论郑愁予诗歌中的乡愁主题

乡愁是台湾文学的一个重要主题，形成了独特的文化内涵和审美价值。郑愁予作为见证并且经历了台湾历史悲剧的现代派诗人，抒写乡愁自然成为其诗歌的重要组成部分。可以说，乡愁始终是郑愁予诗歌中不灭的精魂。它不仅指地理空间的乡愁，更是一种文化的、时间的乡愁。     

梁陈规讽诗探讨

规讽诗以含蓄的手法规劝、嘲讽不合理的社会现象 ,以兴治济身、振危释惫为创作目的。梁陈规讽诗的选题多讽谏朝政 ,从不同阶层诗人的感情角度出发 ,多向性地揭示了统治阶级的内部矛盾 ,披露了门阀士族与寒门庶族之间的派别之争。其特点以刺官为主。在艺术上 ,因受儒家诗教、诗人社会地位的影响 ,梁陈规讽诗呈现出婉曲隐晦的创作特点。     

Brownjohn,Hughes, Pirrie,and Rosen: What Rhymes with Oral Writing?

This article looks at the work of four writers who have had considerable influence on the teaching of poetry writing to primary school children. Each writer is considered in terms of their merits as a contributor to wider questions about writing, and in comparative terms with each other. Links are made between these writers' explicit and implicit philosophies and approaches. Finally, the article considers how far discussions about voice and form within children's writing are necessarily exclusive of each other.     

简析唐代咏雨诗

唐代诗人多有咏雨之作,根据主观感情、体验,赋予雨这一普通的自然现象以不同的、鲜活的艺术意蕴,具有一种可贵的审美价值。本文结合若干具体作品,对唐代咏雨诗的意象构成及其艺术表现手法,作出简要分析并进行初步探讨。     

浅析中国朦胧诗的发展轨迹

探讨和研究了中国朦胧诗5个阶段的发展情况，揭示了中国的朦胧诗风演绎的动态：从古典走向现代，从阴柔走向阳刚，从封闭走向开放。     

Planting Poetry: Sowing Seeds of Creativity in a Year 5 Class

This article offers a case study account of a garden-themed poetry writing project run by a creative writing organisation in partnership with a class of 9–10-year-old children from a London primary school. I explore the concept of creativity which framed the five-week project and analyse the different ways in which the creative practitioner worked collaboratively with the class teacher to develop children’s writing, not least by adopting an open, inclusive pedagogy. Despite the obvious successes of this project, I raise questions about the role of creative practitioners working in schools and the ways in which special projects locate creativity on the margins of the mainstream curriculum.     

Narrative inquiry and the problem of representation: ‘giving voice’, making meaning

In this article, the author argues that the exploration of alternative forms of research representation can result in new possibilities for making meaning in educational research. Narrative inquiry as a methodology has become established as an approach in education but remains contested in many ways. How we come to an understanding of such research findings and in particular how the issues of voice and representation are resolved are subject to much debate. Here, the author proposes that using fictive methods of representation of research, particularly poetry, can have implications for the ways in which meaning is made and therefore the possible meanings that can be made. Further, this article argues that the poetic form allows for the inclusion of many voices and stories in a non-hierarchical manner, making the author's influence explicit without it being dominant. Researchers have argued for poetic representations of research data as a means to evoke the participants' experience whilst making the author's influence explicit; here, it is argued that poetry can be utilized to provide a fuller representation of the research, placing the voice of the participants, the researcher and the literature on an equal level within the whole story of the research project. This article first details narrative inquiry as a methodological approach and its particular application to educational research before discussing the issues surrounding voice and representation. Subsequently, fictive forms of representation are explored as a means of addressing these issues.     

对扩大经济消费需求问题的探讨

针对当前社会经济发展及消费需求问题，提出有效的扩大投资途径，还需根据消费的实际状况，改变传统的消费观，确保社会经济良性发展的问题，并结合所在城市消费情况，对扩大经济消费需求进行了探讨。     

宋代印刷传媒与诗分唐宋

雕版印刷作为图书传播之媒介,崛起繁荣于右文崇儒之宋代。印刷传媒挟其＂易成、难毁、节费、便藏＂,化身千万,无远弗届之优势,初与抄本、写本竞奇争辉,终则印本取代写本,成为知识传媒之新宠,促使宋代士人之阅读接受更加多元与丰富。印刷术在两宋之传媒效应,传世文献征存不多,笔者拟借镜谷登堡发明活字版印刷术,在中古欧洲改变了阅读环境,影响了接受反应,同时加速古老变革,重组文学领域,征存传统典籍,催生创新体类。凡此,两相对照,皆攸关印刷文化史之探索,堪称创新研究之课题,值得开发讨论。     

高考诗歌鉴赏题隐性要求失分举隅与应对策略研究

诗歌鉴赏题是各省高考试卷中稳定的题型,在诗歌鉴赏过程中,由于生活经验、艺术经验、思想水平、意象感悟的差异,学生失分严重。探究其原因,一方面是因为诗歌本身的简练但内蕴丰富的特点,让学生鉴赏诗歌时难于解读,诗歌读不懂,那么题目就无法解答;另一方面则是学生的粗心大意,对诗歌鉴赏题目以及出题者的意图搞不清,所以出现答非所问或者答题不完整的情况,这种丢分的现象在考试中占了大部分,在探究原因的基础上,提出相关的应对策略,以期提高学生的诗歌鉴赏能力。