史蒂文·特雷西的美国非裔文学研究评论（英文）

本文考察了史蒂文·特雷西有关美国非裔文学研究论著,特别关注美国黑人音乐、美国文学、美国非裔文学和民间文学方面的具体主题。本文认为,特雷西在诸多问题上进行了颇有价值的探索,涉及:布鲁斯音乐的非洲源头和美国非裔源头,民间歌曲和民间故事及其文学功用,布鲁斯音乐的形式与结构要素及其在美国非裔文学中的运用,布鲁斯特征的应用、修辞技巧和节奏、区域性或历时性变化等,以及在音乐和文学中发挥重要作用的关键人物。本文还对特雷西关于兰斯顿·休斯、拉尔夫·埃里森、詹姆斯·鲍德温等非裔作家及T·S·艾略特、威廉·卡洛斯·威廉斯等重要白人作家的评论进行了审视。     

哈利·波特系列小说文学题材溯源

哈利·波特系列小说充分吸收了欧洲传统文学的精华,作品中处处折射着希腊神话、圣经故事、英雄传奇、童话故事等文学题材的光芒。作者J·K·罗琳在对传统文学题材和文学母题进行继承与弘扬的同时,又赋予作品新的时代内涵,使小说既充分体现了自身的文学价值又赢得了全世界读者的喜爱。     

搭建学生通向诗意人生的虹桥——关于文学作品教学的几点思考

文学作品教学是中学语文教学的重要组成部分。多年来,关于初中文学作品课堂教学的宏观方向、微观方法一致是一线教师争论不休的话题。笔者在“课标·课程·课案·课堂·课习·课得”的“教”——“学”流程中,就初中语文文学作品教学的教学定位、教学切入点、审美体验意义和方法、诵读价值等方面提出了自己的观点：文学作品教学就是教文学,就应当用文学的方式教文学。     

黑暗中的凝望者——爱伦·坡幽默小说之思索

作为一名饮誉世界文坛的文学大师爱伦·坡,在其短暂而多舛的一生创作了大量的诗歌、小说和文学理论批评,并对后人产生深刻而明显的影响,其文学意义和艺术价值不容小觑.而目前对于爱伦·坡小说的评论多集中在恐怖小说和推理小说上,往往忽视了占据重要部分的幽默小说.从叙事风格、创作主题及现实意义三个角度分析爱伦·坡的幽默小说,指出这些对于全面理解爱伦·坡的创作观是必不可少的.     

文学及文学思想演变的目录学审视——以《汉志》《隋志》《四库总目》之集部书目为中心

由《汉书·艺文志》 《隋书·经籍志》 《四库全书总目提要》的集部目录出发,可观测中国古代文学及文学思想的发展历程.汉代作为文学起步期,文学思想具有强烈的政教实用色彩;隋唐文学全面繁荣,文学思想趋于独立近情;清代文学进入集大成的总结阶段,文学思想体现出理性正统化特点.由汉至清,中国文学及文学思想在总体走势上趋于进步,但无法从根本上脱离正统意识形态的束缚,有关纯文学的研究活动未能成为经史之外的独立学科.     

论刘勰对曹丕《典论·论文》的接受

曹丕的《典论·论文》是中国文学批评史上第一篇文学专论,后世读者对此论文不断地阐释、认同与接受。刘勰的《文心雕龙》一书在文学批评、文学创作及文学价值等方面继承并发展了曹丕的观点。     

《史料·索引》（1917-1927）编撰特点概述

为总结＂五四＂以来新文学运动的经验,赵家璧将新文学运动最初十年的创作、理论、资料加以整理汇编成《中国新文学大系》。呼应这一时代的要求,阿英将闲散的著作收集起来,对新文学发展过程中的理论及创作实绩,作了大规模整编。以《中国新文学大系史料·索引》集入手,概括《史料·索引》（1917-1927）的编撰特点,以小见大,借以完善对《中国新文学大系史料·索引》的全面认识和理解。     

《大公报·文学副刊》与比较文学初兴期的文学翻译理论

20世纪20年代创办的《大公报·文学副刊》,十分重视文学翻译理论。文章主要从译者、译作与文学翻译的标准等方面展开论述,以《大公报·文学副刊》这一探讨文学翻译问题的公共空间为研究对象,阐述了译者自身素养与态度、译作的选择、文学翻译的规范性等问题。     

加勒比英语成长小说研究现状论析

加勒比英语文学是英国文学传统和加勒比流散族群文化记忆结合的产物,在英帝国文学经典系统内部打开一种颠覆／创新、解构／重构以及边缘／夹缝的视角。从简·里斯、维·苏·奈保尔、牙买加·琴凯德等当代流亡作家多部与其自身经历密切相关的英语成长小说中,清晰可见的是加勒比流散族裔个人成长与民族成长之间交织互动的转喻关系,以及“加勒比英语成长小说”这一文类与一系列现代性的文学表征之间的互动关系。     

从爱伦·坡爱情原型解读《洛丽塔》

原型批评是当代西方文艺批评理论的重要组成部分,是文学研究中不可或缺的理论,具有重要的实践意义。原型批评以原型理论为基础,以结构主义方法为手段,对整个文学经验和批评做原创性的分析对比,寻求文学的本质属性。爱伦·坡的爱情经历及创作对纳博科夫的《洛丽塔》的创作产生了深远的影响。而《洛丽塔》是爱伦·坡的诗歌《安娜贝尔·李》在主题、人物、情节上的传承和发展。文章用爱伦·坡的爱情原型来解读《洛丽塔》。     

Practices and opinions reported by coordinators of graduate programs

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.     

实践的自由与美的范畴

人，作为个体的生存，从实践（以物质生产为中心）出发才逐步生成，而在实足走向创造的过程中，人们才不断达到一定的自由境界。正是人的实践－创造的自由使自然人化，人也人化，从而产生出人对现实的审美关系；这种审美关系体现对象之上就是美，而体现在人本身之上则是美感。人类的实践－创造的自由同样是一个历时性的过程和一个共时性的结构，因此，它不仅有不同的自由程度和不同的自由境界，而且还有自由，反自由，不自由，准自由等几个维度；与这些不同的自由给度相关便形成了美，丑，柔美，刚美，悲剧性，喜剧性，滑稽，幽默的相应的美的范畴，并形成各个美的范畴之间的过渡，转化，对应等关系，从而形成一个完整的美的范畴体系。     

论罗蒂协同性实用主义的反哲学本性

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。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

湘东南栖霞组底部史塔夫(Staffela)类动物群的发现

着重描述湖南邵东保和堂柳东早二叠世早期栖霞组底部首次发现的史塔夫 (Staffella)类动物群 ,共 5属 2 0种 ,这五属分别是史塔夫亚科的 Staffella,Pseudoendothyra,Nankinella和卡勒亚科的 Sphaerulina,Pisolina.该类动物群笔者曾命名为 Pseudoendothyra jazvensis带 .这一发现不仅填补了湘东南栖霞组生物地层学研究的空白 ,而且对我国南方石炭、二叠纪的生物地层划分提供了新的依据     

论教法设计的七要素——兼答美国人校长拉塞尔·S·比彻

作为教法中的教学模式系统,是由要素构成的。已有的成功的教学模式,其所构成的共同要素是:目、趣、序、思、练、诊、结七者。     

Opening Possibilities in Experimental Science and its History: Critical Explorations with Pendulums and Singing Tubes

A teacher and a college student explore experimental science and its history by reading historical texts, and responding with replications and experiments of their own. A curriculum of ever-widening possibilities evolves in their ongoing interactions with each other, history, and such materials as pendulums, flame, and resonant singing tubes. Narratives illustrate how questions, observations, and developments emerge in class interactions, along with the pair’s reflections on history and research. This study applies the research pedagogy of critical exploration, developed by Eleanor Duckworth from the interviewing of Piaget and Inhelder and exploratory activities of the 1960s Elementary Science Study. Complexity as the subject matter opens up possibilities which foster curiosity among participants. Like Galileo, Tyndall, Xu Shou, and others, this student recurrently came upon new physical behaviors. His responses to these phenomena enabled him to learn from yet other unexpected happenings. These explorations have implications for opening up classrooms to unforeseen possibilities for learning.

Teaching . . . is more about a conscientious participation in expanding the space of the possible by creating the conditions for the emergence of the not-yet-imaginable. . . . Teaching, like learning, is not about convergence onto a pre-established truth, but about divergence - about broadening what can be known and done. In other words, the emphasis is not on what is, but what might be brought forth. Teaching thus comes to be a participation in a recursively elaborative process of opening up new spaces of possibility while exploring current spaces. (Davis & Sumara, 2007, p. 64)

     

A view of Newton as a mathematician

In this article, we present certain topics such as quadrature of planar regions, introduced prior to the invention of calculus by Newton, and consider his other mathematical contributions, to binomial theorem and infinite series, cubics, theory of equations and imaginary roots. As the development of calculus and its enormous applications are well known, we will not discuss much about it. Earlier, he was in TIFR, Bangalore. His research interests include partial differential equations, homogenization, controllability and control problems, analysis, etc.     

基于ICM理论的隐性衔接语篇连贯解读

隐性衔接语篇连贯指的是不含显性衔接手段,如替代,省略,重复等,实现语义连贯的语篇。作为一种特殊的语言现象,隐性衔接语篇也是一种心理上的表征,是人类对认识世界的经验总结从语言上的反应。理想化认识模型（ICM）是人们在特定的文化背景中对某领域中的经验和知识所作出的抽象的、统一的、理想化的理解,它具有关联性、选择性、典型性,体验性等特征。正是因为人类对认知世界的体验,形成各种认知模型（CM）,而认知模型（CM）稳定而有规律,具有典型性特征。在认知过程中,各种认知模型（CM）之间的互相关联与相互选择,正好为人们解读隐性衔接语篇提供了认知上的新视角。     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.