Language play in the narrative writing of 9–11-year-olds

There has been little research into ‘language play’, the manipulation of language for enjoyment, in children’s narrative writing. The unprompted language play of 36 children was investigated in their writing of an imaginative story. The sample comprised three attainment sub-groups from a larger repeat-design quantitative study of writing development in the 9–11 age range. A total of 71 stories were further analysed, using qualitative methods derived from the relevant literature. Extensive use of language play was evident, as well as some stylistic differences between the sub-groups. The findings suggest that children’s propensity for manipulating the forms, meanings and uses of language might be channelled more explicitly into the teaching and learning of writing.     

An ecological exploration of young children’s digital play: framing children’s social experiences with technologies in early childhood

Abstract

This article outlines an ecological framework for describing children’s social experiences during digital play. It presents evidence from a study that explored how 3- to 5-year-old children negotiated their social experiences as they used technologies in preschool. Utilising a systematic and iterative cycle of data collection and analysis, children’s interactions with 24 technological resources were examined over a nine-month period and across three phases. Findings reveal that children played in clusters, exhibiting a multitude of social behaviours and interactions and varied degrees of social participation, and assumed various social status roles and technological positions. These behaviours formed part of a Digital Play System, which in turn was influenced by the Preschool System, which comprises children and practitioners as active agents, technological affordances, and the cultural systems, routines and practices of the early childhood setting. Ultimately, children’s social experiences during digital play cannot be determined by any single element of the ecological system.     

中国戏曲点燃布莱希特的理论火花：－从“间离效果”“打破第四堵墙”看东方戏剧美学对西方的影响

表现主义戏剧大师布莱希特的核心理论是“间离效果”、“打破第四堵墙”。他的理论直接来源于对中国戏曲实践的认识,是中国（东方）的戏曲美学观对西方戏剧模式的重大影响,布莱希特的理论不是照搬中国戏曲的表现方式,而是将中国戏曲表现方式的精华融入西方戏剧的表现方式,再造出一种全新的表现方式,这种改造和创新展示了世界戏剧发展的方向。布莱希特接受中国戏曲美学的影响主要在用新的编剧观念创作剧本、改革结构编排、借鉴中国戏曲的表现手法和舞台布景的改进等方面,通过这些改进调整了演剧中演员与角色、演员与观众的关系。     

高中英语“影视欣赏”校本课程开发与教学模式的探索

充分利用信息技术和现有的影视教学资源,通过教学实践与研究,设置高中英语影视欣赏校本课程,构建影视课型,探索相应的教学模式,符合"新课标"有关开发校本课程的要求,同时也有利于激发学生学习英语兴趣,发展学生个性,培养学生跨文化意识,陶冶艺术情操,提高学生和教师的英语听说水平。     

当代家庭伦理剧的叙事经验与审美空间

20世纪末至21世纪初,中国电视剧领域推出的一批家庭伦理剧相继在国家和地方电视台播出,具有代表性的如《渴望》、《咱爸咱妈》、《婆婆》、《大哥》、《大姐》、《嫂子》、《老娘泪》等。为什么这些电视剧能够赢得大众的共鸣,甚至赚得许多人的眼泪,原因在于它们共同运用了中国传统文学的叙事经验,其中,民族文化中超稳定文化在发挥作用。     

历史的影像化书写--评近年来影视历史剧的创作

近年来历史的影像化书写，已构成了一种不容忽视的文化景观。这一现象的产生除了我国独特的文化传统及影视创作传统外，还与当今大众的接受心理以及创作者受商业利益的驱动密不可分。这些影视历史剧固然繁荣了当代影视艺术的创作，但存在的问题必须引起我们的高度重视。