论水族民间文学的分类

水族的民间文学作品琳琅满目,丰富多彩,不仅为水族人民喜闻乐见 ,而且早已引起学界的关注与研究.对水族民间文学作品的分类,论家多是将其划分为散文形式的作品、诗歌形式的作品和句式整齐的格言谚语三大类,亦有仅划分前两大类的.全面考察水族民间文学,当划分为"散文形式的作品"、"韵文形式的作品"和"韵散结合的作品"(即韵散结合的说唱文学作品)这三类为宜.     

“小小艺术家”有奖竞赛启事

为提高当代小学生的艺术素质,培养和发掘艺术新苗,本刊将在2008年举办"小小艺术家"有奖竞赛活动,凡在校小学生的绘画(包括布贴、泥塑、木雕等各种形式的装饰作品)、书法、摄影艺术作品均可参赛。     

这是“第二人称形式”吗?

称代作品中的人物有三种人称代词:我(第一人称)、你(第二人称)、他(第三人称)。作品的人称叙述形式则只有两种,第一人称的叙述形式和第三人称的叙述形式,通常也称为第一人称形式(的作品)、第三人称形式(的作品)。目前有一些同志把这两个概念弄混淆了,因此,在教学中出现了一些问题。如有的同志根据作品中作者直呼作品中的人为“你”,就认定这是“第二人称的叙述形式”。在《我们爱韶山的红杜鹃》中,作者毛岸青、邵华向读者诉说了杨开慧同志牺牲时的悲壮情景,激     

有责任 广告才精彩——金犊奖大陆一等奖广告创作回顾

为总结参赛广告作品得以成功的原因,本文将作者亲身参与的、2007年第16届金犊广告创意大赛广播类大陆优胜(一等奖)的获奖作品:"北京啤酒——孩子篇"的创作过程进行回顾,以案例分析的形式对作品进行探讨,以得出普遍结论,也为参赛作品做个参考。     

重形式,重内容,更要重关系

正读了滕世群先生的文章(《从言语作品形式与内容的关系谈起——兼谈杨先武对郑逸农的质疑》,《语文学习》2013,7-8,下简称"兼文"),多年思考却一直没有弄清楚的问题,仍然没有弄明白,但又觉得不能索性绕过。一、言语作品的内容与形式及其关系"兼文"先指出"言语作品内容和形式是不可分离的统一体,这在哲学界、语言学界早已形成共识";接着质疑和否定了"形式由内容决定并为内     

“中国革命传统作品研习”任务群教学的实践与思考

<正>《普通高中语文课程标准(2017年版)》(以下简称《课程标准》)于2018年1月正式颁布,它首次以"学习任务群"的形式规定了高中语文课程的基本内容。中国革命传统作品是其中选择性必修的六个任务群之一。此任务群规定了学生学习的内容应是反映中国革命传统的作品,学习的方式应是教师指导下的学生自主探究     

论水族曲艺“旭早”的源起及嬗变

水族民间文学作品按文体形式可分为"散文形式的水族民间文学作品"、"韵文形式的水族民间文学作品"、"韵散结合的水族民间文学作品"三大类别。其中,韵散兼用、说唱结合的水族曲艺"旭早"是我国少数民族曲艺中的一朵奇葩。水族旭早的源头是水族民间歌谣和民间故事,水族旭早的产生是水族社会生活的需要,水族旭早的嬗变是水族社会发展的必然,并将焕发出更加绚丽的光彩。     

第三届“英语四格漫画”大赛通知

一、征稿对象:全国小学生二、征稿要求:1.以四格(每个格一样大小)漫画的形式用中英文讲述发生在校园里、家里或社会上的新闻、趣闻或其他令人啼笑皆非的事。作品提倡原创,如果引用他人的笑话,请注明文字出处。2.可将作品直接绘画在本刊提供的"参赛用纸"上(参看2007年第8期),"参赛用纸"可复印使用。     

望岳斋主评书法

正彭兴怀先生的行书毛泽东词选句"雄关(关)而今"条幅作品,以对联形式布局,落款置于两联之中,用黄红二色拼接而成。由此看出,作者是讲究形式美的。由作品看,作者以行书为主,偶用草字,如"如、步"等字,更显得活泼而丰富。作者书写轻松,用笔娴熟,整篇气韵流畅,"今、从(从)"二字有晋人意趣。需要     

外国小说教学:须从文体特质入手

随着新一轮课程改革的深入,外国小说(西方小说)在中学语文教材中的份额不断加大,且愈发注重从不同风格、不同流派、不同民族、不同国家的作品中选择教学文本。但由于历史文化、地理环境等差异,外国小说作品无论是内容还是形式,与我们所理解的传统中国小说都有很大差异。因为,从某种角度而言,中学语文教材中的"外国小说"作品     

