小议口头文学传承的现代意义

口头文化是相对于书面文化而言的,是广大劳动民众口头创作、口耳相传的语言艺术,它既是民众生活、思想与感情的自发表露,又是他们关于科学、宗教及其他人生知识的总结,也是他们的审美观念和艺术情趣的表现形式,是广大民众用口头语言来创作和流传的一种活的语言艺术,由散文的或韵文的叙事作品、诗歌、神化、戏剧、谚语、谜语等组成,在其产生及其发展的过程中,在广大民众生活中扮演着重要角色。     

英国文学现实主义风格的形成

＂愤怒的青年＂的文学创作是对19世纪英国传统现实主义文学的继承和发展,是来自英国社会底层的人们对其生存意义的严肃思考,是对英国资本主义社会种种尖锐矛盾的揭露。＂愤怒的青年＂的现实主义风格的形成是第二次世界大战后英国社会发展的必然结果,有着极其重要的社会意义和文学地位。     

英国文学现实主义风格的形成

愤怒的青年的文学创作是对19世纪英国传统现实主义文学的继承和发展,是来自英国社会底层的人们对其生存意义的严肃思考,是对英国资本主义社会种种尖锐矛盾的揭露。愤怒的青年的现实主义风格的形成是第二次世界大战后英国社会发展的必然结果,有着极其重要的社会意义和文学地位。     

教师职业的形成

教师,中国古代称师.清代末年初办近代学校之际,曾称教师为教习,后来改称教员.民国时期这一名称始终未变.人民共和同诞生之初,在1952年的《中学暂行规程(草案)》《小学暂行规程(草案)》中,教员与教师两种称谓并用,尔后通称教师.……     

唐代古文运动的意义

唐代古运动的兴趣是以韩愈,柳宗元为主,在“必宗经”“以明道”“以贯道”的理论指导下进行的,在这个理论指导下,唐代古运动在理论上和实践上都取得较高成就,对中国古代散的发展和为代再次兴起的古运动起到了基础性和先导性的作用。     

论韩愈五古的艺术创新及其文学史意义

韩愈是中唐五古大家.他具有通脱的诗学观念,追求雄奇高古的艺术境界,原本雅颂,规模宏大,以文为诗,风格雄直险怪,为五古的发展开辟了新的道路,形成了新的审美范式.韩愈五古具有深邃的文化内涵,对后代学者诗人产生了深远影响.     

Coping Collectively: The formation of a teacher self-help group

Some social movements theorists argue that contemporary social movements such as pressure groups and support groups are increasingly fulfilling the protest function of political parties and trades unions in post-industrial societies. Furthermore, these social, cultural, emotional and economic developments are occurring on a global scale. This article is an ethnographic account of teachers in an English local education authority who formed a self-help group for what they perceived to be 'bullied' (i.e. abused in the workplace) local authority and private sector employees. This was a mode of collective rather than individual coping. The identity work involved in self-renewal for these workers was a collective, social and political process, involving networking with other similar individuals and groups nationally. I argue that, given the decline in trades union powers, the teachers can be considered to be reinventing collectivity and collective protest. And the self-help group studied is not fundamentally different in character to labour movements of the past.     

Sexuality,schooling, and teacher identity formation: A critical pedagogy for teacher education

Offering an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum, this article presents a critical teacher education multicultural curriculum based in the United States that included an autoethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality. Using a categorical analysis of a cohort of 38 teacher candidate autoethnographies, discussed are insights revealed about their lived histories. Patterns included gender identification, heteronormativity, patriarchy, sex education, schooling experiences, teacher complicity, and teacher identity effects and sense of agency along with implications for educating future teachers.     

Reading the Environment as Text: literary theory and environmental education

In recent decades there has been a radical redefinition of the notion of text. This has resulted in the widespread acceptance of critical theory and discourse analysis as valid means of studying a wide range of social practices. It is less common practice to regard the physical world as text, though an argument can be constructed for so doing. Environmental education, however, is specifically concerned with human use of physical resources. It can be argued, therefore, that ‘environment’ is, at least in part, a social construct and that textual studies offers a valid means of studying it.     

Internationalisation as a key dimension to teacher education

The European Union has recognized the need for promoting social and political change through education. Special emphasis has been placed on the role of schools in personal and human development, along with the need for greater understanding of the diversity which makes up the European Union and throughout the world. This means that teachers are now expected to involve learners in the process of acquiring knowledge of their own culture(s) as well as other cultures. This article discusses a pilot project carried out in six European countries and designed to promote intercultural awareness of future teachers. The nexus of the training programme included empirical knowledge drawn from the teacher trainees international experiences, combined with intercultural communicative theory. How the pilot project was set up, some outcomes and conclusions derived from qualitative and quantitative research about the project are discussed.

L'union européenne a identifié le besoin de favoriser le changement social et politique par le biais de l'éducation. Une attention particulière a été portée sur le rôle des écoles quant à l'épanouissement personnel et humain et le besoin d'une meilleure compréhension de la diversité de l'Union Européenne et hors de ses frontières. Ceci implique que les enseignants sont maintenant amenés à faire acquérir aux étudiants la connaissance de leur propre culture tout autant que d'autres cultures. Cet article présente un projet pilote mené dans six pays européens conçu pour favoriser la sensibilisation interculturelle de futurs professeurs. Le programme de formation repose sur la connaissance empirique tirée des expériences internationales de professeurs stagiaires, combinée avec la théorie communicative interculturelle. La présentation fera part du déroulement du projet pilote, de quelques résultats fondés sur des analyses quantitative et qualitative.

