“言之无文,行而不远”为谁作结

《义理、考据和辞章》第三个分论点“要有好的形式”的第三自然段,其内部结构是先用一个句子明确“辞章”的概念,之后用一个由六句话组成的语段指出讲究辞章的目的。     

形式至上与文以载道对中西抒情诗的影响

中西文论史上,关于内容与形式的讨论屡见不鲜。尽管各家观点各异,但对内容与形式的关系的认识不外乎以下三种情况,或重内容轻形式,或重形式轻内容,或辩证统一。在西方有一条清晰的“形式至上”路线,而中国则始终以“文以载道”为基本精神。正是由于对这一关系的不同认识,造成了中西抒情诗之间存在着巨大的差异。因为文要“载道”,所以中国古代诗人,尤其是受儒家思想影响较深的诗人,往往大力宣扬封建伦理道德,如忠君爱国,而忽视甚至蔑视爱情等题材。这进而造成中国古典抒情诗的风格趋于含蓄委婉。而西方,从古希腊到20世纪形式主义,历来重视形式,所以西方抒情诗在形式上翻陈出新、别具一格、富于变化,具有一种形体美。     

严复论王安石诗文

严复以评论与唱和形式论王安石诗文，申明重“经济之学”;多以王安石诗文阐发治世理念，借其与自我的同一性与差异性宣示自我救世方略和文学理念。他评价其诗文的辞章，重行文逻辑、语言表达，着意于诗歌措辞的严谨和审美的多元化，并接受批评对象的反塑作用，助推自身辞章理念的深入发展。严复的评价处于近代视域之下，具有较大的褒贬弹性，建构了文才横溢、经世济民、具有先进治世理念的近代王安石形象。     

“形式本体论”初探

学的内容与学的形式之间的关系一直为广大理论界人士所争论，至今尚无定论，而20世纪90年代中国坛提出的“形式本体论”大大地提高了形式在二关系中的地位，一反以往重内容轻形式的趋势，认为形式才应该是学的本体，本拟就“形式本体论”产生原因，产生来源及现实意义三方面进行一些探讨，以期获得对这一问题的初步认识。     

探古出新,弘扬中华优秀文化——试谈先贤“变异辞章论”的睿智

变异辞章有着深厚的中华文化底蕴,其内涵与外延的划分标准不完全一致,或着眼于言语的深层,或着眼于言语的表层.运用语言的规律与方法可以把变异分为：常格、变格和畸格.变异辞章的主要的交际效果在于“陌生化”的新鲜感、奇特感,“辞意距离”的“言有尽、意无穷”的美感.     

从“言语形式”走向“言语内容”

只关注“言语内容”而完全忽视“言语形式”的教学倾向,会导致语文学科特点的丧失,也不利于提高学生的语感.先把握“言语内容”后感受“言语形式”的教学理念,会导致教学环节重叠,且违背文艺美学的基本原理.正确对待“言语内容”和“言语形式”的主张是从“言语形式”走向“言语内容”,即通过引导学生把握课文的“言语形式”,从而理解这些“言语形式”生成、塑造的“言语内容”.教学中教师界说课文(言语作品)“言语内容”与“言语形式”的途径是借助题材,划清它们之间的边界线.     

形式与内容的美学另说

该文从美学角度出发,偏重于谈形式,对“形式与内容的一体性”、“形式高于内容”、“相对的无形式的内容和无内容的形式”、“形式的内容性和内容的形式性及其转换”等鲜为人知或不为正统所认同的美学现象、特征和观点,作了有意义的探讨。目的在于拓展美学认识的思维空间,阐释一些“敏感”的美学现象,以引起同业关注。     

去结构化:语文课堂教学的怪象

无论是什么样式的文章,都是由内容和形式两部分有机组合而成的。从理论上来说,课堂教学也应该是内容和结构双管齐下。但是,如今的语文课堂教学中却存在着一种“重内容、轻结构”的奇怪现象,更多关注的是文本的内容,课堂教学的主要精力都用于文本内容的解读和分析,抠得很细但也很死;而对于文本的结构和思路,关注不够,甚至“置之不理”。我们将之称为语文课堂教学中的“去结构化”现象。     

从城市诗看破碎无序的辞章--1980年代以来汉语新诗声音与抒情结构的断想

1980年代以来,城市诗创作尤其醒目。如果说城市心态和城市意识是城市诗的核心内容,那么探讨诗人与城市关系的重要桥梁便是声音,即汉语新诗的音乐性。诗歌文本呈现为破碎无序的辞章,诗人以碎片化的形式回应与城市相关的心理状态。较有代表性的是顾城《鬼进城》、《城》中的“跳”,宋琳《外滩之吻》中的“摇”,陈东东《外滩》中的“移动”,透过文本细读,从中分析声音所蕴藏的抒情结构。     