CAN的情态系统分析

情态动词是话语中表达情态的主要手段。一种情态可以由不同的情态动词来表达,同时一个情态动词可以表达不同的情态。情态动词can既可以在命题情态中对命题的真假作出否定判断,又可以在事件情态中出现,表达和责任、义务或许可有关的情态或表示来自个人的能力。     

技术创新、组织变迁与职业教育发展

职业教育的形态、培养模式与规格,随着企业存在形态、组织形式、技术水平及人才素质要求而变化。手工业时代,以工场制生产为特征,学徒制即可满足定制生产需要,又有利于技能的代际传承;大工业时代,以福特制生产为特征,职业分工专门化、标准化,学校职业教育不断完善;20世纪70年代以来,以精益生产为特征,“弹性专精”化生产要求职业教育培养的人才应针对某一职业群,具有较宽的专业基础．同时具备创业、解决问题、沟通协作和自我管理能力。     

Markers of cognitive change during the transition to conventional literacy

In the present study I applied theoretical reasoning concerning transitional knowledge to a problem in literacy development. The impetus for the study was the idea that there are times in early literacy development when asynchronous relationships obtain between children's knowledges and strategies about reading (comprehension modality) and their knowledges and strategies about writing (production modality). Integrating their reading and writing knowledges and strategies into more comprehensive and flexible literacy knowledges and strategies is problematic for children during these developmental periods. Yet such an integration is necessary for the acquisition of conventional literacy, which is defined here as being able to write and to read back stretches of extended discourse that are also readable to literate adults with some knowledge of invented spelling. Two asynchronous ormixed-level relationships between the sophistication of children's narrative compositions and their readings of those compositions were hypothesized as indices of transitional knowledge or knowledge reorganization. These relationships consisted of writing behaviors and products that seemed much more sophisticated than children's readings of them belied, and vice-versa. A longitudinal data set composed of 46 children each of whom composed six stories over a two-year period was examined using these indices to select children presumed to be in transition and then to analyze the developmental patterns exhibited by these children. Detecting children who are in transition from emergent to conventional literacy has critical implications for classroom research and instruction. These implications are discussed.     

论职业教育的历史与思想基础

职业教育有一个产生和发展的历史过程。广义的职业教育与人类的生产生活密切相关,狭义的职业教育在古代社会被排斥出“正规”教育系统,一个最明显的特征就是教育与生产活动相分离。资本主义生产方式和机器大工业生产技术的兴起为现代学校形态的职业教育的产生提供了条件,教育与生产劳动相结合的学说为现代职业教育提供了思想基础。     

Preferred Modality of Stimulus Input and Memory for CVC Trigrams

Abstract

Three groups of fifteen children about 8 years of age were selected such that one group displayed a distinct preference for auditory over visual stimuli, one group displayed a distinct preference for visual over auditory stimuli, and one group displayed no preference. The Ss then learned lists of CVC trigrams presented through preferred and nonpreferred modalities. Results indicated that recall was best when the stimuli during learning were presented through the preferred sensory modality and worst when presented through the nonpreferred modality. Children without a sensory preference scored between the other two extremes, learning equally well under either modality. It was concluded that modality preference can be an important variable in learning and that providing congruity between a learner’s preference and mode of instruction should be investigated.     

Age-Related Effects of Study Time Allocation on Memory Performance in a Verbal and a Spatial Task

Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20-87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning.     

中美报纸政治新闻语篇中情态隐喻使用的对比研 究

以Halliday的隐喻理论为基础,采取定量和定性的研究方法,对中美报纸政治新闻语篇中情态隐喻使用的频率进行对比研究。结果显示：中关报纸政治新闻中情态隐喻使用的频率均不高,在对国内政治新闻的报道中。中美报纸使用显性主观和显性客观的情态隐喻频率基本相同,但是在对国外政治新闻的报道中。情态隐喻使用频率出现一定差异。针对这一现象,从情态隐喻的语用功能和政治新闻语言的特点及其写作策略等方面分析出现的原因。     

Age-Related Effects of Study Time Allocation on Memory Performance in a Verbal and a Spatial Task

Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20–87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning.     

蠡谈评点

文学评点是一种特殊的文学批评样式,其以特有的形式,内容,存在形态及对文学创作、鉴赏等的影响使其在中国文学批评史占有一席之位。从评点的内涵、形式与内容、存在形态及特点四方面界定评点,建立关于评点的基本知识框架显得尤为重要。     

蠡谈评点

文学评点是一种特殊的文学批评样式,其以特有的形式,内容,存在形态及对文学创作、鉴赏等的影响使其在中国文学批评史占有一席之位。从评点的内涵、形式与内容、存在形态及特点四方面界定评点,建立关于评点的基本知识框架显得尤为重要。