介词“对于”的主位推进方式

介词“对于”在话语篇章中的推进方式,并不止前人所提及的“延续型”和“平行型”,另外还有“集中型”、“交叉型”、“派生型”。     

主位推进模式及其在外语教学中的应用

主位推进模式大体上共有四种类型:主位同一型、述位同一型、延续型和交叉型。主位推进与语篇连贯有着密切的联系,正确的主位推进模式有助于构建连贯的语篇。主位推进还广泛应用于外语教学中,如阅读、写作和翻译教学,但是在听力和口语中的应用还较少涉及。     

科技发展视界下的教育使命——一种社会学观点

科技作为一种特殊的生产力,影响不同社会形态下的生产关系模式,而教育为人服务的特性因之在不同社会形态下出现不同的服务模式、服务范围和服务内容。阶级分析方法适用于前信息社会,科技社会学方法将日渐成为当今社会分析的主要手段。应对未来的科技变革,必须建立终身教育体系和创新教育体系。"绿色"和"环保"是未来教育的使命。     

Progression and Continuity in Early Childhood Education: Tensions and contradictions

This article focuses on the current policy context in early childhood education in England and Wales. The provision of high quality preschool education is regarded internationally as a significant factor in raising educational standards. Such aspirations are dependent on achieving effective patterns of continuity and progression from preschool to school. Despite the centrality of these terms in policy rhetoric progression and continuity are disputed and under‐conceptualized concepts. Furthermore, there is a dearth of empirical studies that explore the relationships between progression in learning and progression in the curriculum. The central aim of this article is to clarify some of the tensions and contradictions inherent in current conceptions of progression and continuity, drawing on perspectives from theory, policy and practice. These perspectives suggest that achieving progression and continuity through curricula which secure high quality outcomes is a difficult and, potentially, elusive aspiration. In theoretical terms, assumptions about progression in learning vary according to different orientations. In policy terms, the current subject‐oriented curriculum framework assumes that progression is an issue of content, and is based on the structures of the subjects. Research evidence indicates that educators in different settings are experiencing problems in providing the conditions which might achieve effective patterns of progression and continuity. The authors identify three key areas for further research in order to advance the development of theories of progression and continuity which might usefully inform policy, practice and curriculum development.     

主位推进模式与语篇体裁

从主位推进的角度来分析语篇的体裁，得出的结论是：语篇的主位推进模式不是任意的，而是根据语义内容的需要适当选择的。属于同一体裁的篇章有着相似的主体推进模式。     

主位推进模式在《导游英语》教学中的运用——以桂林旅专导游系涉外导游(出境领队)专业为例

涉外导游人才的职业核心能力是英语导游能力。为了生成符合外国游客审美期待的导游词,涉外导游人才需要具备一定的语篇知识。通过对主位结构理论和主位推进模式的概述,以及对主位推进模式与篇章宏观结构关系的分析,探讨了桂林旅专涉外导游专业应如何将"主位推进模式"这一理论引入《导游英语》课程的教学中,以培养涉外导游专业的学生的语篇意识。     

主位述位结构对英语教学的启示

主位述位结构是系统功能语法中语篇功能的重要组成部分,英语主位推进模式主要有六种类型.在阅读教学中,让学生认识主位结构框架是训练阅读的一种有效方法,能够使学生对语篇的理解更加深入、全面、准确;在写作教学过程中进行主位述位推进规律的把握,可以使学生组织的段落或整个语篇更加连贯;主位推进模式以及语篇其他的衔接手段都可以用来指导翻译教学,可以使译文信息分布有序、主题突出,增强译文的逻辑性和流畅性.     

主位推进理论在大学英语写作教学中的实证研究简

将主位推进理论引入到英语写作教学中,利用实证研究的方法,对实验班和控制班60名非英语专业二年级学生在实验前后所写的英语作文得分以及实验班学生在实验前后所写作文中使用主位类型和主位推进模式进行对比分析,主要探讨其与英语写作之间的关系。实验借助统计学软件spssl7．0对所得数据进行描述统计和独立样本T检验。结果显示,实验后学生使用的主位及主位推进模式多样化,作文整体水平得到了显著性提高,尤其是篇章的连贯性。     

Performance characteristics of retarded and normal students on pattern recognition tasks

The purpose was to compare the performance of normal and educable mentally retarded children on pattern recognition tasks. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of children to find: (a) duplicate patterns and same elements as presented in model pattern sequences; (b) opposite patterns and same elements as presented in model pattern sequences; and (c) duplicate patterns but different elements than presented in model pattern sequences. The normal and mentally retarded children were matched on mental age derived from individual and group intelligence tests. Results indicated significant differences in performance measures between groups and various pattern tasks. The data support the suppositions that: (a) mentally retarded children and normal children show the same type of progression through the hierarchical arrangement of pattern tasks; and (b) mentally retarded children show a slower progression through the hierarchy than normal children when matched on mental age. Educational implications from this study are discussed.     

