介绍《陈州粜米》(第一折)

元人杂剧是在金院本和诸官调的直接影响下融会各种表演艺术形式而形成的一种新型的戏剧;同时也是在唐宋以来话本、词曲、讲唱文学的基础上创造了韵文和散文结合成熟的文学剧本。它通过歌唱、说白、动作、舞蹈来表演一个完整的故事,并有音乐伴奏。杂剧的结构一般是一本四折(幕)。有的还有“楔子”。折是故事情节发展的自然段落,又是音乐组织的单位。每一折可分若干场次,不受时间、地点的限制。角色名目主要分为“旦”、“末”两类。“旦”扮女性,有“正旦”、“贴旦”、“搽旦”等;“末”扮男性,有“正末”、“副末”等,还有“净”、“孤”、“卜儿”、“孛老”、“徕儿”等。“正末”、“正旦”分别扮演正面人物,全剧只由主要演员一人独唱。剧本由曲词、宾白(对话和独白)和科泛(动作和表情)三都分组成。每折限用同一官调的曲牌组成的一套曲子。演出时由正末或正旦独唱,其他配角只有说白,因此,     

戏曲脚色名义辨析

对戏曲脚色名称和含义的研究并不需要故作新奇之论,而是应该在研究方法上变以往的"牵涉颇广"为以脚色的演出形态和职司功能为主,通过文献、文物、剧本资料的条分缕析,解决具体问题.运用此方法对脚色的分析表明,生旦是人物扮演中男女主人公的符号,冲末则只是文本记录的结果,丑脚的名义也应与滑稽调笑的戏剧效果相联系才可以正确理解.     

论教育之宗旨

教育之宗旨何在,在使人为完全之人物而已.何谓完全之人物?谓人之能力无不发达且调和是也.人之能力分为内外二者:一日身体之能力,一日精神之能力.发达其身体而萎缩其精神,或发达其精神而罢敝其身体,皆非所谓完全也.完全之人物,精神与身体必不可不为调和之发达.而精神之中又分为三部:知力、感情及意志是也.……     

王实甫之与元曲四大家

<正> 《西厢记》不仅在后代,就是在它产生的元代,也是享誉极高的,这一点是有历史记载的,但它的作者王实甫却没有被列入元曲四大家之内,为什么呢?弄清此点,对正确评价王实甫的历史功绩及其地位是十分重要的。 第一,王实甫的代表作《西厢记》,突破了杂剧的“定格”。我们知道,杂剧是元代戏曲的代表样式。杂剧在它流行的过程中,逐渐出现了一些规定,这些规定一经出现,不仅被曲家们共认而且都能自觉地遵循,久而久之,就形成了元代杂剧的定格。诸如一本四折;一人主唱(或正旦或正末,分别称之为旦本戏与末本戏);唱、白、科三者结合等等。这些规定一旦形成,就如同法律一样约束着曲家的创作,同时它也成了人们衡量戏曲优劣     

“丑角”是因为扮演者长相丑陋而得名的吗？

京剧的角色有生、旦、净、末、丑之分,＂末＂后来与＂生＂不再区别。＂生＂是指戏曲中的男性角色,＂旦＂则是女性角色,京剧的大多数剧目以＂生＂＂旦＂角色为主。＂净＂虽然同样是男性角色,与＂生＂不同的是,＂净＂又称为＂花脸＂,以丰富的脸谱来表现不同的人物特征,如包拯和曹操的角色便属于＂净＂。至于＂丑＂,则可以说是京剧中最不可或缺的＂佐料＂。所谓＂丑＂,并不是指扮演者的长相丑陋,而是指这个角色的扮相比较滑稽。丑角扮相主要是在鼻梁和眼窝间抹一块白色,     

教育之宗旨

<正>何谓完全之人物?谓人之能力无不发达且调和是也。人之能力分为内外二者:一曰身体之能力,一曰精神之能力。发达其身体而萎缩其精神,或发达其精神而罢敝其身体,皆非所谓完全者也。完全之人物,精神与身体必不可不为调和之发达。而精神之中又分为三部:知力、感情及意志是也。对此三者而有真美善之理想:"真"者知力之理想,"美"者感情之理想,"善"者意志之理想也。完全之人物不可不备真美善之三德,欲达此理想,于     

戏曲演员尝试多行当大有补益

在表演艺术中,国际上有众多流派,总体说来归类为“三大体系”即斯坦尼斯拉夫斯基体系、布来希特体系和梅兰芳体系。但是不管师从于哪门哪派,都是一种技巧的运用,都是为塑造人物服务的。而中国的戏曲艺术又分为生、旦、净、末、丑诸行当,有许多艺术大师一个行当陪伴终生,享誉中外。     