谈学校德育的内容与形式问题

施东向同志在他的《义理、考据和辞章》中说:好的内容要求有好的形式,拙劣的辞章必然使内容受到损害,以为形式不需要讲究,形式好不好无关重要,是不对的。他还说:也许有人要担心,用心追求文章形式的完美,会不会犯形式主义的错误。这种担心是不必要的。形式主义是用形式方面的追求来掩盖内容的空虚和谬误,形式主义者并不是为了准确地、生动地表达所要表达的内容而讲究形式的人。施东向同志是针对文章写作中的内容与形式问题来论述的,但这样的道理同样适用于学校德育工作。我们现在学校的德育工作虽然是课堂内外,知识与育人两手抓,却只有一手硬…     

题材选择与魏晋诗赋文体演进

题材选择是魏晋诗,赋关系的重要方面,建安时代,以提纯学创作内容的学性和凸显学自身抒情功能为特征的体演进意识,与“雅好慷慨”的时代精神相交汇,使诗、赋创作以强烈的主观抒情性为统摄,题材趋同现象普遍、突出;魏晋之际,诗、赋创作的趋同现象仍然存在,而同题创作中衰,更为重视诗、赋题材之“异”;太康作家更为自觉地选择诗、赋题材,对“诗缘情”、“赋体物”有了更深刻的体认。     

论留置物的性质对留置权善意取得的影响

国内外立法实践中,多数国家的法律均将留置物的范围由债务人的财产扩大到了他人财产。然而我国学界一般将其误认为是留置权善意取得的立法例,并未认识到其作为留置权成立条件的真正内涵。留置权的善意取得,主要应取决于留置物性质。当留置物为占有委托物时,留置权的取得不宜适用善意取得制度,留置权应依担保法一般规定成立;当留置物为占有脱离物时,若债权人为善意,留置权的取得应适用善意取得制度。     

山水画的创作题材与其审美观的衍变

本文以山水画的历史发展为脉络,阐述传统山水画题材的衍变、审美心理、人文思想的形成,以及形成山水画题材的思想动机与方法,探讨现代山水画题材的传统延续性、拓展性和多样性。随着时代的变化,对于现代山水画的审美将呈多元开放的特点。     

Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning

In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004     

Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge

ABSTRACT

Two major concerns in mathematics teacher education are the role of subject matter knowledge and the development of self-efficacy in pre-service teachers. This article brings these issues together in an exploration of the interaction between pre-service teachers’ perceptions of their subject matter knowledge and their accounts of university and placement experiences as potential sources of self-efficacy. Reporting on a group of ten pre-service teachers in Norway, we explore variations in the ways in which they perceived the role of subject knowledge in relation to experience, particularly “mastery experiences”, over a period of nearly two years. We suggest that recognition of the role of “understanding why” in mathematics is crucial in the experience of mastery, and that there is a need to focus more on the role of subject matter knowledge in all sources of self-efficacy in teaching mathematics.     

《工程图学》课程现代教学模式的研究与实践

《工程图学》课程传统教学模式已无法适应时代的要求。在教学改革实践中,积极探索了一种以计算机绘图为主线,以多媒体技术和网络教学为手段,具有立体、互动、高效特征的的现代教学模式。加强相关教材改革,利用网络辅助教学和素材资源的建设是实施现代教学模式的有力保证。     

How university teaching changes teachers: Affective as well as cognitive challenges

This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semesters teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change.     

虚构与叙述方式--兼谈历史编纂与叙事文学在叙述方式上的分野

作为叙事文学范畴的“虚构”,可进一步区分为题材意义上的虚构和叙述方式意义上的虚构。在“非虚构文学”(传记文学、报告文学、新新闻小说等)这一看似矛盾的概念中(因为自亚里士多德以来的本质论诗学中,判定叙事文学的文学性的根本性的标准无疑是虚构性),其“非虚构”当是就题材上说的,其“文学”(虚构性)则是就叙述方式上说的。由于它在叙述方式上,主要采用的是显示、场景叙述,故其虚构性是不可避免的。过去有关这类文体是否容许适当虚构或其虚构性的限度如何把握之类问题的讨论,由于未区分题材学上的虚构和叙述学上的虚构,致使其讨诊在文体理论的建设上收效甚微。     

利用文献资料获得隐喻选题

当前语言学界对隐喻的研究有浓厚的兴趣,对隐喻的研究呈多学科、多角度发展的趋势,本文主要研究有关隐喻选题的方法。选题是科学研究的起点,利用文献资料获得隐喻选题是重要途径。隐喻选题要遵循价值性、创新性、科学性原则,可通过阅读隐喻方面的权威专家图书资料直接选题,也可研究权威专家的学术论文,针对有关隐喻的同一问题了解多个研究者的不同观点,从中选择有关隐喻的研究题目。     

学科知识和学科教学知识在课堂教学中的有机融合

教师不仅要拥有深刻的学科知识而且还要拥有宽广的学科教学知识。有效的课堂教学是两者的有机融合。通过从学习者的视角剖析一堂数学课的教学,具体分析了学科知识和学科教学知识在课堂教学中是怎样有机融合的,在经验层面证实了上述观点。该课例是青浦经验新行动的产物。青浦经验从本质上说是学科知识和学科教学知识有机融合的产物,是指导有效教学的本土经验。学科知识和学科教学知识的有机融合是数学和教育在课堂教学中的诉求,也可更好地解读本土经验。