汉语格律诗词写作中字数限制造成的瑕疵及其对汉诗英译的启示——以许渊冲的翻译为例

汉语格律诗词写作中由于格律的限制不可避免地会出现人为约缩和人为抻长的瑕疵,诗词大家也在所难免。同理,在诗词英译中为了追求译文的“形美”也不可避免地出现同样的瑕疵。根据百年来汉诗英译的实践得失,本文建议采用无韵白体诗进行汉诗英译。     

浅析央视《人口》栏目的创作理念

改版后的《人口》栏目,国策宣传由灌输宣传转变为润物无声,强调“好看”;注重为观众提供“有用”的知识或信息;用悬念吸引观众;用细节传达情感;强化新闻性,力求以第一时间报道中国人口的最新动态及焦点、热点问题,形成紧贴百姓生活,用事实说话,用真情动人,融知识性、故事性、解惑性、新闻性为一体的鲜明风格,实现了思想性、艺术性、可看性的结合。     

我读邵燕祥其诗其人——在邵燕祥诗歌创作研讨会上的发言

邵燕祥是真正与共和国一起成长起来的诗人,他的诗思的每一次跳动,都是和共和国同步的、共振的.他的诗行是有良知的中国人民半个多世纪思想情绪的真实记录和文字化石.邵燕祥具有甘愿以平民自居的高贵品质.     

建构整体意识创新文学观念培养审美能力——现当代文学中散文化小说教学的问题与出路探析

散文化小说的教学是现当代文学课的教学难点,要激发学生的阅读兴趣,提升学生的审美能力,必须正视学生的阅读现状,在教学中渗透"整体"意识,创新文体观念,注重审美性的培养,如此才能适应现当代文学教学的新形势。     

Variability in children’s early reading strategies

The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read.     

试论文学作品四维空间的构建

文学创作应从作品深刻的思想性、高度的艺术性、广泛的社会性及鲜明的时代特色这四个方面出发,努力构建呈现作品深度、高度、广度和时间性的四维空间,从而拓宽思维领域,进入创作意境,写出好的作品。     

The education welfare service: the case for a review in England

The only major review of the education welfare service (EWS) took place in 1973 when the role and responsibilities of the service were very different from those of today. Recent legislative changes, the influence of the Children Act 2004 and revised public needs of the service, including new multidisciplinary and interdisciplinary frameworks, suggest that an up‐to‐date review would be timely. It may also help to professionalise the service in a number of different ways, something which is long overdue. This paper provides both the rationale and evidence for making the case for a major review of the EWS based on a reading of all key relevant documents and participation in a range of local and national evaluations on the role of the EWS in England and Wales. The major issues which need to be reviewed are identified and a way forward is suggested.     

Question‐posing and question‐responding: the heart of ‘Possibility Thinking’ in the early years

Drawing on research that sought to explore the characteristics of ‘Possibility Thinking’ as central to creativity in young children's learning, this paper considers question‐posing and question‐responding as the driving features of ‘Possibility Thinking’ (PT). This qualitative study employed micro‐event analysis of peer and pupil–teacher interaction. Events were sampled from two early years settings in England, one a Reception classroom (4‐ to 5‐year olds) and the other a Year 2 classroom (6‐ to 7‐year olds). This article arises out of the second stage of an ongoing research programme (2004–2007) involving the children and practitioners in these settings. This phase considers the dimensions of question‐posing and the categories of question‐responding and their interrelationship within PT. Three dimensions of questioning were identified as characteristic of PT. These included: (i) question framing, reflecting the purpose inherent within questions for adults and children (including leading, service and follow‐through questions); (ii) question degree: manifestation of the degree of possibility inherent in children's questions (including possibility narrow, possibility moderate, possibility broad); (iii) question modality, manifestation of the modality inherent in children's questions (including verbal and non‐verbal forms). The fine‐grained data analysis offers insight into how children engage in PT to meet specific needs in responding to creative tasks and activities and reveals the crucial role that question‐posing and question‐responding play in creative learning. It also provides more detail about the nature of young children's thinking, made visible through question‐posing and responding in engaging playful contexts.     

情美并擅的女性群体创作景观——比较分析明清江南闺秀文学与当代女性网络创作

明清江南闺秀文学与当代网络女性创作具有明显的群体性特质。这不仅体现在女性从事写作的数量上,更表现为对于专属女性的创作、阅读,与交流空间的构建上。两个创作群体在作品的内容与风格上体现出对情与美的偏好。从创作主体的角度看,这反映了明清江南闺秀与当代都市知识女性共同的创作心境：以写作来超越日常生活的限制达到诗意的生存。     

知识活动中的知识单元与知识计量研究

人类社会的知识活动根据其特征可以分为知识创造活动、知识管理活动和知识利用活动三类。知识计量贯穿知识活动全过程,但知识创造、知识管理和知识利用过程中对知识进行计量采用的知识单元不同。知识单元的构建是突破知识计量研究瓶颈的关键。参考文献16。