试论王尔德童话的"三美"

王尔德童话的"三美"指幻想美、诗意美和感伤美.幻想美是他童话的基本特征,这是由童话的特征所决定的.诗意美体现着他对童话语言的运用.而他的童话总给人以感伤美,这是作家"世纪末"情绪的一种反映,是他童话的审美特征.     

试论王尔德童话的“三美”

王尔德童话的“三美”指幻想美、诗意美和感伤美。幻想美是他童话的基本特征,这是由童话的特征所决定的。诗意美体现着他对童话语言的运用。而他的童话总给人以感伤美,这是作家“世纪末”情绪的一种反映,是他童话的审美特征。     

论诗歌中形式的翻译与意境的把握——对英文诗歌的两种译文的评论

在诗歌的翻译中,既要考虑其语言美,形式和节奏的美,还要考虑诗歌意境的翻译.其中意境的把握是关键.诗歌有其自身的特点,要将其丰富的感情与想象,优美的语言与旋律翻译出来,再现诗歌的音美、形美、意美,需要译者对原文的充分理解与把握.本文将通过一首英语诗歌的两种译文的比较,从诗歌的语言、形式、意境、翻译方法等方面来探讨如何把握诗歌的"三美"的完美结合.     

浅淡鲁迅小说意境的创造艺术

竞境是构成艺术美的重要因素.鲁迅的小说将"意"与"境"结合起来,产生了一种意境美.鲁迅小说意境的创造艺术表现在:运用形象思维,刻画艺术形象;融进个人感受,创造美的意境;借助思想认识开掘生活的哲理,从而创造意境.     

宋词英译中的意境美再现

"意境"在中国美学中占据着重要的地位,宋词是一种相对比较个人的、情感的文学体裁。如何在翻译中再现原词的意境美是译者的一大难题,本文将探究如何在宋词英译中再现古词独有的意境之美。     

中国戏曲的意境美

什么称之为意境美?意境美是一种特性,用以审美中国戏曲.中国戏曲从古至今创作出诸多具有意境美,艺术造诣极高的作品.在明清两代,理论家多以吸取是否具有意境作为衡量的标准,王国维则在理论上加以提升.     

课堂教学的美育境界探析

"美"的课堂教学中始终贯穿着感性和理性两条若隐若现的美感意境.感性美主要包括映身之美和悦身之声,理性美主要体现为虚壹而静,愤悱之境和"化无为有"之境.两种美相互依存,最终与人性美和谐统一.作为创造美境的教师不仅要有浑厚的专业功底、渊博的知识,还要有高超的教学艺术和丰富的审美修养,使课堂之美顺利开展、实施.     

浅谈园林美

本文综合分析了园林美建的三种形态：自然美、空间美和意境美，指出园林是一门五维空间艺术。     

《故都的秋》的审美价值

郁达夫的《故都的秋》是一篇风格独特的散文,在对北平秋的"色"、"味"、"意境"和"姿态"的描绘中,寄寓了眷恋故都自然风物的情愫和对美的执着追求,流露了深远的忧思和落寞感,让读者品味到一种"泪眼问花花不语,乱红飞过秋千去"的滋味,创造出生动和谐的优美的秋的意境。其语言也清新淡远,蕴含着色彩感和韵律美。     

论王维山水诗的意境美

王维是唐代山水诗派的主要代表人物,他的山水诗中融入了他自己感受到的禅趣与参悟,以清净空灵、自然脱俗的的艺术风格,创造出一种审美意境。王维的山水诗体现了诗人主观的意与客观的境的统一,达到了意境中的"有我"与"无我"之美。他的山水诗同样又体现了动态的诗情与静态的画意的统一,呈现了"诗中有画"的意境之美。虚实相生这一创作特点的使用,使得王维的山水诗又将意境美融合于象内之境与象外之境的统一之中。     

试论幼儿语言表达能力的培养策略

幼儿时期是语言基础形成的关键时期,教师要充分顺应时代要求,树立以幼儿发展为根本的教学思想,营造宽松、愉悦的教学氛围,通过课堂活动提高幼儿语言表达能力,为幼儿的学习与成长做好铺垫。要注重创设游戏情境,激发幼儿语言表达兴趣;运用趣味材料,创设幼儿语言表达平台;注重故事联系生活,发展幼儿语言表达能力。     

Collaborative Reasoning: Expanding Ways for Children to Talk and Think in School

This article presents a framework to help teachers facilitate small group discussions about stories children read. Collaborative reasoning discussions are intended to create a forum for children to listen to one another think out loud as they learn to engage in reasoned argumentation. Children use personal experiences and evidence from the stories to support their conclusions and consider each other's points of view. Excerpts from an ongoing study of 12 fourth-grade classrooms in rural, urban, and suburban settings are used to illustrate four characteristics of cognitive reasoning: (1) children's response to text; (2) children's use of text to consider multiple possibilities; (3) children's use of tools for persuading others; and (4) children's control of topic and turn-taking.     

