电视剧《神话》之生命图式探究

电视剧《神话》以奇特的＂穿越＂构想再现了中国历史上一段令人难忘的秦汉往事,本剧通过一位80后主人公天马行空的经历,叙述了其思想由稚嫩变为成熟的成长经历,体现了当下青年对真情、梦想的心理期待;同时,本剧的创作过程也体现了潜藏在创作者内心深处向往自由浪漫心境的无意识状态。     

媒体发展与读者的期望值、感受度和满意度——以报业为例

媒体要真正服务于人民,必须充分考虑读者的期望值、感受度和满意度。要从以媒体为中心的报业引导,逐渐向以读者为中心的报业服务转变;服务运营要以读者的期望为出发点。     

从接受美学看归化和异化的翻译策略——以《红楼梦》中文化专有项的英译为例

本文通过《红楼梦》文化专有项英译的对比分析,从接受美学的角度阐释了归化和异化的翻译策略。归化策略应用于翻译,可以使译文与读者的期待视野相靠拢甚至相融合,降低了阅读难度,但同时也丧失了大量的文化附载信息。异化策略将原文陌生的意象和概念在译文中保留下来,突显异域风情,丰富和拓展了读者的期待视野,但有时显得不自然甚至是拗口的。总之,两种策略各有长短,在翻译时,译者应综合考虑多方面因素,有效结合两种策略,恰当地分配二者在译作中的比例。     

受众期待视域与广告接受分析

广告的接受者是大批作为潜在消费者的受众。受众的＂期待视域＂概念借用的是文学接受理论的概念。广告的接受与受众的期待视域息息相关。根据受众的期待视域,广告的设计必须不断调整,使受众视域与广告达致融合与超越,从而实现商品促销的目的。     

混合分布与风险

文中研究了混合分布的性质,引出用微分法构造混合风险的形式,作为保险风险中最常见的应用,给出了保费的确定方法.     

家长对幼儿教育的期望:中、日、韩三国之比较

本研究采用自编量表调查了来自中、日、韩三国的727名家长对其孩子受教育的期望。结果显示：三国家长对其孩子的成长都持积极期望的态度;在“主体积极发展”“关注饮食”“意志力培养”“道德判断”“与成人情感交流”等因子上。国别差异显著;国别与性别,国别与年龄,性别与年龄,国别、性别与年龄交互作用均不显著。     

新生代农民工亲情教育期望的倾向性研究——以阜阳市为例

通过随机抽取阜阳市2 000名新生代农民工进行调查分析,得到新生代农民工的亲情期望的高追求与月收入呈高度正相关。进一步的研究表明,打工的经历与经验不仅使大部分新生代农民工坚定了终身学习的决心,而且他们还会把自己实现了的及未实现的希望寄托在自己的子女身上。因而,要进一步完善更有利于新生代农民工融入城市的体制和政策;进一步强化对新生代农民工的自身培训与子女的受教育保障;进一步加强对新生代农民工从业目标的指导与流动流畅性的保障。以最大程度地引导亲情教育期望高追求推动社会发展的正能量的集聚和发展。     

Metacognitive activities in text-studying and problem-solving: Development of a taxonomy

This article describes the construction of a hierarchical taxonomy of metacognitive activities for the interpretation of thinking-aloud protocols of students in secondary education, who studied texts on history and physics. After testing an initial elaborate taxonomy on a restricted number of protocols by multiple raters, it appeared that the interrater correspondence was well below par. The categories in the taxonomy were too highly specified. Categories were combined and tested on new protocols in a cyclic fashion. The revised taxonomy was then used for coding 16 history protocols and 16 physics protocols. Frequencies of occurrence of metacognitive activities were obtained, as well as judgements of the quality of the metacognitive activities of the participants. There is a reasonable correlation between the frequency method and the quality method for coding thinking-aloud protocols. Also, there is a substantial covariation of the number of metacognitive activities across both tasks.     

Home book reading and reading achievement in EU countries: the Progress in International Reading Literacy Study 2011 (PIRLS)

Home shared book reading during the preschool years is a strong predictor of students’ reading achievement in primary school, and, according to Sénéchal (2012), it can benefit more children from low socioeconomic status (SES) backgrounds. This study examines the association between frequency of book reading before the start of compulsory education and the reading achievement of 4th-grade students whose parents have high and low education levels in 22 European countries. Using data from the Progress in International Reading Literacy Study (PIRLS 2011), we show that the contribution of shared reading for the achievement of students from distinct SES backgrounds is different in different countries and that shared reading does not always benefit more children from low-SES backgrounds. Results are discussed in light of Sénéchal's home literacy model, the dynamics of cultural capital, and current policy efforts to support children's literacy development in European countries.     

Parental perspectives of the role of school factors in school refusal

The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers’ support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR.