OOA在信息系统中概念建模方法

本文提出了 OOA建立概念模型的基本思想 ,并给出具体、可行的建模方法     

从概念整合理论看汉诗英译过程中“意象”的传递

汉、英两种语言中都有＂意象＂的存在;在概念整合理论下,经过对汉、英两种语言间＂意象＂的分析,找出两种语言使用者对＂意象＂认知模式的不同,即：汉语文化中人们对＂意象＂的认知过程往往较英语文化中人们的认知过程复杂。以此为立足点,结合翻译实践过程,探讨汉诗英译过程中＂意象＂的传递策略,并指出：直译法,意象替换法,意译法和直译加注法是处理此类问题常用的手法。     

Knowledge model for emergency response based on contingency planning system of China

China is severely exposed to natural hazards. Currently, there are more than 5.5 million contingency plans for handling various incidents. Similar to those produced in other counties, the paper-based plans in China are limited in that emergency responders cannot easily extract helpful information for them. In this paper, a knowledge-based system will be proposed for providing different stakeholders with helpful information in the emergency response. The conceptual model is the core for the whole system, which can link plans in the physical world and the ontology in the cyber world.     

概念整合理论视野下的移就认知阐释

人类的认知和意义的构建都离不开概念整合,因此概念整合理论对移就修辞格的认知过程具有强大的解释力。从认知的角度,概念整合理论的四个整合子网络可以对移就修辞格的认知过程进行阐释。     

认知理论框架下的转喻与概念整合理论关联研究

在认知语言学的理论框架下,对转喻与概念整合理论进行关联研究,其研究主要体现在以下几个方面:转喻的认知分析,概念整合理论的认知阐释,转喻与概念整合理论的相互渗透。     

A researcher-facilitator's reflection: Implementing a Singapore case of learning study

This paper reports a researcher-facilitator's reflection of implementing a professional development approach, and serves to address the inadequate attention given to the influence of researcher-facilitators in professional development efforts. The researcher-facilitator's experiences were compared to four Grade 9–10 Singapore Science teachers participating in a variation theory-framed learning study that promoted teacher research and collaboration. Extending current understandings of implementation and sustainability challenges, an analysis employing conceptual change framework surfaced three issues, namely, the choice and role of theoretical framework, degrees of openness to differences in patterns of variation, and role of a researcher-facilitator. Insights emerging from the reflection are discussed.     

A Research Approach to Science Education at Göteborg

This paper discusses preservice science teachers’ conceptualizations of learning. The data for this study were obtained from eight Canadian science graduates enrolled in a teacher education programme. All students participated in a series of three interviews, consisting of a variety of questions about how learning occurs. The interviews were conducted every four months, beginning at the start of the academic year. The data were analysed using a phenomenographic perspective and the conceptualizations are illustrated using excerpts from the interviews. Implications for science teacher education programmes are discussed.     

概念隐喻框架下浅析如何翻译与动物相关的人物绰号———以《水浒传》为例简

在相当长的一段时期内,翻译仅仅被当作是语言层面上的转换.受到传统语言学研究的限制,有关学者对隐喻的翻译研究也只是在修辞学层面上.从20世纪70年代开始,翻译研究逐步朝着跨学科方向发展,而不断发展的认知语言学的研究给翻译研究带来活力.本文以赛珍珠和沙博理的《水浒传》英译本为案例分析材料,在概念隐喻理论框架下,对比两位译者的跟动物相关的人物绰号的翻译,分析他们在翻译此类绰号时的认知过程,借此探讨绰号翻译的一般特征和规律.