对课程叙事研究特点的解读

课程叙事研究是研究者以讲故事的形式述说自己或别人经历过的课程事件并诠释其中的意义。它关注真实、复杂课程情境中的特定问题,重视课程事件的丰富性、形象性、复杂性和多样性,因此以质的研究为方法论。课程叙事研究所揭示的意义是研究者通过对自己的课程生活实践仔细的审视、分析而得出的,审视和分析的过程即反思的过程。     

大学英语教师教学改革实践性知识形成的叙事探究

文章以某大学英语教学改革示范点高校的一位大学英语教师为研究个案,采用教育叙事探究与个案研究的方法阐释了其7年的教改经历与心路历程,并对其教改实践性知识的形成与变化进行了反思。研究结果显示,教师的实践性知识直接支配着教师的教改行为,并最终决定其教改的方向与成效。受前期实践性知识、持续的教学反思、职业追求、改革政策和同行教改实践等五个方面内外部因素的影响与制约,教师教改实践性知识的构建大致会经历三个特征迥异的发展阶段。     

莫友芝生日诗探析

晚清著名诗人莫友芝一生创作诗歌千余首,其中有一类比较特殊的,那就是生日诗。自道光十六年26岁始至咸丰十年50岁止,莫友芝一共写了24首生日诗。其生日诗创作的主题有三：一是抒发事业无成、时不我待的怅惘;二是表达对亲人、故乡的思念和关切之情;三是表现友人间诚挚的友谊。     

《共产党宣言》：文本主题、理论主线与实践主调——一种探求马克思主义经典著作的研读方法

马克思主义经典作家思想的流传,主要借助于其撰写的经典文本作为传播载体。《共产党宣言》文本所呈现出的文本主题、逻辑结构、理论主线、运动主体与实践主调足以证明,其生命力在相当大的程度上得益于文本质量。但还有赖于外在的因素。根据具体实践的发展要求,结合马克思主义基本原理,创造出一种新的“中国特色”理论来指导解决现实问题,是对待马克思主义经典著作所应具有的科学态度。     

伤痕、反思文学中的暴力叙事

30年代的左翼文学,40年代的延安文学以及新中国文学都用自己独特的方式书写了关于＂革命＂的记忆。而这种独特的书写方式肯定了暴力叙事在这些文学作品中的作用,＂十七年文学＂、＂文革文学＂直到新时期的＂伤痕文学＂、＂反思文学＂,这种暴力叙事一度成为主流的写作伦理在伤痕、反思文学中。本文旨在肯定它们在发现大写＂人＂的同时,着重阐释伤痕文学与反思文学中的暴力叙事。这种暴力叙事不仅来自于肉体的暴力,更源自于精神上的暴力,而那种受害者不自觉加在受害者身上的精神施虐更加深了这种精神上的暴力。     

主题公园市场开发及营销策略思考

市场开发和营销策略是直接影响主题公园发展的关键因素。从我国主题公园的现状出发,提出了主题公园发展过程中存在盲目兴建和营销不得法等问题,进而说明了市场定位和市场调研的重要性,最后以4C和4P理论为支撑点,探讨了主题公园的市场开发营销的策略。     

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.     

Reasons of students and apprentices to choose a training company in the dual system

This article sheds light on an understudied aspect of the transition from school to work: the choice of a training company. It presents findings from qualitative interviews with 69 secondary school students and apprentices from the German states of Berlin and Brandenburg, focusing on their reasons to choose a training company in the dual system. What reasons lead students and apprentices to choose a training company? The most common reason is personal impressions, which future apprentices obtain in their initial, personal encounters with a company and its staff. Students and apprentices often consider location, working atmosphere and soundness. Due to this study’s regional scope, its findings may not be fully generalisable on a national or international level. However, its findings may instigate further research in countries where people pursuing certain types of apprenticeship training have to apply to companies (e.g. Great Britain, Switzerland and Australia).     

杜琪峰电影主题印象

本文通过对杜琪峰代表性影片的分析,发现命运无常的宿命观是其电影主题的核心．正因为有此思想的统领,使杜琪峰的电影在文本和视听语言上逐步具备了独特的个人特色．本文试图对具有明显个人风格烙印的主题所作的全面解读,希望能为研究回归后香港本土电影的发展变化提供有益的材料支持。     

全从当场见世情——从场面描写看《金瓶梅》的小说艺术

《金瓶梅》是一部以繁多、生动却不免琐屑的细节描写著称的长篇小说,由细节描写营构成的场面是《金瓶梅》文本的基本存在形态,大致可分为宴饮场面、内室场面和庭院场面三类。由于作者主要使用细节连缀的叙述方式,小说的叙事空间精彩而叙事时间则时常紊乱,留下了遗憾。夸饰性和写实性场面的结合,是《金瓶梅》人物塑造的重要方法之一。