隐喻思维与骑楼建筑

隐喻思维在人们的生活中无处不在,隐喻既是一种隐性的比喻方式,又是一种认知的思考方式.除了用语言来表达隐喻思维,隐喻思维还经常以物体、图案等来传达出它的自身意义.建筑便是表现隐喻思维的方式之一.骑楼在我国,特别是岭南地区具有的重要文化标志,反映出它与隐喻思维的文化关系、历史关系和心理关系,体现了骑楼建筑的精神,承载了骑楼建筑的记忆,为人们认识骑楼建筑打开了一扇窗.隐喻思维蕴含于骑棱建筑中,骑楼建筑展现了独有的隐喻思维,让人们看到隐喻思维与骑楼的相互交融.     

浅析英语中隐喻及其翻译

隐喻是语言中普遍存在的现象,隐喻不仅只是一种语言现象,更重要的是人类普遍的一种思维方式,一种认知手段,一种文化行为,蕴涵着丰富的文化内涵.本文探讨了隐喻的特征,并从跨文化交际和语用学的角度研究英汉语言中隐喻的理解,翻译标准和翻译方法.     

中英文化中的隐喻性思维

隐喻不仅是一种修辞现象,也是人类认知世界过程中的一种重要的方式和手段．本文选择隐喻为视角,以西方文化和中国文化为例,说明文化中的隐喻思维以及思维中的文化印痕。     

从认知的角度看英汉隐喻概念的文化差异

修辞学一直把隐喻看作是正规语言的偏离和变异。但是认知语言学者认为:隐喻不仅仅是普通语言现象,而且还是一种认知过程,一种思维模式,与文化息息相关。由于受人类共同的"非文化知识"的影响,英汉隐喻都有三种类型:结构隐喻、方位隐喻和容器隐喻。同时,由于受制于各自不同的文化,尤其是不同地域文化、思维方式、价值观念和民族传统和习俗等因素的影响,造成了英汉隐喻概念的极大的差异性。外语教学中,可以以隐喻为突破口,不断提升文化导入在外语教学中的作用.     

试论隐喻思维及其对英语教学的启示

隐喻不仅是一种语言现象,也是人们的一种基本的认知方式.隐喻思维可以帮助人们构建起自己的概念系统,从而使人达到了解和认识世界的目的.隐喻思维对英语口语教学、写作教学和文化教学均有启示意义.在英语教学中运用隐喻思维,有利于使学生较快地形成和提高英语口语的能力、运用英语从事写作的能力以及跨文化交际的能力.     

英汉隐喻对比研究及翻译策略

现代隐喻学认为人类的语言和思维都具有隐喻性.隐喻不仅是一种修辞手法,它更反映着人类的文化特征和思维方式,广泛存在于人类语言中.本文对英语和汉语中的隐喻进行了对比研究,认为在翻译过程中灵活运用恰当的翻译策略,将会促进不同文化的交流与融合.     

论大学生隐喻思维能力的培养——基于模因论的视角

隐喻思维是一种重要的思维方法.隐喻思维在高校大学生语言的学习过程中发挥着不可或缺的作用.人们对隐喻的研究由来已久,传统的隐喻观认为,隐喻是一种修辞手段,Lakoff&Johnson则认为隐喻是人们认识世界的一种方式.模因论是近年来新兴的一门理论,模因论的核心概念是模因,模因通过复制、模仿而不断地传播.隐喻思维与模因具有一定的相似性,以模因论为视角研究高校大学生的隐喻思维能力,不但拓宽了隐喻的研究范围,而且在一定程度上能够促进学生思维方式的转变,增强学生学习语言文化知识的能力.     

隐喻视角下的“爱情”表达

隐喻不仅是一种修辞手段,“更是一种思维方式和认知世界的途径”,它植根于语言、思维和文化中。隐喻是对抽象概念认知和表达的强有力的工具。本文以认知语言学的隐喻理论为背景,以中英两种语言中有关对爱情的描述语句为例,简述了隐喻与文化的相互依存关系以及中英文中爱情隐喻的编码以及解码的过程。     

隐喻与汉语新词新义的产生

隐喻既是一种思维方式,也是一种语言现象、文化现象.它以相似性为基础,并借助于想象和联想,是产生新词新义最经济的方法.本文从隐喻理论出发,分析了隐喻在新词新义产生过程中的作用,并提出了对外汉语教学中隐喻化词汇的教学对策.     

计算机及网络语言隐喻的运用原理

隐喻不仅是一种修辞手段,更是人类认识世界的工具和思维方式.人们的思维过程和思维表达形式中充满了隐喻.当今世界计算机网络科学发展迅速并形成网络文化,相伴而来的是出现大量与这种新兴文化相关的隐喻词语.计算机及网络语言中的隐喻涉及两个处于不同领域的概念,其意义的产生是两个概念之间互相作用的结果.这一互相作用通过映射的方式进行.在映射过程中,属于计算机网络领域的相关概念和结构被转移到另一领域,最终形成一种经过合成的新的概念结构.     

