部分作用和工作原理。该任务主要以小组讨论、学生叙述、小组间互相补充更正的方式完成。

设计的问题有:

1.灯管中的水银蒸气是如何激活的?

2.启辉器内部的主要结构?是如何工作的?日光灯正常发光时, 能否取出启辉器, 为什么?

3.镇流器在日光灯点燃和正常发光时分别起什么作用?3

学生通过讨论以上问题, 了解了日光灯电路各部分作用, 并进一步掌握了日光灯工作原理。在整个过程中, 教师引导学生小组间提问、互答, 让学生自由发表见解, 在充分交流中促进了学生对问题的深入理解。

另外, 在该任务当中教师要适当介绍新型日光灯, 并让学生课下搜集新型日光灯资料以调查报告形式上交汇报。

子任务3 (20分钟) :日光灯电路常见故障分析并排除。该子任务先由教师设置故障, 然后由学生检修。

设置的常见故障有:

故障现象Ⅰ:接通电源, 灯管完全不发光。

故障现象Ⅱ:灯管两头发红, 不启辉;灯管两端不断闪烁, 中间不启挥;灯管两头发黑。

故障现象Ⅲ:断开电源, 灯管能发微光。4

学生在了解日光灯工作原理的基础上, 通过故障现象, 分析故障原因, 进而进行检修。在该子任务中主要以学生自主研讨的形式来完成。教师起引导作用, 但要特别注意安全问题。学生根据故障现象找出原因后, 先要跟教师进行交流, 然后在教师的监督下完成检修。教师要对学生操作过程中的不当之处, 及时给予指正, 以防止意外的发生。

(三) 反思工作过程 (10分钟)

教师引导学生反思整个工作任务完成的过程, 学生自主交流提出整改意见。学生自制的反思工作过程概念图如文末附图5所示。

三、结语

概念图是表征知识的有效工具, 用它来解读高职教育中项目教学的模式, 可以使我们轻松地理解其内涵。将概念图引入到项目教学的实践中去, 可以使学生思路明确, 轻松把握研究过程, 最终提升自主学习能力。

附图:

摘要：概念图是用于表征知识结构中意义联系的图表, 利用它, 能清晰地展示高职教育中项目教学的实施模式和整个教学过程。本文以日光灯的安装与调试为例, 谈谈如何利用概念图开展高职电工技术教学。

关键词：概念图,项目教学,案例

注释

1

2

33 王金玉.“电工基础”项目教学课例开发与思考[J].科教文汇, 2010 (11) :55—57.

不同角度理解下的语义三角 第3篇

【关键词】语义三角；任意性；语用学；语义学

【Abstract】As one of the principles of general linguistics， the semantic triangle theory put forward by Ogden and Richards， attracts a lot of attention from linguists. This thesis attempts to understand this triangle from three perspectives， that is， the basic structure of the semantic triangle ， Saussures arbitrariness and the comparison between pragmatics and semantic so as to have a deeper understanding of the semantic triangle.

【Key words】 the semantic triangle；arbitrariness；pragmatics； semantics

The theory， “semantic triangle” was put forward by Ogden and Richards in The Meaning of Meaning . They holds the view that there is no direct relationship between a linguistic form （ a word and phrase or a sentence） and what is it refer to. Put it in another way ， the relationship between a word and a thing it refers to is not direct， and it is mediated by concept. The relationship can be illustrated by the classic triangle as follow：

We can explain this diagram from different perspectives.Firstly， it shows that the symbol （word） stands for thing（referent）， through the mediation of correspondent concept of mind in language user. It can be also explained from the following three ways. Firstly， the word（symbol） and concept are closely related. A word（symbol） symbolize a concept， and a symbol （word）l is carrier of concept. There is direct relationship between symbol and concept， so it is showed by solid line. For example， the word dog symbolizes the concept or meaning， that is， four-legged， furry， domestic， and the concept of dog is expressed through the written form of dog， and the sound image of /d?g/. Secondly， the concept is realized by referent. For example，the concept of dog is generalized based on the image of different kinds of dogs， and also realized by a particular dog in language user mind. Therefore， the relationship between concept and referent is direct， and showed by solid line. Thirdly， there is no direct association between a word and referent， as it showed by the dotted line between line. In short， the links between words and things can be made only through the use of concept. For instance， the word of “tree”is not related with any particular tree in the real word of experience， but directly related with a concept in our mind， that is ， an idea of what a tree looks like.

Secondly， we can also understand this semantic triangle from the perspective of Saussure ‘s idea about arbitrariness. In order to have a better understanding of his idea， it is necessary for us to notice that Saussure focused on the language system itself without considering other factors outside language system. The design feature of language，arbitrariness， refers to the fact that the link between sound image and concept is arbitrary. For example ， the English word dog is called /d?g/ in the English language system， but the /gou/ in Chinese language system. However， the speaker from different countries can talk about dog freely. What make them to talk about dog freely is not the specific dog in the real word， but the concept in their mind， so from this point of view， the relationship between a symbol and a concept is arbitrary. This is why he pointed out that a linguistic sign is not a link between a thing and a name， but between a concept and a sound pattern， or the hearers psychological impression of a sound. In this semantic triangle， the left part of diagram shows that there is a close relationship between a symbol （ sound image ） and concept. To certain extent， the semantic triangle overlaps Saussures idea about arbitrariness.

Thirdly， this semantic triangle can also make difference between semantic and pragmatic. Since the semantics is the study of the meaning and is not involved in the context. The left side of the diagram shows the relationship between the word and concept in language system itself. To some extent， the meaning equals to the concept in this semantic triangle. For example， the concept or the meaning of dog is four-legged， furry， domestic animal， and it is not a Pekingese or a Husky dog in a particular context. However， pragmatics centers on the meaning in specific context. The bottom line of this diagram shows that the relationship between a word and object is indirect， so we use dotted line to represent. Take the English word “dog” as an example again. When we talk about a dog in particular context， what comes into our mind is not the concept of dog ，but a real dog maybe beside you. It is maybe Pekingese or Husky， which is determined by the real and concrete context at the moment of speaking. Therefore ， we cant use the solid line to show the relationship between the word and object it refers to ， but a dotted line， because the links between them is not direct， but mediated through concept.

In conclusion， semantic triangle is not just restricted to explain the relationship between the word and the thing it refers to， but also provides us lots of opportunities to analyze it. The more we analyze it ， the more new ides we will find ， and the better understanding we will have.

References：

[1]胡壮麟，姜望琪.

《语言学高级教程》.北京：北京大学出版社，2002.

[2]段满福，李满亮.《实用英语语言学》.内蒙古；内蒙古大学出版社，2007.

[3]谭慧颖.从现代语义三角理论看先秦与古希腊名实论的异同.《外语学刊》第二期，2011：9-15.