心灵的“伤疤”——《伤疤情结》赏读

18世纪,德国大作家歌德在其书信体小说《少年维特之烦恼》中描写了少年维特与少女绿蒂的爱情悲剧。维特钟情于绿蒂,绿蒂却屈从于礼俗,最后维特悲观自杀。他们的爱情悲剧更多的是由于外在的原因,即当时德国不合理的社会现实造成的。当代青年作家谢宗玉在其叙事抒情散文《伤疤情结》中,为我们成功地揭示了有别于少年维特的另一种烦恼,即青春期少男少女较为隐秘的内在     

心灵的"伤疤"--《伤疤情结》赏读

十八世纪，德国大作家歌德在其书信体小说《少年维特之烦恼》中描写了少年维特与少女绿蒂的爱情悲剧。维特钟情于绿蒂，绿蒂却屈从于礼俗，最后维特悲观自杀。他们的爱情悲剧更多的是由于外在的原因，即当时德国不合理的社会现实造成的。当代青年作家谢宗玉在其叙事性抒情散《伤疤情结》中，为我们成功地揭示了有别于少年维特的另一种烦恼，即青春期少男少女较为隐秘的内在“伤疤情结”，表现出对少男少女的质朴的关爱和牵挂，可谓其青春系列散中的又一重要篇章。     

论《少年维特之烦恼》的浪漫主义精神

《少年维特之烦恼》是"狂飙突进运动"的最丰硕的果实,并处于启蒙主义与浪漫主义的过渡时期,而传统的欧洲文学史将"狂飙突进"运动统归于启蒙运动的分支,在过去的研究中也有不少作品分析《少年维特之烦恼》与浪漫主义的差异性,歌德本人也一度撇清其与浪漫主义的关系,但《少年维特之烦恼》充分体现了浪漫主义精神。在探讨《少年维特之烦恼》与浪漫主义的关系之前,先了解"狂飙突进运动"与浪漫主义的关系是不可忽视的。在此前提下再细致分析《少年维特之烦恼》强烈的抒情性与维特人物形象两个方面,从而更加具体有力地论证《少年维特之烦恼》的浪漫主义精神。     

十七岁,你为什么不快乐

十七岁的烦恼上帝来了,魔鬼也来了。像一个美梦连着一个噩梦,上帝将我们带入“十七岁的花季(高中)”,魔鬼却赋予我们“维特式的烦恼”。维特的烦恼只有一个绿蒂,而我们有无数个“绿蒂”。     

沉默的呐喊——浅析维特悲剧的根源

歌德的小说<少年维特之烦恼>在欧洲、在我国都产生了强烈的震撼,本文沿着维特悲剧性的人生历程,从歌德对维特内心世界的细腻描写来探讨维特的形象特征,浅析造成维特人生悲剧的根源.     

少年维分的烦恼——高考话题说不完(之二)

明眼人一看标题,就知维分是个虚构的名字。是想借“题”发挥吧？的确,维分借“题”于歌德的《少年维特之烦恼》。维特的烦恼大概与“哪个少男不钟情,哪个少女不怀春”有关。作品中的这句话早已成为名言。维分的烦恼源自“唯分是图”。维分也有一句名言：只要考得好自然走得好。影响范围虽有限,但在“业内”却很有市场。这种观点给众维分们带来的烦恼真不少。     

当情感融入时代……——读《少年维特之烦恼》有感

崇尚自然,崇拜天才,推崇民族意识,渴求冲破精神和物质束缚,疾呼反抗,要求自由,这些精神充溢在狂飚突进作家的作品中,而歌德在此期间创作的《少年维特之烦恼》就是狂飚突进运动精神体现得最为充分、影响最为广泛的一部代表性作品,与歌德的大多数作品一样,这部《少年维特之烦恼》是他本人爱情生活的一次折光。歌德回到法兰克福不久,就得知自己的朋友耶鲁撒冷在魏茨拉因恋友人之妻无望而借凯特涅的手枪自杀的消息。相同的感情,相同的遭遇,在歌德的内心激起了创作的冲动,他手不释笔,四周之内就完成了这部书信体的小说《少年维特之烦恼》。这部小…     

儿子给我上爱情课

和儿子散步时,他告诉我,高二德文课正在读《少年维特之烦恼》,课堂上讨论得很热烈. “喔？老师怎么说？”我兴味十足地看着他——是高二的时候读这本书的呀,在1969年的台湾,一边读歌德,一边读琼瑶。1774年《少年维特之烦恼》出版后,说是有两千个欧洲青年效法维特为爱自杀。拿破仑在东征西讨的杀伐中,总是随身携带着这本爱情小书。     

浅析歌德《少年维特之烦恼》

歌德《少年维特的烦恼》(以下简称《维特》)通过描写一个觉醒的知识青年维特的不幸爱情故事,展现了当时德国整个时代的情感、希望和痛苦。维特的人生悲剧是一曲时代悲歌,折射出当时德国社会的种种。歌德将自己生活过、恋爱过、苦痛过的生活经历进行艺术加工,通过维特展现给读者,以此表达自己反对封建等级制度,追求个性解放、自由、平等的理想。     

少年维特和马利

EENAGERS1 有个少年叫维特．他不是《少年维特之烦恼》里的维特。他只是一个普通的、扔人堆里找不出的、却又自我评价甚高的李维特。     

重庆永川荼山竹海茶竹生态旅游开发初探

重庆永川市茶竹文化具有历史悠久、自然景观优美等特色。茶山竹海旅游区是其代表。开发茶竹生态旅游有利于永川市地方旅游经济的发展。文章分析了茶山竹海茶竹生态旅游的开发基础、内涵,并提出了开发的原则、思路等,对茶竹生态旅游的开发作了一个初步的探讨。     

重庆永川茶山竹海茶竹生态旅游开发初探

重庆永川市茶竹文化具有历史悠久、自然景观优美等特色.茶山竹海旅游区是其代表.开发茶竹生态旅游有利于永川市地方旅游经济的发展.文章分析了茶山竹海茶竹生态旅游的开发基础、内涵,并提出了开发的原则、思路等,对茶竹生态旅游的开发作了一个初步的探讨.     