Die Europäische Union hat die Notwendigkeit erkannt, sozialen und politischen Wandel durch Ausbildung zu fördern. Besonderer Wert wurde auf die Rolle gelegt, die Schulen für die persönliche und menschliche Entwicklung spielen, zusammen mit der Notwendigkeit, die Vielfalt, die die Europäische Union und die Welt an sich ausmachen, besser zu verstehen. Das heißt, dass von Lehrer/innen jetzt erwartet wird, Lernende in den Prozess des Wissenserwerbs in Bezug auf die eigene Kultur(en) sowie andere Kulturen einzubeziehen. Dieser Beitrag stellt ein Pilotprojekt vor, dass in sechs europäischen Ländern durchgeführt wurde und dass entworfen worden ist, um interkulturelles Bewusstsein zukünftiger Lehrer/innen zu fördern. Der Kern des Trainingsprogramms schließt empirisches Wissen ein, das aus den internationalen Erfahrungen der auszubildenden Lehrer/innen stammt, und das mit Theorien zur interkulturellen Kommunikation verbunden wurde. Die Entwicklung des Pilotprojekts sowie einige Ergebnisse aus der qualitativen und quantitativen Forschung des Projekts werden vorgestellt.

La unión europea ha reconocido la necesidad de promover el cambio social y político a traves de la educación. El énfasis especial se ha puesto en el papel de las escuelas para el desarrollo personal y humano, junto con la necesidad de la mayor comprensión de la diversidad que se encuentra en la unión europea y el resto del mundo. Esto significa que ahora se espera que los profesores impliquen a sus alumnos en el proceso de adquirir conocimientos de su propia cultura(s) como de otras culturas. Este artículo plantea un proyecto experimental realizado en seis países europeos y diseñado para promover el conocimiento intercultural de futuros profesores. El nexo del programa incluyó el conocimiento empírico recogidos de las experiencias internacionales de los alumnos de educación, combinadas con teoría comunicativa intercultural. Se discute cómo el proyecto fue diseñado y implementado, algunos resultados y conclusiones derivadas de la investigación cualitativa y cuantitativa sobre el proyecto.     

对巴金从文意义的阐释及思考

巴金作为作家的经历是简单而奇特的，在我们身边已经很难找到拥有如此人格的生命，已经很难找到坚持用常识维系生命的真人。巴金给我们心灵的震撼是：他抱定一种天国之爱，却硬是要在魑魍魉的人世间穿行。而面对学当下的境遇，我们必须返回常识，返回到自身，返回到学本身特有的功能和魅力。     

文艺作品对思想政治教育的意义

文艺作品作为思想政治教育的载体,具有生动性、娱乐性和渗透性的特点。文艺作品的灵魂即文艺作品的中心内容或主题思想与思想政治教育的内容与目标是相吻合的,通过文艺作品进行思想政治教育,可以提升思想政治教育的感染力,增强思想政治教育的吸引力,还能提高大众的接受能力。文艺作品对思想政治教育具有重大的意义,本文从民族优秀文化的继承与发展、国家意识形态的维护、辅助形成正确的价值观以及加快实现中华民族的伟大复兴这四个方面展开研究。我们不能忽视文艺作品的重要地位,文艺作品的繁荣昌盛代表着我们文化软实力的强大,文化软实力的提高,更有助于实现我们伟大的中国梦。     

Video as a tool for focusing teacher self-reflection: supporting and provoking teacher learning

This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. Teachers and researchers examined video-recorded lessons focusing on the teachers’ selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. The approach identified the video record as an artefact of the teacher’s own practice and one which demanded a professional response from the teacher. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning.     

Infant approach behavior as related to attachment.

The chief purpose of this study was to identify characteristics that distinguish approach as an attachment behavior from approach serving other behavioral systems. Locomotor approaches of 16 male and 10 female white middle-class infants to an attachment figure (the mother) and to a nonattachment figure (the visitor-observer) were examined under naturalistic conditions at home. Observations were made during 4-hour home visits at 3-week intervals; those from 26 to 54 weeks were used. When approach was examined in a free-choice situation and without regard to behavioral context, infants approached the mother proportionally (though slightly) more often than the visitor (p less than .05). In 2 behavioral contexts, however, spontaneous infant approaches were sharply differential to the mother; approaches accompanied by crying and approaches terminating in a pickup appeal were directed almost exclusively to the mother (p less than .0001 for both). Touching upon completion of the approach was not differential, except in the context of a pickup appeal. Object-oriented approaches were more often directed to the visitor than to the mother (p less than .002) and may be either exploratory or affiliative. It is suggested that neither approach nor touching can be assumed to serve the attachment system without consideration of context- both environmental and behavioral.     

神话历史化与中国文学功利主义品格的形成

中国原生态神话并不发达,经过历史化改造的神话是古代神话的主要形式,正是神话历史化,将与农耕文明相适应的唯道德理性的现世主义思维方式确立下来,道德的至善至美成为社会存在的唯一条件,也是人们歌颂的唯一对象.中国文学就是这一思维影响下的产物,因此它自觉地依附于道德政治之上,充当道德政治的图解.中国文学功利主义品格,就是在神话历史化的进程中确定下来的.     

试论发展性教师评价理念对教师专业发展的意义

要配合素质教育的全面推进,就必须全面提高教师的教育质量。本文从教师专业发展着手,分析了教师专业发展的提出、对它的理解和教师专业结构的三大构成要素,指出教师自身才是他的专业发展的重要保证。但外部评价机制的促进作用也不容忽视,从而引进“发展性教师评价”概念,并从发展性教师评价对教师专业结构三大构成要素的促进分析阐述了“发展性教师评价”对教师专业发展的重大意义。