从话语分析视角探索大学英语语法教学

本文试从话语分析中语境、衔接、连贯等相关理论的视角探索大学英语语法教学,这样有利于摒弃传统语法教学过分重视机械灌输语法知识忽视语言本质是适用于语境的话语产物的理念,也有利于拓宽英语语言研究的广度和效度。     

On the fruitful compatibility of religious education and science

In this response the logical positivist approach of the authors is challenged, as is their propagation of the myth of an historical, endemic conflict between science and religion. The authors' one dimensional approach to the world is shown to produce a limited world view, eliminating so much of human experience, of art, beauty, and music as well as religion. In contrast an awareness of different types of knowledge, with different criteria for truth, enables a fuller perspective in which science and religion, and art and music and human values, are all compatible. In conclusion, some ways in which Science Education and Religious Education can be taught to their mutual benefit are indicated.     

教育机构话语商业化浅析

语言与社会息息相关。话语的变化是社会文化变化在语言层面的反映。教育机构话语的商业化是当代社会促销文化的影响和教育市场竞争的结果。体裁互文性为从话语层面探究社会现象、揭示语言和社会之间的关系提供了有效工具。     

Researching religious tolerance education using discourse analysis: a case study from Indonesia

ABSTRACT

Complementing existing studies on religious tolerance education which have mainly evaluated interventions using pre–post designs, this article argues that discourse analysis can be a viable alternative methodology for generating new knowledge in this field. To illuminate the potentials of discourse analysis, the article also presents a case study of the application of this methodology in analysing a religious tolerance education project in an under-represented Global South country, Indonesia – where religious conservatism and intolerance are on the rise. Following the contact hypothesis, the project involved students from different religions working on a film-making group assignment about religious tolerance. Three key discourses drawn upon by students in giving meaning to religious tolerance within these films are identified, namely, a discourse of nationalism, tolerant theologies, and romantic love; and their implications are discussed with regard to the promotion of religious tolerance in education.     

思想政治教育的话语转换及其路径

话语问题是思想政治教育的内生性问题,决定性地影响着思想政治教育的效果.思想政治教育的话语转换,就是教育者根据时代背景和教育情景的特点和要求,根据受教育者的需要和习惯,调适和改变自己原有的话语方式,用受教育者更愿意和能够接受的话语来表达和传递教育内容,以增强思想政治教育的吸引力和实效性.当前思想政治教育话语的路径转换主要包括:政治话语的学理化,学理话语的通俗化,通俗话语的趣味化,以及书面话语的口语化,刚性话语的柔性化,熟悉话语的陌生化等.     

Religious studies,religious education and the aims of education

This article interacts with a recent article by Denise Cush and Catherine Robinson in which they call for a new dialogue between religious studies in universities and religious education, and identify a number of developments in religious studies that have implications for the practice of religious education in schools. Cush and Robinson are representative of an influential body of opinion among religious educators that looks to religious studies for inspiration. It is argued that they, along with others, fail to appreciate the difference between the aims of religious studies and those of religious education and that this unrecognised difference leads them both to engage uncritically and superficially with the history of post-confessional religious education and to fail to recognise that the roots of some of the weaknesses in contemporary religious education can be traced to the influence of religious studies over it. Showing that religious education has (and is required to have) a different set of aims from religious studies (though some aims may be held in common) alerts us to its distinctive nature, and this in turn facilitates a clearer understanding of its role in schools, which can serve both to direct and to evaluate educational outcomes.     

Contextual religious education and the interpretive approach

This article responds to Andrew Wright's critique of my views on the representation of religions. Using various literary devices – associating my work closely with that of others whose views are in some ways different from my own, referring very selectively to published texts and exaggerating, and sometimes misrepresenting, what I actually say – Wright presents my work as dualistic, nominalist and as not genuinely hermeneutical. Wright contrasts what he sees as my extreme idea of religions as ‘constructions’ with his own view of them as ‘social facts’. My reply illustrates and responds to Wright's account of my work, clarifies my own position and raises questions about Wright's views, especially in relation to those of Gavin Flood, whom he cites with favour. My conclusion includes the suggestion that, although our epistemological positions are different in some ways, they spawn pedagogies utilising some common principles and values.     

Contextual religious education and the actuality of religions

Contextual religious educators tend to view discrete religious traditions as artificially constructed systems disconnected from the ordinary experiences of children. This article sets out the case for the continued representation of religions as substantial social facts in religious education classrooms. Accepting Robert Jackson’s critique of essentialist readings of religion, it argues that the most appropriate alternative is not the nominal reduction of discrete religious traditions to the atomistic level of the individual spiritual lives of adherents, but a realistic identification of such traditions as actual socio‐cultural realities. It suggests two criteria for such identification: the collective intentionality of adherents and the presence of prototypical features within their lifeworlds.     

Diversity and the political function of religious education

Questions about the relationship between religion and politics are discussed with particular focus on the consequences for religious education. Norway is taken as an example of a country where increasing cultural diversity challenges traditional politics of religion. In the present climate of conflicting views on the role of religion in politics, religious education is higher on the political agenda in many European countries, but it is unclear which path the governments choose to follow. For religious educators it is important to engage critically in the political debate about religion, and to show a basic political loyalty towards the education of the individual child and towards improving the lifeworld of children.     

论高校思想政治教育网络话语权的有效建构

本文在厘清高校思想政治教育网络话语权的内涵、概念之后进一步剖析当前高校思想政治教育网络话语权面临的挑战,并探寻加强高校思想政治教育网络话语权的建构研究。     

马建忠语法观优劣论

《马氏文通》是我国第一部语法著作。《文通》孕育了“句本位”思想,创立了词法、句法分立的语法体系,客观总结了古汉语语法规律,在语言学史上具有不可忽略的地位。《文通》的主要缺点是句成分设置残缺不全,语法概念自相矛盾。     

浅谈语篇中的语法

语法在英语教学中有着很重要的地位,但对于语法的教授方法的争论却一直没有停止。语法与语篇的关系是相互的,语法的教学应置于语篇当中。语篇中的语法隐含了说话者的意图,如能从语法中推测出这层意图便有利于对语篇的理解。同时要理解语法作出合理的推测则需要借助上下文的信息。因此应把语法教学置于语篇中才能让学生通过语法获得交际能力。