Complementarity, sets and numbers

Niels Bohr's term‘complementarity' has been used by several authors to capture the essential aspects of the cognitive and epistemological development of scientific and mathematical concepts. In this paper we will conceive of complementarity in terms of the dual notions of extension and intension of mathematical terms. A complementarist approach is induced by the impossibility to define mathematical reality independently from cognitive activity itself. R. Thom, in his lecture to the Exeter International Congress on Mathematics Education in 1972,stated ‘‘the real problem which confronts mathematics teaching is not that of rigor,but the problem of the development of‘meaning’, of the ‘existence' of mathematical objects'. Student's insistence on absolute ‘meaning questions’, however,becomes highly counter-productive in some cases and leads to the drying up of all creativity. Mathematics is, first of all,an activity, which, since Cantor and Hilbert, has increasingly liberated itself from metaphysical and ontological agendas. Perhaps more than any other practice,mathematical practice requires acomplementarist approach, if its dynamics and meaning are to be properly understood. The paper has four parts. In the first two parts we present some illustrations of the cognitive implications of complementarity. In the third part, drawing on Boutroux' profound analysis, we try to provide an historical explanation of complementarity in mathematics. In the final part we show how this phenomenon interferes with the endeavor to explain the notion of number. This revised version was published online in July 2006 with corrections to the Cover Date.     

User Agency,Technical Communication,and the 19th-Century Woman Bicyclist

This article considers how users employ extraorganizational technical communication to reshape technologies, both materially and symbolically, even after these technologies enter into common use. Specifically, I analyze how women bicyclists of the 1890s authored instructional materials to complicate gendered and classed assumptions about users implicit in manufacturer-produced texts. I argue that technical communicators, in their teaching and research, should consider the role that extraorganizational technical communication plays in generating vital and lasting cultural changes.     

加强校园精神文明建设营造良好育人环境

高校精神文明建设是社会主义精神文明建设的重要组成部分．加强高校精神文明建设是推进全社会精神文明建设的一个重要方面．在抓住中心、突出重点、务求实效上下功夫，在有效的思想政治教育过程中坚持以人为本的原则，不断提高师生的思想道德素质，提升校园文化层次，为培养合格的社会主义建设人才营造良好的环境．     

评《宋金元明清曲辞通释》

王学奇、王静竹所撰《宋金元明清曲辞通释》是近年来出版的一部博大精深的中国戏曲语言类工具书，在前人同类工具书的基础上更进一步，在收词数量时代跨度、词语探源、异体别构等方面，都超越了前人。     

论“三位一体，分流培养”教育教学模式

本文根据造就现代人的目标,对教育教学系统进行优化,提出“三位一体,分流培养”教育教学模式。其基本思想是,要实现培养目标,就需要将学校、企业和社会一体化;课堂、课外和假期教学一体化以及生产、教学和科研一体化,学生分大类招生,低年级统一培养,高年级实施按不同专业方向进行分流。以国家教育部示范性高职院校—金华职业技术学院旅游系为实践基地,研究了该模式的实际应用及如何充分利用资源,最大限度地提高教育教学质量问题。     

美英法德俄五国课程表比较

学校教育是被时钟控制的,课程表就是这种控制的表现.我国现行课程中,课程表是学校惟一有权自主决定和安排的,然而限于传统的视野,即使在实行新课程改革的今日,许多学校往往意识不到课程表的价值.然而当我们把目光转向国外的学校时,却发现这个"螺蛳壳"中还是有许多"道场"可做的.本文从课程编制、教与学的组织及课程中的时间安排这三个角度,对五国的课程改革进行分析,希望能为我国的改革提供一些借鉴.     

From expectancy-value theory to situated expectancy-value theory: A developmental,social cognitive,and sociocultural perspective on motivation

Eccles and colleagues’ expectancy-value theory of achievement choice has guided much research over the last 40+ years. In this article, we discuss five “macro” level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for research based in the theory, and justify our decision to call the theory Situated Expectancy-Value Theory (SEVT). First, we note how visual representations of the model make it appear static, linear, and monolithic, something that was not intended from its inception. Second, we discuss definitions of the major psychological constructs in the model, focusing on our and others’ elaboration of the task value component, particularly the “cost” component. In this section we also discuss research on the development of expectancies and values. Third, we discuss the often-neglected middle part of the model focused on how individuals understand and interpret their own performance as well as the many messages they receive from different socializers regarding their activity participation and performance. In the fourth section we discuss the situative and culturally-focused aspects of the model, stressing the impact of the situation and cultural background on children’s developing expectancy and value hierarchies. The fifth issue (one that we mention in several of the previous sections) concerns the importance of understanding the development of individuals’ hierarchies of expectancies of success and subjective task values and how they relate to performance, choice, and engagement.