现代汉语祈使句句末语气词选择性研究

现代汉语祈使句句末语气词的分布存在选择性,其原因与祈使句的类别及主语人称有关。选择差异表现为:(1)肯定式带语气词的比例高于强调式和否定式。(2)各类别祈使句句末语气词呈现出较明显的分布差异性。肯定式以带“吧”及“啊”的变体为主,强调式多见“啊”及其变体,而否定式常用“啊”及其变体以及“了”与“啊”的合音变体。(3)同类别不同人称句末语气词的分布频率存在差异,差异性与祈使句主语人称的标记性有关。     

立法语篇结构、句式选择

立法语言是法律语言中最重要、运用最广泛的分支语言类别,具有显著特点。语篇结构高度程式化,句类选择仅限于陈述句和祈使句,表述风格适度概括并运用模糊语言。     

立法语篇的语言应用特点

立法语言是法律语言中最重要、运用最广泛的分支语言类别,具有显著特点:语篇结构高度程式化,句类选择仅限于陈述句和祈使句,表述风格适度概括并运用模糊语言。     

论祈使句的焦点和话题

通过实际语料分析了祈使句的自然焦点、对比焦点、话题焦点以及祈使句的话题,并着眼于祈使句与陈述句的焦点和话题的比较,指出了祈使句的焦点和话题的不同表现。     

湖北安陆方言的祈使句

祈使句表示命令、请求、建议、禁止、催促、号召等等意义。安陆方言的祈使句有其常用的特定格式,包括"把"字类祈使句、"莫"字类祈使句、"唦"字类祈使句、"招呼"祈使句、"着"字祈使句。     

数学语言初见(五)

Ⅴ祈使句和疑问句数学语言中只存在陈述句、祈使句、疑问句三类句型,没有感叹句。这里主要谈谈祈使句和疑问句的特点。(一)祈使句表示命令或要求的句子,叫祈使句。同自然语言相比,数学语言中的祈使句主要具有如下特点: 自然语言中,祈使句常常带有语气词“吧、了、啊、啦、嘛”之类,而数学语言一般都不带语气词,如:     

元曲复句对祈使句的选择性研究

元曲中复句有并列类、转折类和因果类三类,语义特征对祈使句有选择制约作用：从用例数量看,祈使句进入并列类和因果类复句用例最多,多是肯定祈使句;祈使句进入转折类复句少,多是否定祈使句。就关联词的使用情况来看,大多并列类复句不用关联词,多是祈使句联;绝大多数因果类和转折类复句用关联词,都是一般句联。     

浅析汉韩祈使句及其肯定回答

祈使句是汉语中的一个重要句类。本文从应答者的角度考虑把祈使句分为负担型祈使句和利益型祈使句 ,并对他们的肯定回答所使用的应答词进行分析 ,找出汉韩两种语言之间的区别     

中古祈使句的时代特征和历史地位

中古是祈使句走向成熟与定型的关键时期.中古的祈使句不仅在句类标记、句法构造、语义模式和语用效能等方面获得了长足的进展,同时也为后世的祈使句预设了演进走向和发展基础.中古祈使句自身所汇集的时代特征最终奠定了其历史地位.     

祈使句用法精讲精练

祈使句用来表示请求、命令、劝告等,谓语动词用原形,它的主语you(听话人)通常省略。祈使句有肯定结构和否定结构两种。祈使句句末用感叹号或句号,句子读降调。▼由动词原形开头的祈使句     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

Reviews

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.     

哈萨克民族图案纹样解析

哈萨克人的日常生活用品地毯、衣饰、家具、器皿、乐器、马饰等物品上都绘有不同的图案纹样。图案纹样艺术在本质上是一种人的意志和精神的物化。古老的哈萨克民族图案纹样艺术的审美心理结构和纹样形式的形成有赖于历史的生成与积淀,印记、装潢、文字、宗教以及生活方式等成为形成哈萨克图案纹样艺术样式的主要因素。     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.     

Pathways to reading,mathematics, and science: Examining domain-general correlates in young Chinese children

Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies.     

论关涉人生幸福的教育

幸福是人所追求的生存状态与存在方式,现代意义上的幸福就是一种生活得更好的能力。教育作为一种特殊的生活方式,既要使生活于其中的人感受到幸福,亦要使人获得一种活得更好的能力。因而,幸福是教育的应然追求,关涉人生幸福的教育应超越知识而面对生活与意义,应超越设计而面对境遇与传统,应超越塑造而走向对话式生成,应超越实体而让师生在交往关系中共享幸福,应超越裁定而面向学生的发展。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

论师德

师德有其鲜明特点，加强师德建设要采取有力措施，把握师德的特点要从客观性和主观性，普遍性和特殊性，伟大性和平凡性，继承性和创新性，政治性和业务性，长久性和暂短性，慈爱性和严格性，自律性和他律性，理论性和实践性，学校性和社会性十个方面来考察，加强师德建设要注重抓好研德，承德，立德，评德，补德，正德，督德，。奖德，学德，炼德，施德十一个方面的工作。