民俗类非物质文化遗产的特征和保护策略

民俗类非物质文化遗产作为综合性的遗产项目，往往是某一地域或群体的标志性文化事象，在具有核心象征的文化空间中进行以群体传承为主的综合性传承。对它的保护也应从其特征出发，从文化整体中切分主干文化环节，确定关键传承人，并注意将保护主体文化示范引导与民众自发传承相结合。     

家庭背景如何影响教育获得:基于居住空间分异的视角

大量经验研究表明,教育在中国人地位获得中的作用在加强,与此同时,人们也发现来自家庭背景,或者说阶层背景的差异对人们的教育获得的影响也是不可忽视的.那么家庭背景是如何影响人们的教育获得的呢?通过对人们居住空间分异的分析可以发现,家庭背景对人们教育获得的影响,有一部分是通过对教育资源的选择与争夺来实现,而这种选择和争夺又可以通过对基础教育资源分布不均的城市空间的竞争来实现.     

网络时代高校图书馆新生入馆协同虚拟空间的构建

基于高校新生的特点及其文献信息需求特征,借助学习共享的开放、交流、协作和互动服务理念,将文献信息检索、检索指南和信息服务融合在一起,构建一个对新生便捷实用的入馆协同虚拟空间。     

现代派西方绘画二维空间深度的表现形式

现代派西方绘画在追求画面二维平面性的同时,也在不断追求空间深度的表现,力求在平面中体现出多变的空间深度感。     

非线性二阶方程周期边值问题解的存在性

在常微分方程理论中,非线性常微分方程周期边值问题是比较重要的数学问题,由于在人们生活中普遍存在着周期现象,所以研究这类问题具有比较重大的理论价值和实际意义.现今,由于科技不断进步,尤其是非线性泛函理论的不断运用,人们开始用它来进行边值问题的研究.在Banach空间中对非线性常微分方程的多解存在性进行研究.     

杂合中建立第三空间——以杨宪益戴乃迭《阿Q正传》英译本为例

归化与异化策略同时应用即"杂合"翻译策略。本文通过对鲁迅小说《阿Q正传》英文译本的解读,探究其中杨宪益戴乃迭杂合策略的运用,从而证实杂合的客观性、普遍性及其文化意义。     

丁尼生的隔绝题材诗

丁尼生的隔绝题材诗以那种具有非理性特征的人物为主角,表现了隔绝者与外界之间时空的疏离,代表了诗人对灵魂自由的向往,但外界也代表着客观、理性和真实的生活,对客观和理性的重视使丁尼生自觉地否定隔绝者摒弃与外界交流的状态,最终让隔绝者试图复归于外部世界。隔绝题材诗还流露了丁尼生个人的自我满足感以及功利主义的社会思潮。     

近古汉语＂教＂字被动式研究的形成与发展

“教”字式是现代北方话中最主要的被动式类型,也是共同语中的一种重要被动式类…型。“教”字式是在汉语被动式的同化作用下由变异的“教”字使役式转化而成,在其形成过程中,阿尔泰语言的被动表示法也起到了重要的拉动作用。“教”字式在中古时期开始萌芽,近古时期取得了迅速发展,使用频率不断提升,语法构成趋向复杂,语义角色不断丰富,生命级别明显降低,语法功能变得多样。     

Re-entering my space: a narrative inquiry into teaching English as a foreign language in an imagined third space

The purpose of this study is to reflect on my experience of teaching English as a Foreign Language (EFL) in an inland Chinese university when I returned from Australia: I re-entered the space of EFL teaching, and experimented with a new model of teaching. In my experiment, I applied the concepts of third space and hybrid identity as a theoretical framework for teaching EFL. A personal narrative form is chosen to report and reflect on the experiment, as this is the form that directly expresses experience, allows for reflection on it, and is appropriate for studies of identity. Using anecdotes and reflection, I relate the observed responses of a cohort of Chinese EFL learners to this new EFL teaching model. From this account, reflections are drawn on the challenges that reform of traditional teacher-centred EFL methods in the Chinese cultural context brings to the learners, and by implication, the teacher, from the perspective of an insider (teacher) returning home from an outsider’s third space as a learner in another culture.     

Shared places,separate spaces: constructing cultural spaces through two national languages in Finland

Finland is a bilingual country with 2 national languages, Finnish and Swedish. The Swedish-speaking school institution aims to protect the minority language by maintaining a monolingual school space. In this article, the construction of linguistic and ethnic difference in educational discourse and practice related to the national languages in Finland is analyzed by using discourse analysis, feminist and post-structural theories. By analyzing ethnographic data and public debate, we argue that discursive and material practices related to spatiality have a significant role in constructing difference and otherness in the Finnish school context. Essentialist categories are produced but also contested from the positions within the cultural spaces at school and in society at large.