科技论文的撰写与发表

简要叙述了科技论文文题,摘要及正文等主要组成部分的写作要求及其注意事项,以及论文发表的基本程序。文中内容对科技工作者的论文写作有一定参考价值。     

Social support and the relationship between family and community violence exposure and psychopathology among high risk adolescents

OBJECTIVE: The objective of this study was to examine the protective effect of social support in the relationship between exposure to violence and psychopathology. Exposure to violence in the family and exposure to violence in the community were examined separately. Exposure to violence was further divided according to whether violence was experienced as a victim or as a witness. Internalizing and externalizing forms of psychopathology, as well as post-traumatic stress symptomatology were examined. METHOD: Participants consisted of 65 high-risk adolescents admitted consecutively to psychiatric inpatient units. Data were collected by means of individual interviews, self-report questionnaires, and hospital charts. RESULTS: Social support emerged as a protective factor with respect to the maladaptive effects of family violence, experienced as either a victim or as a witness. In contrast, social support did not appear to buffer the maladaptive effects of community violence, regardless of whether violence was experienced as a victim or as a witness. In fact, the relationship between community violence and psychopathology was found to be generally nonsignificant regardless of social support status. CONCLUSIONS: These findings suggest that exposure to family violence may affect development differently than exposure to community violence, allowing social support to effectively buffer the effects of family, but not community violence. This finding highlights the importance of examining violence exposure that occurs within the family separately from violence exposure that occurs within the community.     

再论全球化的后果--兼论全球化问题研究的路径和方法

当前学术界在全球化后果的研究中存在着方法论方面的缺陷,认识全球化后果的真正路径也较为模糊.从全球化的本质看全球化后果,不仅可以剖析全球化的直接后果,更能揭示全球化的深层次后果.     

马克思主义与廉政文化

马克思主义的经典作家如马克思、恩格斯等，是资本主义社会的病理学家，他们对革命政党和革命政体中廉政的问题早有清醒的认识，并作了理论上的阐述和批判。廉政作为一个系统的文化机制，一方面要严惩腐败，另一方面要教育官吏和人民。当前，处在社会转型期的中国，廉政工作异常艰巨。要遏制腐败，就得健全和完善系统的廉政文化机制。     

马克思主义与廉政文化

马克思主义的经典作家如马克思、恩格斯等,是资本主义社会的病理学家,他们对革命政党和革命政体中廉政的问题早有清醒的认识,并作了理论上的阐述和批判。廉政作为一个系统的文化机制,一方面要严惩腐败,另一方面要教育官吏和人民。当前,处在社会转型期的中国,廉政工作异常艰巨。要遏制腐败,就得健全和完善系统的廉政文化机制。     

高校增设“学科与专业导论”课程的探索与展望

长期以来,我国高校在课程设置方面较为普遍地存在着体系单一老化、忽视能力培养、缺乏人性关怀等问题,业已构成高校培养高素质人才的重要障碍。课程体系中增设＂学科与专业导论＂,对于创新人才培养模式、提高人才培养质量具有积极意义。因此,应确立＂专业导论＂鲜明的教学目标并强化其在课程体系中的基础地位、需要有过硬的师资队伍以保证教学效果、科学灵活的教学方法使学生学到知识的同时得到能力的启迪、课程考核方式应综合多方因素、应尽快制订教学大纲并加快教材建设。     

Research and the ambiguity of reflexivity and ethical practice

This paper examines the methodological dilemmas associated with analytical framing as an aspect of the research process. Doing qualitative research potentially changes a researcher – changes their sense of self, who they think they are, who they want to become. The paper examines the ethical dilemma of what that change might mean – for the project, the researcher and the participants. Would respondents be so open if they were that aware the research(er) potentially could change during the performance of the research project? What are the implications, if any, of engaging respondents with the intention of telling their story as a narrative inquiry, then analysing the data through a feminist post-structuralist lens? How does a researcher honour the perspectives of the participants, while simultaneously bringing to bear the critique and understanding provided by employing a post-structuralist lens? The paper pays particular attention to the interactive interview, as it generated possibilities for a researcher to establish a level of trust and rapport such that (emotional) stories could be heard and then later, represented as interpretations of the researcher.     

言语行为理论与《傲慢与偏见》中的反讽

以J.L.Austin的言语行为理论为出发点,以英国著名作家Austen的代表作之一《傲慢与偏见》为文本,从宏观上和微观上分析了其中最典型的语言特色——反讽的使用,旨在说明在进行文学研究时应用言语行为理论,有助于加深对文本主题及人物性格的认识。     

Conflicting conceptions of care and teaching and pre-service teacher attrition

I present a two-year case study of one pre-service teacher (PST), Johnny, as he moved through his education-based coursework at a large, public university in the US Southeast. In his final year of college, Johnny chose to forego the remainder of student teaching and not to receive a teaching certificate. To better understand Johnny’s choice to leave teaching, as well as the tension between Johnny’s developing conceptions of care and teaching and those of his Mentor Teacher, I draw on sociocultural approaches to teacher identity development and literature on care in teaching. Findings from this study could inform the ways that school-based experiences preceding and during teacher education are structured to encourage PSTs to develop identities as caring teachers and to become members of communities of practice.     

论生命教育及其在中小学思想政治课堂中的应用

生命教育的内涵是指对生命本身的关注和提高生存能力以及发展生命的价值。它包括了认识生命、尊重和感受生命、热爱生命、保护生命、发展生命等几个方面。生命教育在中小学思想政治课教学中具有很多应用,具体而言：以生命的神奇为唤醒因子,激发学生的学习兴趣;以生命化知识创设情景,增强学生参与意识;以生命过程中的挫折教育为契机,强化学生的生命意识;以生命化知识为案例,体验生命的和谐;以生命之美为模板,学会欣赏生命。