略论中国第五,六代导演的“作者电影“探索

起源于法国新浪潮的"作者电影",追求的是电影艺术和创新,要求导演忝为影片的中心."作者电影"也称为"作家电影",和作为批评理论的作者论有相同之处.中国的第五代、第六代导演身体力行地倡导了"作者电影",尽管有缺陷,但作为电影艺术的追求者,有力地推动了中国电影向前发展.     

法国电影“新浪潮”的主将──特吕弗

法国电影﹃新浪潮﹄的主将特吕弗李大林编写从１９５９—１９６２年的四年里,在法国有二百多名导演新手拍出了自己的第一部长故事片电影。塞纳河畔风起云涌,掀起电影“新浪潮”。电影“新浪潮”的出现有其必然性。４０年代中期,称霸欧洲的美国“好莱坞”电影走向衰落,...     

新浪潮电影中的女性形象与美学比较

第二次世界大战后,法国影坛掀起了一场电影革新运动,形成了一次电影美学上的“新浪潮”.二十世纪七八十年代,两岸三地先后开始了电影界的革新.1978年香港电影新浪潮的开始拉开了这场电影革新的序幕,之后大陆及台湾都先后掀起了电影界的革新.在这个时期,两岸三地涌现出了一批年轻的电影人,例如张艺谋、陈凯歌、许鞍华、侯孝贤、徐克等,他们塑造了一些经典的女性形象.     

法国电影现代电影的“故乡”

法国是世界电影的发源地。现代电影技术于1895年诞生于法国。上世纪60年代新浪潮运动的兴起令法国电影的发展又达到一个巅峰,出现了像弗朗索瓦·特吕弗和让·吕克·戈达尔等举世公认的艺术片大师。如今,法国每年仍出产约200部电影,电影业投资额占全世界第二位。     

由特吕弗电影谈起——试析特吕弗电影的影响

法国电影导演特吕弗,在电影艺术上的地位,不仅体现在他对于法国“新浪潮”运动的开启与推动作用,而且他的电影作品对世界电影产生了广泛而持久的影响。     

存在主义、法国“新浪潮”与中国第六代电影

从存在主义思潮和法国"新浪潮"电影之间的精神渊源与承续关系入手,总结中国第六代电影的基本特征和存在的缺憾.第六代电影把当下世俗生活置于首位,关注个体的生存状态,集中于小人物的现实经验和内心世界,表现当代人生存处境的荒谬和人性的异化以及在困境中的挣扎、无奈,在歧途上的迷乱、失落.在艺术手法上,不再遵循线性因果关系的叙事原则,而是接近生活原貌的非情节性叙事.通过物象和叙事的双重仿真形成冷峻、客观纪实的影像风格.     

从《四百下》看法国“新浪潮”电影

《四百下》是法国“新浪潮”电影的代表作之一。通过主人公在家庭、学校、少管所的一系列日常生活描写,挖掘出深层社会内涵,传达出对社会的看法和人生理念。     

电影与小说的融通——论罗伯-格里耶的电影小说

作为法国“新小说”流派的奠基人,罗伯-格里耶（Alain Robbe-Grillet）在小说领域完成了近十年的反叛性创作后,开始将目光转向更具实验性的电影小说。电影小说因其极度物化、客观的叙事手法,以及大量台词对白与电影拍摄术语的融入,使得学界对其文学属性提出了质疑。本文将结合罗伯-格里耶前、中、后期创作的四部电影小说,分析其电影小说创作理论的演变过程,探究作者是如何将“新浪潮”电影与“新小说”文本有机融合,创作出兼具“电影性”与“文学性”的电影小说。     

析新浪潮导演徐克电影艺术创作思想

20世纪70年代,受法国＂新浪潮＂运动的影响,香港电影开始变革,出现了一批区别于传统的电影创作思想,带领大众进入这个历程的是一群当时从国外电影学院毕业后在香港工作的电影人。徐克是其中最有影响的人物之一。香港电影在80年代终于实现了现代化和国际化。至今他的艺术创作思想还影响着我们。     

