王夫之对“兴”论的发展

“兴观群怨”之“兴”是中国文学史和美学史上的一个重要范畴，前人孔安国、郑玄、孔颖达、朱熹等人对此都做出过解释。清人王夫之用“情”把“兴观群怨”四者统一起来，立足于他的情景观和现量说，对“兴”这一范畴做出了新的独到的解释，把我国的诗歌美学推向了一个新的高度。     

Listening to learn: children playing and talking about the reception year of early years education in the UK

Recently in the UK there have been dramatic changes in the state provision of early years education and care, most notably the introduction of the Qualifications and Curriculum Authority's ‘early learning goals’ in 1999 and ‘curriculum guidance for the foundation stage’ in 2000. Outlining the context in which these changes came to take place, this research begins to consider how we might understand children's experiences of this policy in practice in their reception year. Valuing children's potential as participants in research, a play‐based activity was designed to ensure that the process of generating data would be meaningful to the children as well as to the researcher. Analysis of the discourse highlights themes of early education that were of importance to the children. Further discussion of these themes offers insight into how concepts of work and play might be linked to the role of the adult‐in‐charge, potentially undermining opportunities for learning; and how concepts of the individual, normalisation and the individualised academic curriculum promoted by national policy stand opposed to a notion of community on which the children place great emphasis.     

Ready for Reception? The advantages and disadvantages of single‐point entry to school

This paper arose out of a research brief undertaken for a UK local education authority that is currently considering the option of introducing a policy of single‐point entry for Reception children. This increasing trend has particular significance in the light of dramatic changes in the early years sector, not least the proposals for a new Early Years Foundation Stage curriculum (EYFS). It seems timely to revisit, again, the contentious issue of school starting age in the UK, notably the prevalence of 4‐year‐olds in Reception classes. The paper reviews much of the literature on school starting age, along with related research, and evaluates the findings in the light of the current context. It would seem that an early start to education does appear to be beneficial for young children, but the age at which they start may have potentially negative consequences if they are placed in an environment that is not suited to their developmental needs. The question is not so much ‘Are 4‐year‐olds ready for school?’, but ‘Is the school ready for 4‐year‐olds?’.     

了解大学生"接受心理"尝试"杂文式讲授法"

高校学生的学习不单是掌握知识,而且要掌握知识形成的过程、该学科存在的问题及其解决的可能性等,教师在课堂讲授中只是单纯解释一些原理、概念,则不适应大学生的接受心理而使其兴味索然.所以,可尝试杂文式讲授法,即讲授内容尽可能博杂一些,以唤起学生注意,同时又抓住中心,杂而不乱以集中学生注意,并用幽默风趣的语言以保持学生的注意,以期取得更好的教学效果.     

History of Targeted Family Verbal Aggression and Informational Reception Apprehension as Predictors of Anger-Coping Behaviors

This study examined anger-coping behaviors as a function of both history of targeted family verbal aggression in childhood and informational reception apprehension. Specifically, this article investigates the degree to which childhood experiences of direct verbal attacks from family members impact anger-coping responses and the moderating influence of informational reception apprehension. To examine this, 159 college-aged students completed measures assessing their history of targeted family verbal aggression, informational reception apprehension, and anger-coping behaviors. History of targeted family verbal aggression was associated with anger-in, anger-out, and anger-control, and these associations were moderated by listening anxiety and intellectual inflexibility.     

呼叫中心在远程教育学习支持服务中的应用——以天津电大远程接待中心为例

远程教育从业者一直致力于远程教与学的重新整合,以克服＂距离＂给学生带来的学习障碍。互联网、通信技术以及现代服务业的发展,为远程教育教与学的重新整合提供了新的选择和解决方案。呼叫中心作为现代服务业的产物在国内外远程教育机构已被广泛应用,基于呼叫中心的远程教育学习支持服务模式,具有低成本、高效、灵活方便等优点。     

接受美学视角下寒山诗的英译本与原文本对比研究

本文从接受美学的角度出发,对寒山诗六个具有广泛影响的海外学者的英译本进行研究,并与中文版本进行对比,找出它们之间的不同之处。六个互不相同的翻译文本正是译者的自主性和读者的自主性在翻译活动中的体现。     

文学翻译中译者的创造性及其限度

在接受理论看来,文本意义的实现有多种可能性,因而不同读者可能产生不同的理解。由于译者同时又是原文的接受者,他对原文的理解和阐释方面的创造性发挥是至关重要的。接受理论关于文本“意义”的概念,可以为译者在翻译活动中的创造性提供理论基础,同时也可以较为详尽地分析译者创造性的某些制约因素。通过讨论,可以认为译者的创造性并非译者对原文有意识的背叛,而是在一定范围内的“个人变奏”。     

从接受美学看陈应松小说的魅力

接受美学突出读者的作用,强调文学作品是读者和文本共同作用的结果。陈应松的神农架小说在当今文坛引起了很大震动,从接受美学的角度来看,他的作品既满足了读者的期待视野,又打破了期待视野,而这正是神农架小说的魅力之所在。     

接受美学视角下《小海蒂》翻译策略研究

接受美学在20世纪60年代首次被提出,它的出现为文学研究提供了一种新思路,极大丰富了文学翻译的研究视角。从接受美学读者期待的视角对《小海蒂》的英汉翻译策略进行研究,发现译者在语音、词汇、句法、文化层面上都采用了相应的语言策略更符合儿童读者的期待视野。该研究丰富儿童文学翻译文本的研究视角。