博物馆叙事研究综述——兼论展览叙事核心议题

叙事学发端于20世纪早期的西方文学研究,至90年代延展至博物馆学领域,应用于分析和指导博物馆的叙事,至今已经取得了丰硕成果。2000年后,我国开始对博物馆叙事展开讨论,并经历了三个发展阶段。研究以展览叙事为重点,从文本内容和话语表现两个层面,在内涵特征、作用意义、构建方法和语境关系上取得了一定进展。但整体而言,我国博物馆叙事研究还存在着对理论的认识和应用不足,缺乏宏观思考等问题。     

表象训练在“二十四式”教学中的应用研究

针对武术项目教学"三多"的问题,以人体生理学运动技能形成的过程为切入点,在传统的"二十四式"教学方法的基础上采用对比实验法、数理统计法、文献资料等研究方法,对表象训练法的教学效果进行研究。实验证明这种教学方法能激发学生的学习主观想象力,达到更好的教学效果。     

简论刘庆邦小说的伦理叙事与叙事伦理

当代中原作家刘庆邦始终关注着中原乡土文明。以作家的敏锐感知力,他注意到在现代观念映照下,中原大地的伦理观念的变化,并对此进行了展现和思考。在爱情、亲情、性爱的伦理叙事中,他的小说隐含着叙述者的叙事立场、叙事意指和道德趋向。     

露迹:新生代小说中的元小说叙事手法

"露迹"是最重要的元小说叙事手法之一,也是先锋小说家们常用的写作策略。"露迹"手法的使用是新生代小说对先锋小说多元化创作的一种继承。但新生代小说家们将"露迹"手法纳入了更为合理的范畴,摆脱了先锋元小说创作中"形式大于内容"的怪圈。     

微电影在课堂外英语自主学习中的应用

随着大学英语学时缩减和终身学习理念深入人心,课堂外自主学习的重要性凸显。作为数字网络时代的新生事物,微电影借助各种移动新媒体和网络平台传播,其三“微”特征、全民参与性和超强互动性等特点符合大学生的价值偏好。从微电影叙事特征和传播特点等方面分析其在提高大学生课堂外自主学习能力的作用。     

宋代文言小说叙事演变研究

宋代是我国文言小说发展的特殊时期,在这一时期文言小说发生了叙事角度和叙事方式的转变,本文从叙事演变的角度出发,结合宋代文言小说的实际,对宋代文言小说的叙事演变进行简要的探析。     

论安·塞克斯顿诗歌《灰姑娘》中的重复

美国现代作家塞克斯顿在其诗歌《灰姑娘》中运用类像和怪异两种重复方式对原格林童话进行了成功的"变形",揭示了后现代社会的表征危机以及消费主义文化。     

时间之环——《解忧杂货店》的时间变形

《解忧杂货店》是日本当代推理小说家东野圭吾的一部非推理小说。在该作品中,作者非但没有制造凶杀案与寻找真相的紧张感,反而给读者带来满满的感动以及拼搏向上的正能量。东野圭吾的这部作品除了选材精妙之外,他通过灵活变换叙述时间是小说的叙事时间形成了一个封闭的圆环,从而使五个故事环环相扣,结构十分独特。笔者试图以时距为线索来分析这部作品的魅力。     

Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación

This article sketches a framework for the study and analysis of culture-cognition relations that I present in my recent book, Cultural Development of Mathematical Ideas: Papua New Guinea Studies. Taking an historical approach, I focus on the reproduction and alteration of representational forms for number and the functions that representational forms serve in collective practices in and out of school. My key argument is that, in the context of their goal-directed communicative activities in collective practices in daily life, people unwittingly reproduce and alter representational forms and the functions that these forms serve. The process leads to continuities and discontinuities in form-function relations in communities over historical time. To provide evidence for this process and its role in the cultural development of ideas, I report selected findings from research conducted in 1978, 1980 and 2001 in Oksapmin communities; I focus on historical shifts in the forms and functions of the Oksapmin body part counting system over time. I then update that body of research with a sketch of a recent 2014 follow-up study. I close with reflections on the utility of my framework for the study of culture-cognition relations in other communities and on cognitive domains other than mathematics.     

Researching female professors: the difficulties of representation,positionality and power in feminist research

This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professors¹1. In the UK context, the title of ‘professor’ is reserved for full professors only – that is, those with either an established or personal chair. and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press] understanding of reflexivity and feminist interpretations of their work including McNay [“Gender, Habitus and the Field: Pierre Bourdieu and the Limits of Reflexivity.” Theory Culture Society 16: 95] and Adkins [“Reflexivity Freedom or Habit of Gender?” Theory Culture Society 20: 21], valuable research can be produced, despite the difficulties. A related aim of this paper is to reflect back after four years in an academic post on my position as a novice researcher, and some of the associated issues facing doctoral students, particularly the problems with researching upwards [Walford, G. 2011 Walford, G. 2011. “Researching the Powerful.” British Educational Research Association on-line resource. Accessed March 17, 2014. www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdf [Google Scholar]. “Researching the Powerful. British Educational Research Association On-line Resource.” Accessed March 17, 2014. www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdfWalford 2011].