Interactive Storytelling: From the Book of Genesis

Keith Park, advisory teacher for Sense (the National Deafblind Rubella Association) in Greenwich and Lewisham, London, has written about his approach to interactive storytelling for BJSE before. This article describes a series of poetry workshops based on chapters 37 to 45 of the Book of Genesis (the story of Joseph and his family) using the text of the King James Bible of 1611. The workshops took place at Charlton School in Greenwich between September and November 2002. The full text of the Genesis workshops, with a clear exposition of their implementation, is provided here but the article begins with a restatement of the principles of interactive storytelling. The importance of developing curriculum access for pupils with multi-sensory impairments while simultaneously supporting staff who work with these young people in schools is emphasised. Keith Park discusses the relevance of the circle concept in storytelling and the strong focus, in the poetry workshops, on rhythm. He goes on to evaluate the impact of the workshops, both in terms of staff confidence and through examples of the pupils' responses mapped against the Qualifications and Curriculum Authority (QCA) framework for recognising the attainments of pupils with learning difficulties. The article concludes with some indications of further developments in this exciting and innovative area of practice.     

一线式温度传感器(DS1820)序列号的三步法与识别

介绍了DS1820序列号每一位判别的三步法,即求bitm,判断并选择;以此为基础,通过与二叉树及其遍历作比较,确定了序列号识别的存储格式及其定义,最终找到了识别N个DS1820序列号的方法--"前序识别法",并给出程序框图及汇编实现.     

故事与认同

讲故事有利于认同的建构,那些世代流传的故事就是人们拥有同一认同的核心所在。故事用一种连续的方式与世界、与历史连接。通过故事,人们感受或体会着以故事的内容为参照的世界。故事的叙述者把自己排除在经验之外,从而向世界寻求材料,目的是证实一种与世界相对的认同。故事把人类经验体现出来,建构属于个体或集体的认同。     

谈河洛大鼓的艺术风格与其文化生态的变迁

河洛大鼓是洛阳唯一入选国家第一批非物质文化遗产保护名录的传统音乐。在过去的一百年中,六代艺人将河洛大鼓从草创发展到成熟,并通过口头传承的方式,形成并保存了河洛大鼓特有的地方艺术风格,编创积累了许多深受群众喜爱的艺术作品。在中国传统音乐文化经受现代化、全球化冲击的今天,河洛大鼓借助政府对非物质文化遗产的保护得以复苏,同时新兴的文化旅游产业也拓宽了河洛大鼓艺人生存的空间。     

用“讲”的方式引导儿童的文学阅读

学前儿童的认知决定了学前儿童欣赏文学作品的特殊性,因此在学前教育专业《儿童文学》的课程教学中,必须根据学前儿童的特殊审美方式,培养学生具备＂讲＂的能力,培养学生学会选择优秀的文学作品去＂讲＂,从而在今后的教学中能培养儿童的阅读兴趣,让孩子们爱上＂阅读＂,为他们开启文学之门。     

目的论观照下武侠小说的英译——以《雪山飞狐》英译本为例

目的论强调“整体的翻译目的决定翻译手段”,在介绍英译武侠小说《雪山飞狐》这一特定的文学体裁时,译者主要诉诸于异化策略,以突出武侠小说的异质特征。在展现金庸的说故事才能时,译者主要采取归化策略,以突出原文的故事性。《雪山飞狐》的英译本满足了翻译纲要的要求,赋予了不了解武侠小说的西方读者一种特殊的阅读体验,并从中获得乐趣,而武侠小说能否成功地进入西方市场还有待东西方文化进一步交融。     

高校新闻教学改革新探

培养懂理论、强业务、视野开阔、具有跨国沟通和协调能力的新闻人才的要求对高校新闻教学提出了新的挑战,高校必须改革新闻教学的理念及方法,精心选择和利用好教学案例,切实构建科学的教学体系,推动新闻教育的发展.     

道德教育中的故事法

故事法在我国道德教育实践中一直具有重要的地位。故事法可以从亚里士多德、赫尔的德性论伦理学中寻找支撑,这种伦理立场也决定了在故事法之外还应辅以其他德育方法。从故事法的作用机制看,学生对道德故事的理解有一个主动的意义建构过程,需要经历多个心理环节。为此,在运用故事法时,教育者应认识到学生在提取故事主题等方面的主动性,明确故事发挥作用的主要环节,借助高质量的儿童故事、良好的师生关系,发挥故事法的效用。     

论《马氏文通》中两种相同句式的近宾语归类有别

马建忠在区分转词和止词时,使用了形式和语义两个标准。同属于双宾语的句式“子哙不得与人燕”和“后稷教民稼穑”在《马氏文通》里,“人”和“民”分别被看作“转词”和“止词”。本文分析了这两种句式的差异,同时解释马氏这种分法的原因。     

Make books,not war: workshops at a summer camp in Bosnia

This article focuses on a bookmaking project that was conducted with pre‐adolescent Serbian and Bosnian girls at a summer camp outside Sarajevo, Bosnia in 2005. During this camp, children from Bosnia, Serbia and Croatia were brought together by the Global Children's Organisation to engage in a variety of activities, including conflict resolution, art, athletics and academics. The literacy workshops that were offered gave the children the opportunity to write, illustrate and construct their own books about topics such as peace, friendship and the preservation of nature in Bosnia. The workshops were conducted in English and Serbo‐Croatian, using a variety of pedagogical strategies. Upon completion of their books, the girls hosted a ‘story hour’ for the younger children at the camp and their stories were read aloud and discussed. This article explores the story telling of children in post‐war Bosnia (through writing samples) and discusses the powerful social component of literacy events and their ability to unite and heal disparate groups. Additionally, this article explores writing as a means of imagining a more hopeful future and how as writers, children are shapers of their own cultures and of their individual and collaborative identities within those cultures.