武汉长江大桥护栏装饰图案研究

武汉长江大桥护栏装饰图案由麦穗图案、菱形祥云图案和48幅造型各异的具象动植物图案构成,本文阐述了大桥护栏的用材与造型,大桥护栏装饰图案的名称,护栏装饰图案纹样涉及的物类、构成形式。大桥装饰图案所选纹样通俗,造型简洁美观;图案采用以“意”生“象”,再以“象”表“意”的意象表现,与中国传统艺术思想对于艺术形象的追求一致。     

语篇功能理论在英语作文评估中的运用

本拟用系统功能语法的有关理论来评析两篇获奖的作。从主住结构、主位推进模式及连结手段在语篇中的衔接作用这三个方面对获奘作进行比较分析，其目的在于验证评判结果的合理性，并说明这些理论对英语写作教学的实用性。     

马家窑彩陶的审美特征

马家窑彩陶在不影响实用(包括日常使用和礼用)的基础上,逐步增添审美的附饰和纹饰,不断对造型稍加变形,以趋于美观,是实用与审美的巧妙结合。马家窑的先民们由观物取象而获得陶器造型和纹饰的灵感,由所见所感而激发创造性的模仿,并对物象加以简化和抽象化,使它们呈现为独特的几何形。与此同时,他们还近取诸身,在陶器器形和纹饰中表现人体形象,舞蹈彩陶盆就是一个典型。其他如人头形器口彩陶瓶,以及神人纹等,都体现了人体对彩陶造型和纹饰的影响,而陶器纹饰中能通过线条写意、表情,更是彩陶的精妙之处,并且在对称、韵律和二方连续、四方连续等构图中自发地体现了和谐的原则。     

Positive Changes in the Ideology of Guangzhou's Youth after the Open Door Policy

Since the latter half of 1979 Guangzhou has adopted "special policies" and "flexible measures" in the drive to open the door to the outside world. There are dynamic economic activities going on with foreign countries. They include obtaining foreign investment, processing imported material, making products according to foreign patterns and specifications, and conducting compensation trade. There is also increasing exchange with foreign countries in the fields of culture, science, and technology. Foreign trade and tourism are brisk. The achievements are obvious to all and are affirmed by all quarters in society. Due to influence from outside, however, some changes have taken place in the field of ideology and culture1 and also in social life. In regard to this, opinions vary and no unanimous conclusion can be drawn. Realistically evaluating changes in the social life of Guangzhou after the open door policy and correctly understanding and dealing with the influence of foreign ideology and culture have a bearing on the appraisal of Guangzhou's work since implementation of the open door policy and will also affect how we can better carry out the party center's decision to open to the outside world another fourteen ports and coastal cities.     

Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics

This paper reports on important learning processes emerging during adult mathematics classes that used a teaching approach compatible with a social constructivist theory of knowing. A cyclical teaching model encouraged much discussion about the mathematical problems presented to paired groups. Whole-class student-led sharing sessions allowed students to continue their interactive constitution of meaning and solutions.Comparisons of pre- and post-course scores on attitude and belief questionnaires indicated significant increases in positive attitudes and beliefs about mathematics and about themselves doing mathematics.The overall positive changes in scores on questionnaires are explained in terms of recurrent patterns in thinking inferred from data obtained by observation, interview, and reflective comments. Changes are explained in terms of the interactive effects of affective and heuristic processing during problem solving. Affective processes precipitated students' responsiveness, modifying the immediate learning context which, in turn, influenced the students' thinking, creating a snowballing effect on learning and affect. Changes were clearly facilitated by the interaction between students and by their shared understandings.     

广播英语新闻的文体特征

文章旨在运用系统功能语法理论,对广播英语新闻进行分析,揭示其文体特征.这些文体特征主要体现在语气、情态、及物性、语态、主位结构和主位推进模式等六个方面.     

主位推进模式与顶真辞格对比分析

主位推进模式与中文顶真辞格在语篇的结构上有相同之处。本文对此问题进行了分析,并指出可以用统一的表达式来解释阶梯型主位推进模式与顶真辞格。     

论人口消费与可持续发展

人口消费观念、消费模式成为影响可持续发展战略至关重要的因素，要实现社会的总体可持续发展必须转变消费观念、改变消费模式。     

The communication patterns of Chinese students with their lecturers in an Australian university

Chinese students are now the largest group of international students in the Australian higher education sector. The patterns of Chinese communication and education affect the ways that Chinese students engage with their lecturers and manage their learning relationships. A case study of these patterns provides a small window through which to observe the progress of higher education internationalisation in Australia. In this study, the experiences of seven Chinese students in a multicultural educational context are explored, with a focus on their communication practices and relationships with their lecturers in Australia. This paper contributes to understandings of how student–teacher communication practices affect learning experiences for Chinese students in Australian or other international universities.     

The Features and Relationships of Reasoning,Proving and Understanding Proof in Number Patterns

Three issues about students reasoning, proving and understanding proof in number patterns are investigated in this paper. The first is to elaborate the features of junior high students reasoning on linear and quadratic number patterns. The second is to study the relationships between 9th graders justification of mathematical statements about number patterns and their understanding of proof and disproof. The third is to evaluate how reasoning on number patterns is related to constructing proofs. Students in this study were nationally sampled by means of two stages. Some new findings which have not been discovered in some past researches are reported here. These findings include (1) checking geometric number patterns appears to have different positions between the tasks of the linear and the quadratic expressions; (2) proof with the algebraic mode is easy to know but hard to do; (3) disproof with only one counterexample is hard to know but easy to do; (4) arguments with empirical mode or specific symbols were hard for students to validate but very convincing for them; and (5) reasoning on number patterns is supportive for proving in number patterns, and reasoning on number patterns and proof in algebra should be designed as complementary activities for developing algebraic thinking.     

主位推进模式在文学语篇分析中的应用

主位推进模式是文学语篇构建的重要形式手段。文学语篇比其它类型的语篇呈现出较为复杂的主位推进模式,常常是多种模式的交叉配合使用;主位同一型、主位派生型、述位分裂型和延续型是文学语篇中最为常用的主位推进模式。主位推进模式在文学语篇的构建和解读过程中发挥着重要作用,恰当的主位推进模式可以帮助作者实现其语篇目的;利用主位推进模式对文学语篇进行分析,有助于深刻理解语篇内容以及作者组织语篇信息的方法。为了从更高的层面上来描述和分析语篇中的主位推进模式,还引入了句群主位的概念。