不屈不挠的活——略论池莉小说中的女性形象

池莉小说塑造了众多不同类型的女性形象 ,描述她们的挣扎、反抗、突围与选择 ,从个体生命的体验中表现出女性群体顽强的精神与生存能力 ,体现了作家对生命意义的独到理解和对平民价值的认同 ,以及平等对话的创作意识     

英语教学中培养听写能力的重要性

本文阐述了听写的重要性,尤其对于听力教学和英语写作教学的重要意义,强调指出听写练习是英语教学的重要环节,应引起英语教师的重视。     

中国英语专业大学生写作中副词性连接语使用密度研究

以FoxPro程序为手段,基于语料库对比分析中国英语专业大学生写作中副词性连接语的两种密度(按句数以及形符数计算)分布。研究发现,中国英语专业大学生议论文中使用的列举类、结果类、强调类副词性连接语密度明显高于英语本族语者,且100篇作文的连接语密度分布较为分散,各密度段分布较为平均,而英语本族语者的密度(按句数)分布却主要集中在0.1-0.4之间。另外,英语本族语者议论文中副词性连接语的密度基本随形符数或句子数的增长而增长,而中国英语专业大学生却呈下降态势。本研究结果可为大学英语教、学提供有益的指导。     

关于“今所见汉人小说”写作年代的研究

鲁迅先生在《中国小说史略》第四篇认为8部"今所见汉人小说"都不是汉代小说,为后人伪托,此观点有失偏颇。这主要是由鲁迅对资料占有的缺失所导致的错误。从古今的研究资料来看,其中4部小说应为汉代小说,1部难以确定,另3部为后人伪托。     

女性膀胱出口梗阻54例诊断分析

目的:探讨女性膀胱出口梗阻的诊断方法。方法:54例非神经原性排尿障碍女性患者分为梗阻与非梗阻组,利用影像尿动力学检查,比较两组尿动力学参数。结果:梗阻组最大尿流率(9.0±5.6mL/s)显著小于无梗阻组(23.8±6.3mL/s),梗阻组最大尿流率时逼尿肌压(48.1±28.2cmH2O)显著高于非梗阻组(20.1±8.2cmH2O)。结论:影像尿动力学检查是诊断女性膀胱出口梗阻的金标准。     

小议柔性笔法在杂文中的合理运用

杂文是以批评和讽刺为特征的，因其如此，杂文便以其短小有力在诸多文体中凸显出来，人们也更多地看到了杂文的力量而忽略了其柔美的一面，尤其在“鲁迅笔法”出现之后，“投枪”和“匕首”更是作为杂文精神被广泛推崇，一定程度上带来了杂文的美的缺失。杂文需要力量，也需要柔美，需要借助柔美使力量得到充分的渗透，这就要求杂文写作中注重柔性笔法的合理运用。     

论简·奥斯丁的女性叙事策略

简.奥斯丁的女性叙事策略体现在叙事内容和叙事方法两个方面。在叙事内容上,她摒弃男性的宏大叙事模式,将长期处于边缘地位的女性推上前台,让女性人物成为小说的主人公,而且一反男性叙事文学对女性的歪曲和贬抑,还女性人物以真实的形象,她提倡一种恋爱时理智与感情平衡,婚姻中爱情和财产并需,家庭内男女人格平等的婚恋观念。在叙事手法上,她广泛使用第三人称隐含的女性的叙事视角和自由间接引语、反讽等“间接手法”,借小说人物之口隐蔽地表达自己的见解,谴责男权社会中种种不合理的现象。奥斯丁采用理智而克制,冷静而平和的女性叙事策略不动声色地摆脱了男性话语的控制,凸显了女性意识,并建构了女性的写作立场。     

AILEM Programme: a long‐term intervention to promote literacy learning in low‐performing primary schools in Chile

After one year of implementation, this paper describes a programme designed to support literacy learning in low performing schools from poor sectors in Santiago, Chile. School‐based intensive training on theory and practice of a literacy learning framework for classroom instruction and long‐term support were used to impact the achievement of students from disadvantaged families in 16 kindergarten classrooms and 16 1st‐grade classrooms in nine primary schools. Preliminary results showed an improvement in learning achievement positively related to level of implementation of the literacy instruction framework in the classrooms and teachers' perception of an improvement in their knowledge and classroom practices. Although findings from this study cannot support definite conclusions, because of the lack of experimental conditions, they provide relevant information for future experimental studies on how to meet the literacy learning needs of children from disadvantaged backgrounds.     

Writing Revision: Evidence for Learning

ABSTRACT

This paper identifies evidence that significant procedural learning can emerge from process approaches to teaching writing, including from the transition of pupils’ writing from draft to revision. It shows how writing schemes that use an underlying process framework to structure learning, give pupils ownership of their own writing and exploit the resources of classes as learning communities can enable pupils to learn how to write more effectively, and in some cases to discover what they want to say through the process of composition. The paper draws on this and other work to set out a number of implications for teaching and classroom practice.