词义与语素义关系及对外汉语语素教学研究

笔者考察了《高等学校外国留学生汉语言专业教学大纲》（附件一）一年级词汇中双音节复合名词的词义与语素义关系类型,将其分为：直接反映型、间接反映型、词义模糊/减损型、词义无关型和外来词型六种类型,并对每一种类型进行详细的分析。研究发现,语素义能直接反映词义的直接反映型占了绝对的优势。因此,在对外汉语词汇教学中非常有必要进行语素教学,并针对语素教学提出了一些教学建议。     

论词语的语言义

语言符号的意义和所指具有相对的独立性,可以分别研究。词语的语言义是词语处于备用状态时所包含的全部意义,是人对所指的认识成果在意识中的完整的积存。处于具体语境中的词语的意义是这个词语已有的语言义的呈现或变异。词语的语言义分为3类：日常义、学术义、背景义。词语的语言义是社会集体认知活动的成果,个体所掌握的词语语言义的信息量的状况,决定或影响人的言语行为。附着于一个词语的语言义属于全社会,个人习得、学习的词语的语言义在意识中潜藏,成为个人选词造句、理解言语的依据。词语的语言义在意向性活动中显现于意识;在言语活动中显现于命题。     

浅谈英汉翻译的实用技巧

非英语专业学生在日常学习中十分需要了解英译汉的一些技巧和方法,以更好地掌握英语和让更多的人了解外面的世界。同时,这也是各种考试所要求的。据此介绍了一些英汉翻译的实用技巧     

阳高方言中的几个虚语素

阳高方言属于晋语的云中片,词汇丰富,并有不少富有特色的虚语素,文章着重介绍几个虚语素的特点和用法。     

Primary school text comprehension predicts mathematical word problem-solving skills in secondary school

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9–10 years old at the baseline). The children’s text-reading fluency, text comprehension and basic calculation ability were tested in grade four. In grade seven and nine, their skills in solving mathematical word problems were assessed. Overall, the results showed that text comprehension in grade four of primary school predicts math word problem-solving skills in secondary school, after controlling for text-reading fluency and basic calculation ability. Among boys, good text comprehension skills in grade four predicted good math word problem-solving skills in grade seven. Among girls, good text comprehension skills in grade four predicted their subsequent mathematical word problem performance in grade nine. The practical implications of the results are discussed as well.     

《三国演义》中婚姻描写的文化意蕴与艺术价值

《三国演义》对婚姻的描写 ,有十分突出的意义和价值。在文化形态上 ,是中国婚姻文化的历史积淀 ,具有婚姻文化的交换功能与政治结盟的性质 ;在艺术表现上 ,是为了增强情节结构的艺术感染力 ,更好地揭示人物的性格特征。     

EXCELLENCE AND ENJOYMENT: THE LOGIC OF A 'CONTRADICTION'

ABSTRACT:  In 2004, the Department for Education and Skills in England published its Five Year Strategy for Children and Learners (DfES, 2004). It was preceded by Excellence and Enjoyment: a strategy for primary schools (DfES, 2003). 'Excellence and enjoyment' seems to constitute an ambiguity, even a contradiction. The government's view is otherwise. It states that enjoyment (for pupils) is a consequence of excellent teaching. In turn, excellent teaching is said to be more assured if it is personalised and creative. This official logic is questionable. A different interpretation is offered. Global capitalism is placing fiscal pressures on the public expenditure of the nation-state, and new accommodations and justifications have to be made by government as it continues to re-focus the education system towards an economic purpose. In this endeavour it must gain public and professional assent. Informed by critical theorists, it is argued here that 'excellence' associates with a producer ethic; 'enjoyment' with a consumer ethic. The former enables the capital accumulation process within a social-democratic welfare state; the latter justifies the policies of accumulation.     

资源延东土话中的名词附缀

延东人称自己的话为“dai^22dzai^25”。延东“dai^22dzai^25”构词法中的名词附缀很有特色。主要是后缀,有“呃e、ηe”“崽tsai”“奢se”“晡pu”“头dau、lau”“场”“咕ku”“家ka”“婆bo”“巴pa”“司sl、zl”“勾kau”“子tsl”“叟sau”等。     

古典诗词中“连”字语义汇释

“连”最早用作动词 ,随着词的引申 ,“连”的义位在不断地增加。在古典诗词中“连”的词义差异 ,反映了“连”的词义的扩展和演变 ,本文寻绎“连”在古典诗词中的词义引申系统 ,揭示“连”的语义特征 ,对人们理解“连”的词义发展演变很有帮助。     

Possibility thinking and social change in primary schools

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed.