晚清小说中的穿越题材浅析

晚清时期,"穿越"一度成为小说中风行的题材,这种题材多半出现于翻新小说中,其成因既有时代的因素,也有社会心理的影响,既有本土文学的传统,又有外来小说的启迪,同时又与小说的市场化密切相关。"穿越"可分为三种模式,是晚清小说中最具新意和时代特色的题材之一,其得失对今日的文学亦有深刻的启迪。     

Multiple Copies of Bestsellers in Public Libraries: How Much Is Enough?

How do public libraries develop their collections of high-demand materials for the “I want it now” generation? Ten public libraries’ holdings of fiction and nonfiction bestseller titles were observed over a four-week period. The number of copies rose fairly consistently, with the five fiction titles having roughly about twice the number of copies as the five nonfiction titles. The ratio of holds to copies averaged 2.7:1 and ranged from 0.8:1 to 6.5:1. Demand for e-books was consistently higher than the number of copies available, averaging more than 4:1 across all libraries.     

明清小说繁盛的儒学文化基础——论阳明心学对明清小说的影响

明清小说的繁荣发展绝非偶然。明中晚叶,阳明心学为士人参与小说创作铺平了道路,使明清小说的创作者成分发生了根本性的改变,为明清小说营造了利于其繁荣发展的文化环境。     

中国现代小说史编撰体例中的“作家论”模式

夏志清的《中国现代小说史》开创了中国现代小说史编撰体例的"作家论"模式,这一模式于二十世纪八十年代在杨义的同名著作中得以拓展和完善,九十年代以来的现代小说史编撰实践中这一模式继续得以继承,并呈现出新的视角和尝试。通过对这三个阶段具有代表性的小说史著作的分析评价,以勾勒出"作家论"模式的演变趋向。     

迪昂主题的四个变奏

迪昂主题讨论的是抽象的法式思维和具象的英式思维之间的鲜明对比,本文则主要探讨迪昂主题的四个变奏。第一变奏阐明了抽象方法与具体方法在方法及结果上的实质区别。第二变奏对卡伦德一科恩提出的科学表征的紧缩主义进行了批判性的讨论。第三变奏从认识论结构主义角度探讨了模型与结构之间的关系。第四变奏联系抽象模型和具体模型的区分,批判性地讨论了模型与虚构的关系。文章最后给出了作者本人对具体模型之本质的看法,并阐明了为什么只有具体模型才能被视为是完全虚构的。     

池莉的“新市民”小说

20世纪70年代末,中国开始从封闭状态走向开放状态。城市化、现代化的快速发展,带动新的市民阶层初步兴起,城市人口不断增多。这些新市民在都市生活中占据着越来越重要的地位。文章分析池莉的"新市民"小说,把池莉文章分为三个时期进行总结,得出池莉的"新市民"具理想化、世俗化、传奇化特点。     

意识形态与社会想象:乌托邦文学——理想社会的整体构想

意识形态与乌托邦是社会想象的两个重要维度。意识形态是政治、哲学、美学领域的一个重要研究对象,也是当今学术界最有争议的概念之一。乌托邦则是西方思想史、文学史上的一个永恒话题,尤其在西方文学的历史发展过程中,乌托邦文学作为一种文学现象形成了一条少有间断的传统。在意识形态与乌托邦关系的理论框架内讨论这一问题,可以更深入地理解乌托邦文学的社会文化内涵。     

库切小说《慢人》的元小说叙事策略

库切在其小说《慢人》中采用了作者闯入、框架叙事与嵌套叙事、文本的不确定性等典型的元小说叙事策略,使小说模糊了现实生活与虚构世界的界限,同时也赋予了小说人物更大的自主性,让读者参与小说的创作,丰富了小说创作的形式.     

论《史记》的想象与虚构

《史记》是司马迁本着"实录"历史事件的原则,根据自身学识和生命体验,在设置历史事件场景,叙述历史事件细节,复原历史人物心理、语言等方面运用了一定的想象和虚构而著成的一部史学巨作。借助想象和虚构化的艺术方式,使《史记》中历史事实的场景更加适宜,情节更加生动曲折,人物形象更加丰满。此虚饰增益化的写作倾向亦使《史记》呈现了小说化叙事美感。《史记》史传文学的基质由此也得以奠定,并对后世小说、戏曲创作产生了重大影响。     

Teachers conceptualizing childhood: conversations around fictional childhood texts

This article offers a unique perspective on teacher thinking by connecting the study of early childhood teachers’ beliefs with the field of childhood studies, and with film and literature studies. The purpose of the research is to examine (a) how films can be used to evoke responses in teachers about their implicit beliefs in childhood and (b) the processes through which the teachers generate conceptualizations of childhood. Focus group discussions following viewings of short film clips were conducted with five experienced teachers. Thematic analysis suggests that the selection of film narratives influences the patterns of beliefs expressed by the teachers. Conversation analysis reveals that the teachers tended to use both their own memories of childhood and their identification with children to cross boundary spaces in time (past, present, and future), and between adulthood and childhood. The teachers tended to shape their beliefs in dichotomous renderings as oppositions to others, but also to display a playful willingness to surrender themselves to interior spaces of boundary crossings, and to share and dialog their discoveries with others. In terms of implications of the study for teacher education, the use of books and films seemed to provide teachers with tools to discuss and situate their understandings of childhood in ways that involved processes of memory, identification, lived experience, and teacher practice.