浅谈数学概念教学中学生创新思维的培养

数学概念是数学教学中培养学生创新思维的重要环节 ,文章从概念的引入、形成、表达、巩固和实际运用等五方面浅谈在概念教学中优化学生的创新心理 ,培养学生创新思维和能力的具体运作。     

试论国外电影音乐创作理念中的民族化

通过对电影《末代皇帝》中电影音乐创作的分析,剖析中国电影声音创作民族化与国外电影声音创作理念的交融过程。影片基于中国历史背景及人物故事,加入西方电影工作者的创作理念和拍摄技法。影片音乐大气磅礴,优美豪放。运用中国民族乐器配器体现出中国音乐细腻、委婉的神韵,与带有史诗美感的西方交响乐融会贯通,完成了一次东西方文化碰撞后的完美交融。     

Just-World Reasoning in Children''s Immanent Justice Judgments

The present study investigated the belief by Piaget that immanent justice responses occur when fairness judgments override conceptions of physical causality in young (6-8 years) children's understanding of a certain type of story. The structure of Piaget's stimulus stories was analyzed, and they were found to involve 3 narrative elements: motive valence, outcome valence, and causal connection. These 3 factors were crossed to create 8 types of stories, one of which (e.g., a character with a bad motive receives a negative outcome which is noncausally related to the previous motive) was the type used by Piaget. It was predicted that 2 types of stories would yield immanent justice responses: good motive/positive outcome/noncausal and bad motive/negative outcome/noncausal. Subjects received 4 stories and answered the Piagetian immanent justice questions and rated outcome fairness. Subjects were 48 each of children in grades 1, 3, and 5 and 38 college students. Results supported the prediction that children use the belief in a just world in immanent justice judgements.     

自主创新教育界说

自主创新教育是在我国民族教育改革中发展起来的新的教育模式,是以走进新生活、尊重个体生命、养成自由个性为价值取向,充分显现人的本质力量,使受教育者得到和谐发展的教育,在10多年的实践探索中,整体构建了“自主生活成人”、“自主创新成才”的实践模式和活动教育方法、同时不断进行理论提炼,提出了“教育是生活,需要创设学生自己的新生活;教育是生成,需要引领学生的自主活动;教育是超越,需要启迪学生的创新精神”的教育理念,正朝着综合化、生活化、活动化、个性化、和谐化的方向发展、     

2007～2008年儿童文学出版现象考察

2007～2008年对中国人来说,是两个不平凡的年份,对于儿童出版来说,也不太平静.尤其是儿童文学图书出版出现了一些热点和问题:一是女作家的儿童故事出版占居上风,二是纯文学少儿期刊发展壮大,三是图画书跟随外版风潮但有些突破,四是原创出版依然缺乏品牌建设,五是儿童图书阅读推广还过分商业化.     

立足于时代扎根于现实--评张有德的儿童故事与小说创作

张有德同志是河南文坛颇有影响的作家.他立足于时代需求,扎根于农村现实,致力于儿童文学和中短篇小说创作,在这两方面都取得了丰硕的成就.     

Remembering and understanding: the effects of changes in underlying knowledge on children's recollections

This study was designed to explore the influence of changes in children's knowledge on earlier constructed memories. Kindergartners' (N = 102) recall of a series of stories was examined as a function of their interpersonal knowledge about the main story character. Children's knowledge about the protagonist was manipulated prior to presentation of the stories, and the effects of their impressions on story recall were examined. A change in some of the children's impressions was then promoted, and the impact of this second knowledge manipulation on recall of previously heard stories was assessed. The results indicated that children's story recall was affected by their prior impressions. Moreover, following the second knowledge manipulation, children revised their story reports in ways that were consistent with their newly acquired impressions, which suggests that they had reconstructed their memories of previously heard stories. These findings provide evidence for both prospective and retrospective effects of knowledge on memory.     

解读印度儿童文学家库马

库马先生以创作现代儿童故事见长,是印度为数不多的现代文豪之一。他以写实的手法和独特的审美观在其作品中揭示了人类所面临的许多现实问题;研究发现其教育思想与我国的儒家思想相吻合;其作品寓意深刻,富有儿童教育意义。