Didactic dissonance: teacher roles in computer gaming situations in kindergartens

In computer gaming situations in kindergartens, the pre-school teacher’s function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the organising or distal role are challenging. An alternative role is an intermediate position in which the teacher is a contributor and encouraging bystander. The term didactic dissonance is suggested to capture the challenges and tensions in didactic situations where teacher and child participate with conflicting roles and expectations. Didactic dissonance may help educators reflect on teacher roles in didactic contexts.     

《哈姆莱特》和《赵氏孤儿》之比较

对哈姆莱特和赵孤的复仇行动进行比较，分析其异同及产生异同的原因。通过比较两剧的结构、冲突和主题等，探寻二者在戏剧作法和悲剧精神方面的区别。在此基础上，管窥中西文化的差异。     

《俄狄浦斯王》编剧法新探

本文试以亚里士多德《诗学》中的相关理论分析古希腊著名悲剧《俄狄浦斯王》的编剧法,涉及到包括突转,发现,苦难,情节（或行动）与性格的关系等诸要素。并以中国古典戏剧理论家李渔的“立主脑”说对此分析加以提纲挈领式的升华,将《俄》剧的编剧法理出一条清晰而新颖的脉络。