韩国语会话教学研究刍议

在韩语教学中会话课是被学生和老师都很看重的一门课,但长期以来会话课的性质和任务以及其教学内容和教学要求并不十分明确。作为韩国语教学重点的会话教学,我们应该进一步深入研究,借助各种手段,充分利用身边的各种资源和环境来发挥我们的教学,使更多的学习者提高会话能力,更好的就业择业。     

新潮社的文学理论与批评

新潮社是理论与实践并进。在进行文学创作的实践的同时,也注重文学理论的建构。新潮社小说、诗歌创作实绩突出,理论探索也走在中国新文学时代的前面。     

戏曲舞蹈在中国古典舞发展中的价值分析

中国舞蹈在世界舞林之中独树一帜,其鲜明的民族特色与中国戏曲艺术密切相关中国戏曲艺术通过独特的表现方式展现出中华民族悠久的历史文化和民族审美观,对中国古典舞的影响具有深远的意义。戏曲舞蹈在中国古典舞形成、发展历程中,起到了承上启下的基础性作用。     

浅析朝鲜族服饰特点和形成原因

朝鲜族民族服饰是中华民族宝贵文化资源的一部分。从款式特点、配饰等方面介绍朝鲜族传统服饰的构成及特色,从朝鲜民族的生活环境、生产劳动、民族历史和审美心理等方面分析朝鲜族民族服饰的形成原因。     

Return of the ghost – to discipline or/and to teach?

This paper is a situated biographical reflection on the author's Hong Kong teaching experience written using a narrative inquiry approach, describing attempts to generate innovative pedagogical practices. The journey explores how autocratic, traditional Chinese cultural expectations in Hong Kong education have nurtured a commonsense belief in “discipline first and then teach”. This teacher/researcher adopted alternative approaches to authority through the use of developmental drama which made teacher image and teacher–student power relationships an object of talk and study. The aim of this paper is to bring together theories and pedagogical models based on the sociology of education, social psychology and drama pedagogy in an effort to change how we teach marginalized students in one distinctive Chinese cultural context.     

漫谈戏剧文学的特点与鉴赏技巧

戏剧是文化的一种载体,是"文、音、舞、美"四位一体的综合艺术。戏剧有综合性、表演性、限制性、假定性、冲突性、情节性、动作性以及深刻性的特点。欣赏戏剧一是品评高度集中的戏剧冲突;二是品味丰富多彩的戏剧语言;三是鉴赏性格迥异的人物形象,是中华传统优秀文化的弘扬。     

“I think it fits in”: using process drama to promote agentic writing with primary school children

Set against the backdrop of children being ‘alienated’ from their writing, this paper is taken from a United Kingdom Literacy Association sponsored project where primary school teachers were trained to use process drama in order to give children more agency in their writing across the curriculum. Here, we use discourse analysis to think about the children's historical creative writing in relation to the drama lessons which are differently framed by the teachers. Building upon a theoretical model of process drama as involving ‘embodied experience’ and writing as problem‐solving, a case is made that process drama can lead to what we term ‘agentic writing’. Agentic writing, we demonstrate, involves children actively translating their embodied experience of process drama into writing by making a range of intertextual borrowings. These borrowings serve both to capture and transform their embodied experience as the children gain agency by standing outside language to achieve ‘double voicedness’ and in doing so write sophisticated texts. Seeing the relationship between process drama and writing in this light, we argue, provides a means of reconnecting children to the act of writing.     

创新英语教学方法 培养学生核心素养

为了适应时代的要求,十八大首次提出"把立德树人作为教育的根本任务。"基于这一根本任务,提出了"核心素养",要求各个学科都把培养学生的核心素养作为教学的基本任务,小学英语也是如此。教师应在小学英语课堂中多运用戏剧教学促进学生在真实的情境中运用语言,提高运用语言的能力。渗透国内外文化知识来拓宽学生的视野,培养学生的文化意识。利用跨学科教学提升学生综合运用语言的能力。利用开放性问题,激励学生主动思考,培养学生的思维品质。     

Mathematics and science teachers’ perceptions about using drama during the digital story creation process

This case study investigated math and science teachers’ perceptions about the use of creative drama during a digital story (DS) creation process for educational purposes. A total of 25 secondary science and math teachers were selected according to criterion sampling strategy to participate in the study. Data were collected through an open-ended questionnaire and unstructured interviews and then analysed through open coding. Study results showed that most of the science and math teachers had positive opinions about the application of creative drama during the DS creation process. Moreover, the teachers indicated a general preference for using creative drama in their classes to capture students’ attention or prompt them to think about their stories at such stages of the DS creation process as scenario design and final presentation. Participants also identified potential obstacles in using creative drama during the DS creation process as teachers not having expertise in creative drama, student inexperience and inappropriate physical conditions of schools.     

明中后期腐败政策下讽刺杂剧的叙事手法

中国古代戏曲史上,讽刺艺术源远流长。明代杂剧作家在讽刺杂剧的创作中不仅表达了自己的感伤情绪,而且对当时黑暗腐朽的官场及世风日下的社会现象进行了辛辣的讽刺,取得了鲜明的艺术效果。分析研究明中后期腐败政策下讽刺杂剧的创作特点和叙事手法,可以更加细致全面地把握明代讽刺杂剧的艺术价值。