1.
Use the Past to Disparage the Present--An Important Part of Mao Zedong Thought;
鉴古喻今:毛泽东思想的一个重要内容
2.
To Know Present by the Past Experience -- Discussion of the folk arts color s charm in our country;
鉴古知今——谈我国民间美术色彩的魅力
3.
Encyclopedia of World's Famous Women and Biography of Foreign Heroines in Late Qing Period
《世界古今名妇鉴》与晚清外国女杰传
4.
To Know Present by the Past Experience and Creat a New Situation--on the Appreciation of Writings in Classical Chinese and Modern Man s All-round Development;
鉴古知今 继往开来——试论古诗文鉴赏与当代人的全面发展
5.
On the Phenomenon of Ancient Rounded Yu(喻)Initial Nowadays Pronounced as [m-] Initial Consonants in the Dialect of Shanmen and Laotian,Dongkou County,Hunan Province;
湖南洞口县山门、醪田话古喻母合口字今读[m-]声母现象
6.
A cultural approach to the translation of Chinese imperial nostalgic poems
阅千古得失,明古今之鉴——古诗词曲英译中的亡国咏怀诗文化浅析
7.
Discarding the Dross and Selecting the Essentials to Make the Past Serve the Present--On the Sci-tech Translation during the Late Ming Dynasty and the Early Qing Dynasty;
去芜取精 古为今用——明末清初科技翻译评鉴
8.
Mixed East and West Together; Merged Tradition and Modern Together --On Hu Dasheng s Chinese landscape painting arts;
融汇中外 鉴古开今——胡达生山水画艺术如是说
9.
On the Meaning of Chinese Ancient Writing Theories Used for Reference to Today s Writing Teaching in Middle School;
论中国古代写作理论对当今中学写作教学的借鉴意义
10.
Criticism on the Singing Course of Popular Songs;
以古鉴今求出路 另辟蹊径出新著——评《通俗歌曲演唱教程》
11.
Negotialting the Past and the Present:A Study of He Luting s Administration of the Conservatory;
以史为鉴 通古预今——音乐教育家贺绿汀艺术管理之道初探
12.
Understand today by History, Bring truth by Returning to Nature--Review, Thought and Prospect of Middle School Chinese Teaching;
鉴古知今 返璞归真——中学语文教学的回顾、思辩与展望
13.
The Model of the Dead Being Lamented in a Symbolic Way in Mourning Literature of Ancient China;
古代悼祭文学中的古人古事喻指亡人模式
14.
Though the Three Word Poems, One Hundred Family Names and One Thousand Essays were books for children in the ancient times, they were still helpful to writing today.
三百千”虽然是古代的童蒙读物,但对今天的写作仍有着重要的借鉴作用。
15.
Research on the Foundation of the Current Curriculum Design form Two Metaphors;
从两个“隐喻”看当今课程设计的基础
16.
The ancients cannot see the wonders of the modern world, But much of what has changed was foretold by them many decades ago
古人不见今时月,今月曾经照古人
17.
Gujin Quanshi and Li Yu s Gujin Shilue;
《古今全史》与李渔的《古今史略》
18.
Pi-Example: Distinguished Criterion between Metaphor and Analogy in Ancient Time;
古代二“譬”——比喻和类比的区分标准