“文化转向”中译者角色的再思考

翻译研究中的"文化转向"体现了对翻译更深层次的理解,同时也促进了研究领域对跨文化翻译中译者角色的再思考。忠实与叛逆、归化与异化、缺省与补偿是跨文化翻译研究中的重要组成部分,也是译者在处理原文化与异文化中应考量的三个主要关系。促进各文化之间平等交流、和谐共生是新时期译者应承担的重要使命。     

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.     

Queering the Art Classroom: Queering Matters

Since 2003, successive British governments have taken steps to develop legislation supporting lesbian, gay, bisexual, transgender, questioning / queer, intersex, asexual and those who are gender / sexuality non‐conforming more generally (LGBTQIA+). In doing so, they have foregrounded the need for educational institutions to respond proactively to this legislation. There is evidence to suggest that homophobia is prominent in UK schools, yet measures to address the issue have largely rested on schools and LGBTQIA+ charities, reducing discussions of homosexuality to anti‐bullying discourses and introducing curriculum modifications that are overwhelmingly homonormative. The limitations of these current approaches ignore the societal and institutional power structures that help to produce homophobia, which is often referred to as heteronormativity. Drawing on aspects of new materialist and queer theoretical perspectives, this article follows the findings of a research project that focused on developing an intervention at GCSE level, exploring non‐normative genders and sexualities in the art curriculum. The research project was based on a class in a secondary school in North London from 2017 to 2018. Through the application of a pedagogy rooted in queer theory, the study explores the possibilities of disrupting heteronormativity and didactic learning by investigating student responses to the interventions. For this article, I focus on one student’s artwork and her reactions to the process of making her artworks during the project. As such, the study is an exploration of an attempt at moving beyond the homonormative inclusion of LGBTQIA+ content, towards a deeper exploration of gender and sexuality within the curriculum cultivated through making.     

The school parade as a text: the management of diversity on national commemorations in Greece

The paper approaches school parades on national commemorations in Greece as a ‘text’ for storing and transmitting cultural meanings and value hierarchies. The study is based on policy documents and participant observation. The detailed Ministry instructions on how schools should select students for the parade may be viewed as instructions on how to manage dimensions of diversity. Two such dimensions are tallness and achievement, established by law as selection criteria. The latter could point to both intellectual abilities and effort. However, because of the dominance of effort in Greek educational rhetoric, achievement comes to be perceived mainly as an indicator of moral qualities, e.g. hard work. The selected students are distributed along the body of the parade according to ‘syntactic’ rules, i.e. mainly ‘firstness’. Skilful management of bodily and moral ‘diversity’ makes underlying value hierarchies explicit, thus producing cultural meanings and turning the parade into a text about the nation.     

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.     

推动书籍形态演变的核心因素探究

本文主要探讨了书籍的形态是如何顺应人们阅读需求的变化而发展的。文章将书的装帧形态概括为卷筒装、折页装、册页装三大类,分析了由一类向另一类形态转变过程中,阅读需求所起的决定性作用,并且以此为思路,展望未来书籍形态的发展方向。     

生态视角下网络教学资源的开发

面对网络教学资源相对陈旧、种类单调,资源的重复建设现象严重的情况,可以将网络教学资源、网络环境、开发人员、学习者作为一个生态系统,从生态学的视角出发,运用生态理论来研究网络教学资源建设过程中的问题,指导开发优质网络教学资源,创建远程学习的生态学习环境。     

文化多元化视域下马克思主义大众化及其实践路径

文化多元化是当前我国马克思主义意识形态文化建设的基本文化生态。文化多元化在对人类文明进步产生巨大推动作用的同时,也对马克思主义主导意识形态文化建设带来了消极影响和认同危机。面对文化多元化负效应的影响,加快推进马克思主义大众化,就要坚持社会主义核心价值体系的引领,坚持主流文化的主导,正确对待传统文化的继承与弘扬,善于学习和借鉴人类文明的共同成果,同时坚持党领导下的理论创新等。     

关于中等职业学校数学课堂教学策略的探索与实践

在中职学校数学课堂教学中,合理有效的数学教学策略,包括根据不同专业需求灵活处理现有教材中的教学内容,合理有效的教学设计,适合学生的教学方法、途径与教学评价等。教学策略对优化课堂教学过程、培养学生的学习兴趣、提高课堂教学效率起着重要作用。