话语听辨与产出不对称研究综述

介绍了话语听辨和产出“不对称”的研究概况,并评述了解释该现象的主要研究视角:语法内部属性视角,接口视角,优选论视角,心理理论视角,信息处理视角等。     

后现代语境下“我”的身份之谜

在后现代语境下,作家越来越多的使用第一人称叙述,文本的意义也越来越依靠文本与读者动态交流过程来呈现.论文以卡尔维诺叙事作品为例,主要通过聚焦于卡尔维诺小说叙事人称,分析第一人称"我"视角越界,作为超越体验的创造者等等身份,进而揭开叙事作品中第一人称"我"的身份迷团;展示后现代语境下文本的虚幻本质与表达欲望;并从叙述个性化、强化艺术感染力,叙述功能的自我完善等方面来探索第一人称的叙事效果.     

西方体育教学论研究的理论观点及其应用

论文回顾了体育教学论研究中经常用到的5种理论:实证主义理论、解释主义理论、社会批评主义理论、后结构主义理论和女权主义理论。分析了各种理论的应用事例。考虑这些理论如何回答我们的问题以及如何指导我们的研究行为。说明了挑战这些理论观点的方面。并且对忠实于这些理论的人们在应用这些理论于体育教学论研究时提出忠告。     

胸怀天下 心系苍生——论墨子的忧患意识

本文主要讨论了墨子的忧患意识,认为墨子的忧患意识包含忧国、忧民、忧己三个层面,并对每种忧患都提出了切实可行的解决策略,极具有时代的前瞻性;进一步指出墨子的忧患意识是墨子＂兼爱＂、＂非攻＂等核心思想产生的根源,并分析了墨子忧患意识产生的三个条件。     

论文学研究与历史研究之关联——兼谈关于历史题材创作的研究方法问题

文学研究和历史研究本来就存在着某种密切的关联,彼此之间常常互相渗透,互相汲取,那种过于严格的学科界限不利于研究的深入。在文学叙事与历史叙事之间的相通性越来越受到关注的今天,文学研究的历史视角就显得愈加不可或缺了。同样,历史研究也从文学研究中得到启发。马克思恩格斯从来都是从历史视角来考察文学的价值的,"美学的观点与史学的观点"作为一种研究方法正是他们将文学研究与历史研究融合为一的标志,而这种方法对于历史题材文学创作的研究显得尤为有效。     

买方势力与技术创新:研究综述与未来展望

技术创新是引领企业发展的第一动力。企业的创新决策不仅受到横向市场结构的影响,还受到来自于产业链上下游相对市场势力的制约。本文从四个研究视角梳理总结了买方势力的概念内涵,并从三个维度剖析了其产生动因与形成机制。在此基础上,本文从理论与实证两个视角对买方势力与技术创新关系的研究进行归纳与评述。最后,基于现有研究的局限性提出未来研究方向,以期为企业创新机制的建立和反垄断规制政策的实施提供参考与借鉴。     

Children’s rough and tumble play: perspectives of teachers in northern Canadian Indigenous communities

Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers’ roles in preventing relational and physically aggressive play in school. This paper reports on issues related to sociocultural influences on perceptions of play involving objects to which Indigenous children assign implicit roles as guns, and teachers’ concerns about external perceptions of teachers’ roles vis-à-vis rough and tumble play in school. Implications for teacher practice and for teacher education include establishing boundaries and negotiating rules and consequences with students, and teaching problem-solving approaches. Teachers’ expressed need for exposure to research on rough and tumble play in teacher education and professional development initiatives is consistent with the findings of previous research. This study provides perspectives from teachers in a non-mainstream teaching context on a controversial topic with mixed views coming from researchers and media reports.     

Listening to young children outdoors with pedagogical documentation

If children are to be heard in research and pedagogy, we need to find ways to listen to them. But how do we listen to young children when words are not their primary means of communication? Drawing on research investigating children’s perspectives of outdoor spaces in pedagogical settings, this article discusses the use of pedagogical documentation as a way of listening to young children. This listening involves children and adults working together in a relationship of co-experimentation which requires suspension of judgment, openness and preparedness to be affected by the ‘other’ [Davies, Bronwyn. (2014). Listening to Children: Being and Becoming. London: Routledge; Rinaldi, Carla. (2006). In Dialogue with Reggio Emilia: Listening, Researching and Learning. London: Routledge]. The article explores ways in which pedagogical documentation can not only lead to insights into children’s thinking, but also to questioning of taken-for-granted assumptions about children, learning and the wider world. Furthermore, the article highlights the way in which the materiality of pedagogical documentation strategies also actively contributes to the research. The study’s findings suggest that in thinking with pedagogical documentation, children, adults and nonhuman elements all work together in an interconnected and ever-changing assemblage which does not result in definitive conclusions but instead leads to more questions.     

众声齐鸣与审美响应——论《八月之光》之多角度叙事

本文深入探讨小说《八月之光》综合运用多角度的叙事手法,从不同的视角和层面来讲述故事和揭示人物内心世界的方法。在《八月之光》中,福克纳巧妙地借助不同的叙事者来建构文本召唤结构：各种眼睛看世界,各种声音各抒己见,相互补充甚至互相抵触,从而刺激读者自己积极参与做出判断。在此,伊瑟尔的＂隐含的读者＂理论、＂游移视点＂理论以及＂空白＂、＂否定＂等理论对读者解读该文本,挖掘其深刻内涵,都会大有启迪。