广告语言模因制作的关联研究

关联理论是Sperber和Wilson的一个著名的语用学理论,它对广告语言模因的制作起着重要的指导意义.在制作广告语言模因的过程中,主要有两种诉诸模式:诉诸强关联的制作模式和诉诸弱隐含的制作模式.不管是强关联还是弱隐含,只要广告制作者能匠心独运,所制作出来的广告语言模因就可能会产生良好的广告宣传效果.     

广告模因制作的顺应性研究

运用Verschueren的语言顺应理论,结合实例阐释了该理论在广告模因制作过程的重要作用及其应用规律,指出广告模因的制作过程就是一个不断选择和顺应的动态过程。广告语言的这种顺应过程,是其语言结构和语境关系相互顺应的结果。     

广告模因制作的顺应性研究

本文运用Verschueren的语言顺应理论,结合实例阐释了该理论在广告模因制作过程中的重要作用及其应用规律,指出广告模因的制作过程就是一个不断选择和顺应的动态过程.广告语言的这种顺应过程,是其语言结构和语境关系相互顺应的结果.     

广告语言的音乐美

本文从视觉形式和听觉形式两个方面探讨了广告语言的音乐美。前者从对称、齐整和回环三个方面阐述了广告语言的均衡美;后者从平仄、韵脚、叠音、音步和重音等方面阐述了广告语言的声韵美。     

模因——顺应视角下的段子广告语言研究

"段子广告"作为一种新的广告语言变体,给人们带来新的体验。文章先从语言模因入手,对段子广告语言进行归类;继而从顺应论视角分析段子广告语言的传播机制。旨在探析段子广告语言中语言模因的具体表现形式和段子广告语言的传播机制,以便帮助读者更好地分析、理解段子广告。     

谐音广告对学生学习语文的影响

用谐音改造词语制作广告,对学生学习语文、运用语言文字造成障碍,是学生语言学习的拦路虎。商家广告中尽量少用谐音制作广告,减少误导学生学习语文的机会。     

从“信息与效果”理论看跨文化广告翻译

广告语言是一种中性策划语言,是以突出新信息为主要特征,具有强烈的时代感和文化特征,本文从分析奈达的Information&Impact理论入手,着重分析广告语言的文化特征以及该理论对广告制作和翻译的指导意义,并指出广告语言跨文化翻译应该注意的几个问题。     

广告语言的社会语言学分析

社会语言学是研究语言与社会关系的科学;作为广告灵魂的广告语言真实生动地体现了语言与社会的关系;本文从交际能力,社会心理需求,语言规划三个方面对广告语言进行社会语言学分析;目的在于通过广告语言更好地让人们认识到语言与社会的关系,并通过从语言学和社会学的角度研究来更好地指导广告制作。     

论广告语言的陌生化效果及其礼貌原则策略——以别克君越汽车广告为例

广告语言陌生化是广告成功的关键。广告语言陌生化不限于语言诸要素形式上的＂局部陌生＂。运用礼貌原则策略,在广告语言和广告商品之间形成必要的矛盾和张力,可以取得广告语篇整体陌生化的效果。     

隐喻在广告语言中的运用

广告语言求新求异,在广告人通过对商品的市场定位和商品属性特点进行思考后制作成的广告语言和受众理解广告词后形成的思维过程的中．隐喻起着一种认知中介的重要作用。因此,隐喻在广告语言中是一种非常重要的表达手段。其主要有语言隐喻、语言-非语言隐喻、隐喻的文化性三种类型。     

论大学课堂教学中师生交互关系

构建大学课堂师生交互关系要做到:树立正确的观念是前提,相互理解是基础,相互对话是突破口,相互沟通是关键,交互吸引是最终目的。     

‘When I am being rushed it slows down my brain’: constructing self-understandings as a mathematics learner

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics.     

作为方法的教育学

教育学作为一门学科蕴含三层旨趣,即作为课程的教育学、作为理论的教育学与作为方法的教育学。目前作为课程的教育学已基本成熟,作为理论的教育学也处在发展中,但作为方法的教育学才刚刚萌芽。教育学只有在“课程”与“理论”之外,在学科方法以及方法论的基础上发展出独特的学科视界与理解方式,才能称之为完备的学术性学科。文章认为,成熟的教育学不仅意味着一门课程、一种理论,而且代表着一种方法、一种思维方式。     

Growing and developing as a university researcher

While there is a substantial body of literature on academics’ development as teachers, investigation of their development as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth and development as a university researcher. Four qualitatively different ways of understanding research development emerged: (1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher; and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways of understanding their growth and development as a university researcher and as a university teacher are also presented.     

经典的生成与文学的合法性——文化生产场域视野中的传统诗经学考察

传统诗经学经历了先秦、汉唐、宋元、明清等各具特色的不同阶段。这是一个漫长的由文化《诗经》到文学《诗经》的过程,即由经学语境生成文学语境的过程。本文用布迪厄的场域理论,把《诗三百》由“经”而“诗”的现象放到文化生产场即文学场中去作整体考察和审视,以探寻经学和文学生成的过程及合法性。     

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.     

20世纪90年代中国大众文艺的后现代特征

大众文艺在中国20世纪90年代以来已经成为当代文化的一个鲜明的特征,它比较充分地体现出了后现代主义的某些特征。主要表现在:向现代性的严肃文学艺术和主流叙事挑战;反省/检讨、质疑/追问"现代性";厌倦那种大胆的历险与尝试、创造新潮的姿态,而回归一种对世俗日常生活的兴趣和温馨、柔美的文化絮语情调;坚持直觉原则,对理性进行质疑和挑战,藐视权威和权力角逐,追求个性张扬或物质利益最大化。     

Beginning to Understand Teaching as a Discipline

We explore the possibility of understanding teaching as a discipline in its own right, rather than as a domain that is ancillary to the many academic disciplines. While teaching looks easy and is widely regarded as easy, the image of teaching as transmission and the perspective of technical rationality mask the many ways in which challenging and engaging teaching represents a highly disciplined view. When extended to teacher education, the perspective of teaching as a discipline sheds powerful light on longstanding frustrations reported by those learning to teach. We argue for the conclusion that teaching is a discipline and that teacher education is the home of that discipline, with self-study as one of the central methodologies for making explicit the knowledge inherent in teaching seen as a discipline.     

高等教育学学科合法化的一种理性诠释

高等教育学的学科合法化，一直处于学科研究人员和高等教育研究人员的“视野之外”和“盲点之中”，结果造成高等教育学学科建设的研究表面繁荣，而其学科合法化地位一直未得到确认的不良状况和倒置局面。高等教育学要想在人文、社会和自然科学圈中确立自己的学科合法化地位，必须科学解析合法化、学科合法化与高等教育学学科合法化的内涵和外延，从而确立高等教育学学科合法化基础，推进高等教育学作为一门学科的学科合法化和科学化进程。     

大学生开展课题研究的问题与引导对策

研究性学习是大学生学习的主要形式,课题研究是研究性学习的重要内容。目前大学生开展课题研究的意识普遍淡薄,缺乏科学、严谨的研究态度,而且开展科学研究的基础知识和基本能力还需要进一步提高。因此,应以转变观念为出发点,以教师榜样示范为突破口,以课堂教学为核心,以课外活动为重点,以研究性评价为手段,提高大学生开展课题研究的能力。