多元文化语境下体育跨文化交流能力培养

体育领域的跨文化交流正在成为我国跨文化交流的重要组成部分,并在增进我国与世界各国的相互了解和友谊、塑造国家形象方面扮演着越来越重要的角色.体育跨文化交流所呈现的多样性、广泛性和特殊性,促使我们选择培养策略能力来提高体育职业群体的跨文化交际能力.重视和利用文化间的共同之处,以及集中的交际策略培训都将起到积极的作用.     

修辞论视野中的庄子幽默

拟从修辞学的视角,分别从逻辑前提、身世背景、流派动因等方面分析了庄子幽默的生成语境和动因,并从六个方面总结了庄子幽默的修辞手法与语义意图,以揭示庄子幽默的特点。     

Questions to assess learning as a communicative routine for inclusion

In the context of rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland, a study was conducted to investigate the interplay between policy and principles of inclusion, resource teachers' and class teachers' interpretations of this and the manner in which policy and principle is enacted in their practice. Based on nine resource teachers and nine class teachers each paired in a particular school, interviews to elicit teachers' interpretations combined with observations to document the detail of practice generated data from which nine case studies were crafted. Findings revealed that teachers' interpretations and constructions of inclusive practice are grounded in the central tenets of communicative routines, attunement and coherence‐fragmentation. As such, the pedagogical practices central to facilitating inclusion are as follows: teachers' use of questions to assess learning and mediated talk; transactional teaching–learning interactions contributing to transformational teaching‐learning episodes; and optimal interfacing of resource teachers and class teachers. This article, by Órla Ní Bhroin of St Patrick's College, Dublin City University, focuses on teachers' use of questioning to assess learning as a communicative routine for inclusion.     

英语教学的目标——交际能力培养

从对语言能力概念的认识入手,探讨了语言交际能力的内容及其各部分间的关系,并对改进交际教学法提出了几条建议。     

高职英语阅读教学初探

文章从交际性阅读理论观点出发,结合高职英语课堂教学实践,对如何开展和加强阅读教学作了一些有益探索。     

浅谈英语口语课堂教学中交际能力的培养

从语言功能归纳、语言的得体性、创造语言实践的环境等方面来浅谈英语口语课堂教学对学生交际能力的培养.     

道德社会学视角下运动教育模式的德育实践研究

摘要：在道德社会学理论视角下,运用文献资料法、访谈法、逻辑分析法,针对运动教育模式开展体育活动的过程中,所体现出具体的德育实践形式与价值进行分析和阐释,为我国运用运动教育模式来开展德育实践活动提供参考,为开发青少年学生喜闻乐见的德育载体提供启示。研究结果如下：1）运动教育模式下围绕某项体育比赛组织开展一系列实践活动,形成模拟的集体社会生活世界,这是一个渗透德育理念的道德实践场域,参与者在该场域中作为担负不同角色职能的道德实践个体,被不同的道德实践单元接纳;2）道德实践个体在活动中,通过道德实践单元内的言行交往,生产出“角色职能、团队认同、分享成败”道德事实,而在所处道德实践单元与其他道德实践单元之间的言行交往,生产出“公平竞争、分享成败、行业认同”道德事实;3）生产出道德事实的言行交往,不仅实现了其“社会群体归属感”和“纪律精神”的属性,更是将社群属性的纪律精神内化为“自律”属性。     

The Difference and Application of Semantic Translation and Communicative Translation

The concepts of communicative and semantic translation represent Peter Newmark’s main contribution to general translation theory.Both semantic and communicative translations comply with the usually accepted syntactic equivalents or correspondences for the source text(ST) languages and the target language(TL) and each of the two translation methods has its own characteristics as well as application fields.     

合理化与生活世界殖民化——从韦伯到哈贝马斯的理性建构之路

哈贝马斯从"合理化"概念入手,围绕理性建构问题对韦伯的理论局限性和建设性分别进行了揭示,进而提出了一个以"交往理性"包容价值理性和工具理性的理论设想。以此为起点,合理化概念中的理论盲点得到了一定程度的克服。立足于"合理化"与"生活世界殖民化"这两个核心命题的内在逻辑关系,从韦伯到哈贝马斯的理性建构之路也呈现出清晰可见的历史传承性。与此同时,这两个命题所包含的现代性困境及其解决策略,也在交往行为理论的认知框架中得到必要的揭示和说明。