戏剧主题活动“梦想成真”的实施过程

戏剧课程是我园的园本课程,它以阅读为基础,以艺术表现为手段,以戏剧表演为最终呈现方式。戏剧主题活动是其中最具特色的部分,它通常由一个故事、一首儿歌、一部动画片或一个幼儿感兴趣的话题等引出,一般分三个阶段展开:主题切入——知识和经验积累——角色体验与排练演出。我们期待借由戏剧主题活动的展开,融合各个领域的学习内容,引导幼儿获得各种情感体验,进而促进幼儿各方面能力的发展。     

浅论《往昔的时光》的艺术特色

彭斯的诗《往昔的时光》有以下几个艺术特点:1.戏剧性。主要体现在戏剧性时间、人物、故事动作以及以问句的形式起句等方面;戏剧手法有助于展现诗歌的主题,给诗作带来极强的戏剧效果。2.音乐性。诗中的音乐效果主要依靠重复、规则整齐的诗行和固定的押韵。3.诗中同一概念的反复再现有效地突出了诗歌的主题。4.诗的语言朴实清新,情感真挚,具有浓郁的民歌风味。     

高中英语教材讲好中国故事策略研究

高中英语教材讲好中国故事的核心要义在于五类中国故事和三条讲好路径。通过对三个版本现行主流高中英语教材中中国故事的讲述主题、方式、主体等进行分析,可以得出,高中英语教材讲好中国故事的实现策略在于:合理分配元主题,全面细化子主题,设计好全面丰富的主题类型;以多语篇多模态的显性呈现为主,以隐性呈现丰富讲述途径,处理好显隐结合的呈现方式;坚持中国主体性,重视多元参与性,选择好多元立体的讲述视角。     

浅析《动物园的故事》的荒诞性

爱德华.阿尔比的成名作《动物园的故事》通过两个陌生人的谈话表现人与人的隔绝和难以沟通的主题。本文以荒诞派戏剧特点为依据,通过文本分析此剧在主题和形式上表现出的荒诞派戏剧特色。     

鲁迅小说与戏剧

鲁迅具有很高的戏剧艺术素养,自觉或不自觉地将这方面的艺术感受和审美经验融入到了自己的小说创作之中.鲁迅小说与戏剧不仅在精神层面有着某种深刻的粘连,而且在艺术层面也有着直接的关系和众多精妙的契合.文章从鲁迅小说人物与戏剧、鲁迅小说语言与戏剧中的装扮色彩、鲁迅小说的结构与戏剧的内外结构三个方面,分析了鲁迅小说所呈现出来的戏剧性特征.从戏剧这一非小说艺术视角来透视鲁迅小说,不仅可以获知鲁迅小说所呈现出来的戏剧艺术般的审美效果和新的美学特质,也可以使鲁迅小说的主题意蕴得到新的开掘.     

绘本戏剧课程实践探析

绘本戏剧课程是以绘本故事为题材,以创意戏剧为依托,在挖掘绘本价值的基础上,开展创意戏剧课程的实践与研究。文章通过对绘本戏剧课程特点的分析,提出绘本戏剧课程的实践策略,从解读绘本教育价值、表演价值,创设灵动的戏剧环境,实施主题式的戏剧课程,开放多元互动平台等维度,引领师幼同享阅读之乐、表演之乐、创造之乐。     

善变的玛丽和母子间的爱恨情仇——综合运用礼貌补救策略和人物塑造理论分析《进入黑夜的漫漫旅程》中部分对话

以礼貌补救策略和人物塑造理论解读《进入黑夜的漫漫旅程》中的部分对话,选取三个片断作为语用文体的分析资料,从细微处阐释深藏在貌似礼貌的言语行为背后儿子对母亲既爱又恨的复杂情感,爱恨交织使母子之间的矛盾不断升级,在永无止境的戏剧冲突中,玛丽善变的性格周而复始地呈现出来。通过语用文体分析,深入理解本剧的主题,为宏观评论提供客观详细的依据,以期获得比宏观评论更直观的戏剧文体效果。     

小说中道具的妙用——兼论《林教头风雪山神庙》中那些“物事”

道具本是戏剧术语,它是指戏剧演出过程中所用的器具,如手帕、佩剑、书画等。它是戏剧的一个重要的表现手段．具有不可或缺的作用。小说像戏剧一样．讲一个故事,呈现一个主题,也势必运用到一些道具——被作家赋予某些含义的特殊物品。中外的作家们都有意无意地利用道具来布局谋篇,甚至用它来塑造人物、揭示主题、渲染气氛．道具也就起着不可替代的妙用。     

高校学前教育专业幼儿戏剧课程教学探索

幼儿戏剧课程以发展学生良好的艺术综合素养、发展创新与合作的综合素质、掌握幼儿戏剧教育活动的教学策略为目标,课程内容包含剧本的创编、演员基本素质的训练、音乐歌舞的编配、道具的制作四个方面.幼儿戏剧课程在前期准备和后期排演过程中展开,从以下三个方面来评价幼儿戏剧课程的效果:鲜明且适宜的主题与戏剧冲突、活动主体获得全方位的成长、幼儿戏剧活动的游戏性与互动性.     

