"原"之为体源流演变考略

"原"作为古代一种文体萌芽于秦汉时期,如<吕氏春秋>之"原乱"等,成熟于唐代,代表作为韩愈之"五原",以后各个时期也不乏佳作,如黄宗羲<明夷待访录>之"三原".自五四新文学提倡白话文运动,"原"之为体便停止发展而被现代学术论文形式取代.     

Diary-based strategy assessment and its relationship to performance in a group of trainee teachers

Our work is based on the study of learning strategies used by a group of trainee teachers in a real learning situation, and how this use of strategies influences the results of the learning process. We use a diary as a tool to assess the learning strategies and compare the results obtained with those using an inventory. Our findings indicate that the deliberate use of strategies (measured by diaries) has a positive effect on knowledge acquisition, with the qualitative analysis method of the verbal protocols noted in the diaries proving more valuable than the use of traditional inventories.     

英汉语篇差异与大学英语写作

英汉语篇在语义结构发展的惯用模式———主题的提出、篇章语言的组织特征、篇章策略等方面有着显著差异,这些差异有其深厚的社会文化根源。在L2写作中L1的社会文化会带来的一定的负迁移,因此在大学英语写作教学中应重视因文化不同而产生的语篇差异问题,提高跨文化交际意识。     

读启议写--读文教学中的创新能力培养

“创新是一个民族的灵魂,是一个国家兴旺发达不竭的动力。”高中语文“新大纲和九年义务教育语文“新课标”,都对培养学生的语文能力,特别是创新能力、创造性思维能力,提出了具体要求。艺文仍是新教材的主体,读文教学是培养学生创新能力的桥梁。当务之争是贯彻“读启议写”四字要求。“读”是基础,“启”是关键,“议”和“写”则是能力的升华。本文结合高中语文教学实践,就上述问题,做了具体说明,并对传统的“读、讲、议、练”提法做了补充,突出了“启发性、的指导思想在“讲”法中的特殊意义和“写”在语文练习中的重要地位。     

论高等院校外语教师自我职业发展的途径

通过对国内外语师资现状的分析，提出高校外语教师自我职业发展的途径。     

新时期翻译辅助大学英语写作教学研究

在全球一体化倾向越来越明朗的当今社会,英语学习的重要性,开始为人们所熟知,作为英语的主要应用方向,写作自然成为专家和学者研究的重点,高效的写作教学,对学生英语运用能力的提升,具有十分突出的作用。文章以当今社会普通高校所开展的英语写作教学为研究对象,首先分析了英语写作教学的现状,接下来从实际出发,以翻译具有的积极功能为切入点,围绕着应用翻译辅助教学开展的原因、策略,展开了深入的研究,供大学教师参考。     

生存的艰难与平凡的伟大——简评傅恒的长篇小说《天地平民》

傅恒的长篇小说《天地平民》改变了以往反腐败小说的套路,紧紧把握人物的命运和灵魂,直击当下人在社会的处境,把反腐败题材的小说提升到一个哲学人类学的高度。从写作本身来说,强化了写作的难度,大大提升了小说、特别是反腐败题材文学作品的艺术水准;从文学经验上来说,扩展了反腐败作品的边界;从叙事的方式来说,为小说叙事提供了一种全新的表达方式。     

女性自由之旅:罪恶或乌托邦

女性自由的问题必然与当代女性写作遭遇。作为现代性追求中不同阶段的女性写作，同样创作于20世纪末的池莉小说、林白小说和朱天小说，其具有典型性的本个案，共同呈示了女性写作中女性自由的歧途与启示：罪恶游戏或乌托邦想象。这一现象表明了当代女性自我认同及性别自由的限度和可能。     

Changes in teachers’ beliefs after a professional development project for teaching writing: two Chinese cases

A plethora of research has found that teachers’ beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students’ learning to write, there is a paucity of research on writing teachers’ beliefs about these approaches and how their beliefs change in the process of their professional development. Such a lacuna becomes prominent in English as a Foreign Language contexts, especially in China, where there are numerous calls for changing the nature of classroom practices from product-focused to process- and student-centred instruction. In order to fill this gap, this brief article reports on a case study regarding changes in two Chinese English teachers’ beliefs after attending a professional development project for teaching writing. A key research question guides this study: What changes, if any, did the two teachers experience in their teaching beliefs during the project? Two writing teachers were voluntarily recruited for a case study. Findings show that the professional development project for teaching writing broadened the teachers’ understanding of different writing theories, provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice.     

挑战与应对:取消考试大纲后大规模教育考试命题的测量学考量

在"不再制定考试大纲"的条件下,根据课程标准命题是今后高考、中考等大规模教育考试工作的常态。文章首先从知识、能力、功能和质量四个角度,具体讨论了取消考试大纲所面临的命题挑战,然后从课程标准的操作性解读、现代教育测量模型的中国化处理、命题团队的建设与培养、题库建设四个方面,提出了取消考试大纲后大规模教育考试命题的具体建议。