法国导演让—皮埃尔·梅尔维尔黑色电影风格品析

梅尔维尔开创了法国电影独立制作的先河。他的拍摄方式与那些＂优质电影＂导演大相径庭,他坚持作者论方式和独立作业方式,使其影片中蕴含着一贯的个人风格,并开启了全新的电影观念和摄制手法,所以梅尔维尔被视为新浪潮电影运动间接的先驱者,有＂新浪潮之父＂的美誉。本文将从母题研究,电影符号,典型人物等方面来探讨梅尔维尔黑色电影的作者风格。     

The effect of contextualized conversational feedback in a complex open-ended learning environment

Betty’s Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition, causal map construction, and progress monitoring. Previous research has established that middle school students struggle at such tasks without proper scaffolding and feedback. In Betty’s Brain, this feedback is provided by Betty and Mr. Davis, another virtual agent designed to provide guidance and suggestions as students work. This paper discusses our implementation of contextualized conversational (CC) feedback, and then presents the results of an experimental study exploring the effects of this feedback in two 8th-grade science classrooms. The results illustrate some advantages of the CC feedback in comparison with a baseline dialogue mechanism that presents similar strategies in a non-conversational, non-contextualized form. While both groups showed significant pre-to-post test learning gains, the difference in learning gains between the groups was not statistically significant. However, students who received CC feedback more often performed actions in accordance with the advised strategies, and they created higher quality causal maps.     

电影翻译的策略浅析

电影作品的聆听性、瞬时性、通俗性、无注性决定了其区别其他领域的翻译。本文以《丑女贝蒂》为例,分析了影视翻译的特点是在非文化层面以意译为主,在文化层面以异化为主,以期促进影视翻译的繁荣和不同文化间的交流。     

Ways for Good Sleep

直到感到累时再上床睡觉。早晨要按正常时间起床，即使周末也是如此。[编者按]     

Richard's Progress Towards Literacy

Richard, a 23 year old athetoid, could not read, write or speak intelligibly. Betty Hughes, divisional Co-ordinator for Adult Basic Education, Lincolnshire Education Authority, describes his progress towards literacy and his use of the Electraid     

Analyzing the temporal evolution of students’ behaviors in open-ended learning environments

Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty’s Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students’ activity sequences in a study that compared different categories of adaptive scaffolding in Betty’s Brain. The analysis techniques for measuring students’ cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students’ frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students’ frequent behavior patterns over time. Our results show that it is possible to identify students’ learning behaviors and analyze their evolution as they work in the Betty’s Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments.     

Learning experiences through fingerplays

Young children enjoy rhythm, rhyme and word play as presented through action rhymes using the fingers called fingerplays. Fingerplays excite movement, listening, and verbal skills.Betty Ruth Baker is an Assistant Professor of Curriculum and Instruction and Director of Early Childhood Education at Baylor University in Waco, Texas.     

Review Section

Book reviewed in this article: Flowers From the Waste Land? RECLAMATIONS: Essays on Culture, Mass-Culture and the Curriculum: Peter Abbs I talk, therefore I learn LEARNING THROUGH TALKING 1116 Taking Risks DOROTHY HEATHCOTE—DRAMA AS A LEARNING MEDIUM, Betty Jane Wagner, Hutchinson     

Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning

Betty’s Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty’s Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty’s Brain software, students in the TA condition believed they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students’ egos from the psychological ramifications of failure.     

Transition time: Make it a time of learning for children

Young children spend much of their day in transition, passing from one place or activity to another. Caregivers can use this time for planned activities which reinforce learning.Betty Ruth Baker is Assistant Professor of Curriculum and Instruction and Director of Early Childhood Education at Baylor University in Waco, Texas.     

When writers visit schools: A symposium

Betty Miles, a member of the U.S. Editorial Board ofCle, asked eight other writers to reflect along with her on what it is like to talk with their readers in schools.The brief essays below are as varied as their authors' styles, but one theme runs through all of them: the importance of face-to-face encounters to writers, as well as to their young readers. These first-hand reports suggest, both explicitly and implicitly, ways of enriching author visits so that children's interaction with a real live author can enhance their interest in reading, and in writing.Betty Miles has written many picture books for young children and six novels for older readers, most recentlyMaudie and Me and The Dirty Book andThe Trouble with Thirteen. She and her husband live in Tappan, New York, where her three grown children went to school.