平行结构及其运用

正两个或两个以上意义相关、层次相同、句法功能一致并由并列连词或其他连接手段连接起来的语法结构称之为平行结构。平行结构在解题中有广泛的用途.这就必须从认知平行结构开始。一、平行结构的连接手段平行结构可以由并列连词、关联连词、介词、副词以及标点符号等连接起来。就呈现方式而言.平行结构的连接表现为:1.单一式平行结构的连接主要靠并列连词实现,就关系而言,分为五类:引申类(and);选择类(or/nor);转折类(but/yet/though);因果类(for/so);比较类(while/when/than)。并列连词用来连接词、词组和分句,所连接部分意义相关、     

托尔斯泰的民间故事

托尔斯泰晚年的民间故事是他“救世新术”的“福音”,更是反映人民生活的重要作品。托尔斯泰自幼爱听故事,他以为故事是向人民说话的最佳方式。它的民间故事来源多样,内容非常丰富,分为三类：现实主义故事,取材现实,针对性强;用现成神话与宗教寓言故事改写加工的故事,褒贬明确;童话故事,更多适合儿童接受。托尔斯泰的民间故事在艺术手法上多种多样,使用人民的口语、平行式句法的情节三次重复、故事结构单纯简朴、情节顺序开展又首尾照应,等等,使他的故事作品,具有很高的艺术价值。     

坚忍克己：《一天的等待》中父子误解的根源

美国现代主义文学时期的代表作家海明威创作的许多短篇小说语言简洁,对话生动,内涵丰富。《一天的等待》是其中的名篇。然而在看似简单的情节中却蕴藏着深刻的人生哲理。故事中九岁的小孩由于知识的缺乏产生对于温标的误解只是他一整天等待“死亡”的表层原因,其深层次的根源在于美国文化中倡导的内敛和坚忍克己的男子汉气概。     

关中影戏的演出形态

关中影戏中的碗碗腔、老腔、弦板腔等已被列入“第一批国家级非物质文化遗产名录”,根据田野调查结果,关中影戏的演出种类有庙会戏、还愿戏、驱邪戏、平安戏、山神戏、祈雨戏、丧戏、寿戏、满月戏,等;演出程序有奠酒、本戏、捎戏,等。     

从艺术价值和审美价值看《西游记》的三版电视剧改编

经典文学名著《西游记》先后经历央版、程版、张版的电视剧改编,三版改编各有侧重,体现了不同时代背景中人们的精神追求,也体现了不同时代的艺术和审美特点.分析三版《西游记》,可以得出一个结论,即文学经典的电视剧改编获得成功的关键是在忠实原著和把握艺术创新的基础上,体现时代应有的题旨和意义.     

Themes of individualism, competition, and cooperation in teachers' stories

This paper deals with themes of individualism, competition, and cooperation in teachers' stories, as they are told in a high school staffroom. Teachers told stories to their colleagues and through these stories they presented their professional culture to themselves. The three themes of individualism, cooperation, and competition were woven together in the stories, stressing the importance of all three in the teachers' work. This triple theme is contradictory in essence and so it shows new difficulties in the teaching profession.     

Defiant Behavior in Two- and Three-Year-Olds: A Vygotskian Approach

Defiant behavior in two- and three-year-olds is a natural expression of a young child’s growing autonomy, and, although frustrating to adults, is a natural phase of a child’s socio-emotional growth. L.S. Vygotsky’s socio-historical theory of the development included a discussion of “crisis” periods, one of which he felt occurred at age three. The crisis that Vygotsky asserted occurred at three is characterized by a group of seven “behaviors”, all of which indicate a struggle with the child’s position in relation to family social structures. This study examined the occurrences and characteristics of defiant behavior in two-and three-year-old children during outdoor play at a child development center, and the existence and context of defiant behaviors the modern childcare setting. Patterns in defiant behaviors during play in different age groups were apparent, and suggested an instrument to facilitate the documentation and analysis of defiant behavior in modern group-care settings.     

A Vygotskian perspective on parent–child talk during iPad story sharing

This study explores the themes in the talk of two mothers and daughters as they share a self‐created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent–child exchanges. A deductive–inductive thematic analysis identified three recurring themes in the parent–child talk: realistic fiction, scaffolding variations, and engaged players and objects of ‘play’. The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post‐Vygotskian theoretical frameworks were helpful in capturing the dynamic co‐construction of the authentic and multimedia stories parents and children shared.     

Being kitties in a preschool classroom: maintaining group harmony and acting proper in a female peer-culture play routine

This study examines how young girls construct emotional themes in their peer-culture play routines and rituals in the daily life of a preschool classroom. This research is part of a larger eight-month ethnographic study of one preschool classroom. The data selected and analysed in this article are taken from a focused six-week theoretical sampling of five female preschool children's play. Micro-level analysis of the data (field notes, videotaping, video revisiting and interviews with teachers and students) revealed how children's peer-culture and emotional themes were socially constructed through a specific play narrative that centred on five females being ‘kitties’. A closer look at one group member named Mary uncovered emotional themes that centred on acting proper and group harmony. Females used their peer-culture and emotional themes to hold group members accountable, resolve conflict and appropriate society's emotional display rules. These data reveal the social–emotional ‘work’ of children and the role of peers in childhood socialisation.     

模拟教学法在《规划管理实务》课程申的应用

《规划管理实务》作为一门极具实践性的课程,一般的课堂讲授无法使学生切实掌握规划实施管理、规划实施监督检查等程序和主要方法技巧。只有通过采用角色模拟、程序模拟、场景模拟等模拟教学法,才能更好地激发学生的学习热情,提高教学效果,使学生树立从事规划管理工作的自信心。     

关于契诃夫的独幕剧

契诃夫的独幕剧是契诃夫戏剧创作的先声,它从各方面为多幕剧的诞生作了准备。独幕剧里的独白剧是"独白"功力的一种实习和锻炼,表现了契诃夫驾驭语言的技巧和能力。契诃夫的独幕剧大多具有通俗喜剧的特点,但又不是低俗的搞笑,而是在喜剧的外壳下揭示社会和人生的深层问题。他的独幕剧和短篇小说之间有着不可分割的血缘联系,从小说原作和改编后的剧作比较中,我们看到了小说家契诃夫与戏剧家契诃夫溶为一体的过程。