性别与语言变异

语言变异受到复杂的社会因素的制约，阶级、年龄、职业、教育程度、性别等都对人的言语产生影响。在研究语言变异中，性别对语言的影响不可忽视。在西方语言中性别可以从两个方面看待，一是生理性别，另一个是社会/语法性别。而社会性别是造成不同性别语言变体的主要原因。     

Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education

This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school.     

语言变异与其社会心理成因

语言随着社会的发展而发生变化．造成语言变异现象，形成三种不同类型的语言变体，分别是地域变体、社会变体、功能变体：从社会心理角度来看．语言变异又与人们的迎合求同心理、好奇求新心理及自我呈现心理等有关．     

再论行政诉讼之司法变更权

行政诉讼中的司法变更权问题涉及到司法权与行政权的分工与制约关系，更关系到司法权监控行政权的力度与广度。我们有必要在法理上重新界定行政诉讼中的司法变更权内涵，分析现行法律规定的不足，从理论和实践上突破现行法律及其司法解释的框架，确立一个完善行政诉讼司法变更权的开放性思路。     

发挥生物资源优势开发旅游产品

本文阐述了承德生物资源概况，开发利用现状，提出了发挥生物资源优势，促进承德旅游产品发展的对策。     

唐代近体诗的句法变奏与修辞

句法变奏指意义节奏与韵律节奏不一致,唐代近体诗的句法变奏,有音段变奏和拍节变奏两种情形。句法变奏是句法修辞的一个重要组成部分,有着多方面的修辞意义:使表意更便利,赋予句法结构更多的变化,使近体诗各联,特别是对仗联的句法结构与语义结构互为表里,同中有异,从而增强诗歌语言的弹性和张力。     

汉语流行语语言变异的外部诱因

汉语流行语中存在着大量的语言变异现象。流行语语言变异的诱因有多方面因素,既有语言自身的内部原因,也有语言的外部原因,社会的政治、经济、文化以及人的语用心理等是催生流行语的主要的外部诱因。     

网络语言变异现象及动因考察

网络的迅猛发展,催生了网络语言。网络语言存在变异现象,包括形式、语义与功能三个方面.变异的动因主要由四个方面组成:网络文化,网民心理,视觉追求,技术因素。     

由D触发器改进的边沿JK触发器

由于主从JK触发器对解决一次变化并不太理想，使用方面受到一些限制，而维持阻塞D触发器完全解决了一次变化问题。本文在维持阻塞D触发器组成电路的基础上，增加了三个基本逻辑门构成的JK触发器圆满地解决一次变化。改进后的触发器，具有保持、置0、置1、翻转四种功能，是一种很理想的电路。     

Relating Teaching and Learning of Science Through the Lens of Variation Theory

The relationship between teaching and learning is a most central issue in education research, but it is yet to be fully understood. Variation Theory provides an explanatory account for teaching and learning and offers a specific view on what it means to learn: to discriminate and to discern critical aspects of the object of learning. This paper explores the use of Variation Theory in a case study of two lessons on density in a secondary science classroom. By explicating what was made possible to learn and what was learned this study demonstrates potentials and limitations offered by Variation Theory in enabling a better understanding of the teaching learning relationship.