从解构主义语境简析文学翻译的文化差异

解构主义对于文学文本以及作者思想的解构没有确定的文本要意,主张文本读者从不同的生存环境、文化习俗、历史背景、思维模式、生活习惯、宗教信仰等多个角度对于文本进行阅读以及理解。因此,解构主义语境的文学翻译中,译者可以通过自己对于文本的阅读以及理解角度有多种文化阐释。本文主要从解构主义语境对于文学翻译的文化差异进行分析论述。     

Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform

This article traces the roots of narrative research in the social sciences and education, then centers on ‘story constellations,’ a version of narrative inquiry that uncovers teachers’ knowledge of school reform in context. A fluid form of investigation that unfolds in a three-dimensional inquiry space, story constellations consists of a flexible matrix of paired narratives that are broadened, burrowed, and restoried over time. The adaptability of this narrative inquiry approach is then made visible through introducing four story constellations separately, then laying sketches of the individual story constellations side-by-side. When analyzed in a conjoined fashion, these sketches illustrate how the particularities of place and human agency in the living of school reform played out differently in differing school contexts, despite the fact that the four school sites had one story of reform in common. In the end result, the illustrations demonstrate how the use of the malleable approach drew distinctive story constellations to the surface, spotlighting teachers’ knowledge of school reform as it developed in context over time. In this way, ‘story constellations’ as a method and as a form of inquiry is illuminated.     

从语境顺应角度分析《追风筝的人》中的人物会话

以Verschueren的顺应论为依据,从心理世界、社交世界、物理世界对小说《追风筝的人》中的人物会话进行语境顺应性分析,证实了以顺应论分析小说人物话语的可行性,同时也为赏析小说人物会话提供了一个新的视角。     

From empowerment to response-ability: rethinking socio-spatial,environmental justice,and nature-culture binaries in the context of STEM education

Cultural Studies of Science Education - In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad’s concept of agential realism, as a critical...     

On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students

This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this community influences science instruction in the EL Science course and to describe how this presents particular challenges in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science, as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland, iconic of the era of global capitalism.

从语境角度分析沙博理《春蚕》英译本

翻译是一种跨文化交际活动,在翻译的过程中,语境对源文本的理解及目标语准确再现源文本意义具有重要影响,充分考虑语境是翻译实现信、达、雅的重要前提之一。本文从语境的角度出发,以《春蚕》沙博理英译本为研究对象,探讨译者是如何把握语境准确忠实的传达源文本,进而强调语境在翻译过程中的重要作用。     

How to teach in the context effectively

<正>I.Introduction A language is used to communicate with others.However context and meaning are usually neglected by many people.The context-based teaching method is an approach which deals with more varied learning situations.Students need more opportunities to participate actively by formulating and evaluating problems,qu estions,conjectures,conclusions,arguments,and examples.II.Theoretical background2.1 General idea of context-based teaching method The context-based teaching method is a language teaching     

英汉翻译中语境问题的探讨

英汉翻译的过程是多角度、多层次的,更是是语言内容、形式、语义、文化等方面的综合交流。本文强调了语境分析在英汉翻译中的重要作用,并结合实例从语篇语境、情景语境、文化语境三方面重点探讨了如何在英汉翻译中进行语境分析。     

如何创造良好的俄语环境

高校培养俄语人才需要创造人为的良好的俄语环境。     

解放的乌托邦——论马尔库塞对弗洛伊德文明观的发展

弗洛伊德从心理动力学的角度剖析了文明对人的压抑,发现对本能的压抑是人类文明存在的基础,但也是人类痛苦的主要来源。马尔库塞则认为生产力的进步使人类可以从生存斗争中解放出来,在一种非压抑性文明中自由幸福地生活。然而在发达工业社会,伴随技术进步的反而是将压抑永恒化的趋势,代表统治利益的社会将其需要心力内投为个体自己的需要,使个体自愿地承受文明的压抑。因而将人类从压抑中解放出来的希望便在于个体主体意识的觉醒,将自身本能的真正需要与社会强加的虚假需要区分开来。艺术因其对现实的批判性和否定性,成为人类解放的希望之所在。     

Argumentation and indigenous knowledge: socio-historical influences in contextualizing an argumentation model in South African schools

This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s: Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening carefully” (radical listening) to students and valuing their language, culture, and learning as a model for “science for all”.     