论教育之宗旨

教育之宗旨何在？在使人为完全之人物而已。 何谓完全之人物？谓人之能力无不发达且调和是也。人之能力分为内外二者：一日身体之能力,一日精神之能力。发达其身体而萎缩其精神,或发达其精神而罢敝其身体,皆非所谓完全者也。完全之人物,精神与身体必不可不为调和之发达。而精神之中又分为三部：知力、感情及意志是也。对此三者而有真美善之理想：     

论教育之宗旨

教育之宗旨何在？在使人为完全之人物而已。何谓完全之人物？谓人之能力无不发达且调和是也。人之能力分为内外二者：一曰身体之能力,一曰精神之能力。发达其身体,而萎缩其精神;或发达其精神,而罢敝其身体,皆非所谓完全者也。完全之人物,精神与身体必不可不为调和之发达,而精神之中又分为三部,知力、感情及意志是也,对此三者而有真美善之理想：“真”者知力之理想,“美”者感情之理想,“善”者意志之理想也。完全之人物不可不备真美善之三德。     

李渔喜剧理论之"团圆之趣"

明清两代是戏曲理论迅速发展的时期.李渔戏曲论著提出的关于传奇应该怎样结尾的观点--"团圆之趣",是总结了中国古典戏剧的特点而提出的戏曲美学理论,具有重要意义.     

On Ugliness in Words,in Politics,in Tour-ism

Many educational theoretical approaches to cosmopolitanism tend towards an unconditional appreciation of mobility, diversity and rootlessness. The recent interest of educational philosophy in the rhizome, de-territorialization and diversity contributes to this understanding of cosmopolitanism as movement across a borderless and imperfect world. Without downplaying such insights (and related political education), this article displaces and de-temporalizes them. It takes the form of a parody of the rhizome to view those insights from a different perspective and make them strike a different pedagogical note.     

扎实扎好建配管努力搞好用教研

通过对小学师资队伍现状的分析，提出网络环境下小学教师应具备的基本素质并对小学师资队伍建设的途径进行探讨。     

Self-concept differences in student teachers in primary,elementary, secondary,and special education

Self-concept, intelligence and academic achievement were examined in students preparing to teach in primary, elementary, secondary, and special education (N = 267). The measures were the Tennessee Self-Concept Scale, a group intelligence test, and school grades. Differences in self-concept, but not in intelligence and academic achievement, were found among groups of student teachers. Secondary education majors reported a more positive self-concept than primary or elementary, with special education majors reporting the least positive self-concept of all.     

Genotypic and environmental variation in cadmium, chromium, arsenic, nickel, and lead concentrations in rice grains

Genotypic and environmental variation in Cd, Cr, As, Ni and Pb concentrations of grains, and the relationships between these heavy metals and Fe, Zn were investigated using 9 rice genotypes grown in 6 locations for two successive years. Significant genotypic variation was detected in the five heavy metal concentrations in grains, indicating the possibility to reduce the concentration of these heavy metals in grains through breeding approach. The environmental effect varied with metal, with Pb and Ni having greater variation than the other three metals. There was significant genotype-environment （location） interaction of the concentrations of all five heavy metals in grains, suggesting the importance of cultivar choice in producing rice with low heavy metal concentrations in grains for a given location. Correlation analysis showed that Cd and As, Cr and Ni, and As and Pb concentrations in rice grains were closely associated, and that Ni concentration in grains was negatively correlated with Zn concentration.     

江西婺源蓝尾石龙子形态特征的两性异形

报道了江西婺源地区蓝尾石龙子（Eumeces elegans）头、体大小的两性异形.蓝尾石龙子成体体长存在显著的两性差异（雄性大于雌性）,雄性个体有较大的头部（头长和头宽）,雄性头部增长速率明显大于雌性,表明成年雄体分配较多的能量用于头部和身体的生长;而成年雌体则相对延缓头部的生长,以维持躯干生长,增大腹腔容纳量,可提高其繁殖输出.     

Knowledge, Concepts, and Inferences in Childhood

The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were taught novel properties about target concepts and asked whether each of 4 probes had those properties. Probes varied in category membership and perceptual appearance relative to the target item. Item complexity also varied. Experiments 2 and 3 examined inferences with known and unknown concepts for familiar and unfamiliar properties. Older children's knowledge led to differential weighting of categorical information over appearance but only for known concepts and/or familiar properties. Preschoolers made no distinction between category and appearance for either known or unknown concepts. Additionally, as target item complexity increased, older children made more inferences than preschoolers. No differences between inferences about natural kind and artifact concepts were found. The role of theories and knowledge in children's drawing of inferences is discussed.