语境对翻译的制约与操控

语境(context)这一术语最初是由英国人类学家Bronislaw Malinowski(B.马里诺夫斯基)在1923年提出的。从语境研究的历史现状来看,各门不同的学科以及不同的学术流派关于语境的定义及其基本内容并不完全相同。本文拟从"语言性语境"和"非语言性语境"两大方面阐释其对翻译的制约和操控作用。其中非语言性语境是侧重点,主要包括三方面——社会背景,文化背景,意识形态。     

Learning to teach in the national curriculum context

Learning to teach is a difficult and challenging process for beginning teachers in the national curriculum contexts due to several pressures that the centralised system presents for school and classroom contexts. This study investigated the difficulties beginning middle school mathematics teachers faced in the Turkish national curriculum context without any structured beginning teacher support through the experiences of six beginning teachers. They were interviewed after their first year teaching and after the fourth year or during the fifth year about factors in the national curriculum, school, and classroom contexts that affected their learning to teach. Findings revealed that the national curriculum context interfered with the school and classroom contexts, often by presenting many additional difficulties. The teacher education period seemed to be ineffective in preparing beginning teachers for the difficulties arising from the national curriculum context. Teacher education programmes in centralised systems should provide pre‐service teachers with knowledge of possible difficulties specific to these contexts that they might face in their first years.     

Reinstatement of fear to an extinguished conditioned context

Rats were shocked in the black but not the white compartment of a shuttlebox and then exposed to the black compartment in the absence of the shock unconditioned stimulus (US) to extinguish fear responses (passive avoidance). In five experiments, rats were then shocked in a reinstatement context (distinctively different from the shuttlebox) to determine the conditions that reinstate extinguished fear responding to the black compartment. Rats shocked immediately upon exposure to the reinstatement chamber failed to show either reinstatement of avoidance of the black compartment or fear responses (freezing) when tested in the reinstatement chamber. In contrast, rats shocked 30 sec after exposure to the reinstatement chamber exhibited both reinstatement of avoidance of the black compartment and freezing responses in the reinstatement chamber (Experiment 1). Rats shocked after 30 sec of exposure to the reinstatement chamber but then exposed to that chamber in the absence of shock failed to exhibit reinstatement of the avoidance response and did not freeze when tested in the reinstatement chamber (Experiment 2). Rats exposed to a signaled shock in the reinstatement chamber and then exposed to that chamber in the absence of shock also failed to exhibit reinstatement of the avoidance response (Experiment 5). These rats showed fear responses to the signal but not to the reinstatement chamber. Finally, rats exposed for some time (20 min) to the reinstatement chamber before shock exhibited reinstatement of the avoidance response but failed to freeze when tested in the reinstatement chamber (Experiments 3 and 4). These results are discussed in terms of the contextual conditioning (Bouton, 1994) and the US representation (Rescorla, 1979) accounts of postextinction reinstatement.     

语境意义的语言性与非语言性

语境在语义表达中起着举足轻重的作用。语言性语境与非语言性语境均表明,语言交际是在特定的时间、空间及情景中进行,离开语境的词语意义显得孤立、静止和片面。交际中不断变化的动态语境与各种语境因素之间的相互交织,使得非语言性的语境意义变得更为重要。     

From carbon to buckypaper

This article aims to highlight the amazing properties and potential uses of the more recently developed allotropes of carbon such as carbon nanotubes, graphene, fullerene, and buckypaper. This is an area offering wide opportunity for research, especially due to the multidisciplinary nature of applications.     

From Planning to Practice

This contribution to the single theme issue moves from planning and assessment for differentiation to classroom practice. Dr Ann Lewis is lecturer in education, Department of Education, Warwick University.