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1.
李磊 《海外英语》2012,(10):193-194
As I Lay Dying is one of Faulkner’ s greatest works and an important novel of the Yoknapatawpha Saga.This thesis deals with the black humor in As I Lay Dying,as the humor contributes to a better understanding of characterization,action,and theme of this fiction and Faulkner’ s others.Eventually,we would realize that this fiction not only touches something in the American south but also the prob lems of all of the human beings.  相似文献   

2.
I watched attentively as my little brother was caught in the act.He sat in the corner of the living room,a(an)1 in one hand and my father’s hymnbook in the other.As my father walked into the room,my brother cowered(畏缩)slightly.He 2 that he had done something 3.From a distance,I saw that he had opened my father’s brand-new book and scribbled(乱写)across the length and breadth of the entire first page with a pen.Now,staring at my father 4,he and I both waited for his punishment. My father …  相似文献   

3.
1.This is song I’ve told you about.Isn’t it beautiful one?A.the;the B.a;aC.the;a D.a;the2.There is book on the desk.It is interesting book.A.a;a B.a;theC.a;an D.the;the3.Jim likes to play football and w as on school team.A./;theB./;/C.the;the D.a;a4.This m orning I had egg and a bottleof m ilk for m y breakfast.A.anB.a C.the D./5.—W hat’s the m atter with you?—I caught bad cold and had to stay in bed.A.a;/B.a;the C.a;a D.the;the6.sun is bigger than earth.A.A;the B.A;anC.The;a…  相似文献   

4.
秦江丽 《海外英语》2015,(6):180-181
The Tell-Tale Heart is a short story by Edgar Allan Poe. The story is first-person narrative of a narrator who murdered an old man with a clouded eye. This paper aims at identifying the speaker"I"as an unreliable narrator through analyzing the motivation, process and confession of the crime. It is found out that the narrator symbolizes man of evil, while, the old man’s vulture eye symbolizes virtue. It’s a story about the conflict between evil and virtue.  相似文献   

5.
For a period of time an idea had happened to me of getting a chance tointensify the English teaching.It came when our school turned to enrolgrad-uates from Jumior middle school who had to study in school for four years.In the Autumn of 1988.Ⅰ chose a class in major of hydraulic engineering(cl-ass 881)as an experimental unit with the agreement of the Dian’s office.The work has been carrying on and will have a result in 1992.Since there areSome colleagues inquiring about it,I’m obliged to give an account of the tes-ching plan and the destination as follows;  相似文献   

6.
Valentine’s D ay1falls on February 14.It is sweethearts’day—when people in love expresstheir affection2for each other in fun and m erryw ays.People celebrate the day in m any w ays.Thecelebration of the day in the past was differentfrom that of today as som eone recalls3his“goodold days4”when everything w as sim pler:“A ll you had to do w as to take a sheet ofpaper and draw a heart with an arrow5through itcarrying the words‘I love you’,and sign6it‘G uess w ho’and put it under the f…  相似文献   

7.
康蕊 《海外英语》2013,(19):177-179
Zora Neale Hurston’s Their Eyes Were Watching God is one of the most earliest feminine works in American literature.This novel was regarded as one of the classical literatures after it had been obsure for decades.This work comprehensively displays the spiritual growth and the self-awareness of a common black woman.By way of analyzing the application of literary symbolism in this work,it aims to display the self struggle and self realization of the main protagonist Janie.It tries to disclose the role of ra cial culture with its symbolic legends in the novel for better interpreting people’s life choices and their emotional experiences.  相似文献   

8.
This is a book on policy study in the Chinese mainland by an insider with an outsider perspective.With contemporary policies on minban schooling in Shanghai as a case study,Ding illustrates and analyzes a case of policy metamorphosis in the contemporary Chinese mainland. The book is based on a well-designed qualitative study with 65 in-depth interviews in 2001 and 2004.Ding tries to figure out the logic of policy implementation in Shanghai as an "insider" while having a clear awareness of the dilemma of studying a policy issue in her own culture.She makes the best use of her identity as an insider,not only as a Chinese but as someone who knows some "inside" stories concerning the issue interviewed.As Ding pointed out,"I had obtained some firsthand information about minban education in Shanghai,so that when I sensed that the informants were talking superficially,I let them know that I had heard some inside stories (which usually had very different versions).In this way,sensitive data emerged." (Ding,2011,p.145).This is true,since the views expressed in most interview data Ding collected cannot be found in public or official documents,and are also rarely found in the academic literature.  相似文献   

9.
庞彬彬 《海外英语》2011,(13):350+357
This paper gives a brief account of English consonant cluster’s structure and phonetic features from the perspective of the definition and cause of neutralization of English consonants as well as their distinctive features and oppositions.It comes up with the final conclusion that neutralization exists in only thirteen English consonant clusters,among a large number of consonant clusters.  相似文献   

10.
This essay is aimed at reflecting my English learning experience,which is divided into three stages:The first six years’of study as a junior and senior high school student,when I always got high scores in the exams.I thought I was a sucessful English learner at that time.Four years as an English major in a teacher’s college,where I found my English was as other people called "Chinglish".No matter how hard I worked I couldn’t talk freely with native speakers.As time went on,I got to know the phenomenon belonging to interlanguage fossilization of English learning.Two years later after I graduated from the university,I went to University of Canberra to study my Master degree,there I found the essential factors that could help me get over fossilization through enhanced motivation,increased comprehensible input and production of communicative output.  相似文献   

11.
I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings.  相似文献   

12.
This subject was at first one of the topics selected for my assignment "Gender and Education." After the teacher told us in class about some of the gender problems that exist in teaching materials, a light seemingly lit up before our eyes: How was it that there were such problems in the language teaching materials that had commanded so much "respect"? We had never noticed or suspected such problems. At the time, the teacher did not say what direct effects these problems had on children, but examined teaching materials from the perspective of feminism supported by many theoretical backgrounds. Since I have always loved children, I like to listen to their voices, am highly interested in their ways of thinking, and am often curious about such things. On top of that, the qualitative (zhi xing) research methods I had once learned gave me confidence that I could convincingly present these interesting things; they were not absurd, and perhaps people could find value in them. Hence, I had a strong desire to know how children saw their language teaching materials. How far from or how close are the children to their textbooks? What do they see in them? Have the gender issues in the teaching materials come to the attention of children? How do these affect elementary school students? We wished to bring attention to the ways teaching materials affected children's gender concepts.  相似文献   

13.
Let me share with you how honored I am to receive an award named after the late Dr. Jay Millman. In 1983, after completing the first of our research studies that began our continuing work in value-added, our report was sent by officials in the Tennessee Department of Education for review by Dr. Millman. It is no secret that many in the Department at the time were assuming that his anticipated critical review would put an end to such a preposterous idea—that student achievement data could be used as part of teacher evaluation. Days turned into weeks; each time that I would inquire of the Department as to when we would hear from the review, I was always told that they had not received it. One day I called Dr. Millman and explained my frustration of not hearing from the review and inquired as to when it might be available. He immediately interrupted and explained that he had sent the review several weeks previous to that day and that he would be glad to send me a copy of his remarks, obviously very angry that they had not been passed on to me. Upon receiving and reading his review, it became obvious why I had not received a copy from the Department. Even though he raised many important questions, his review was most objective and generally very positive. Later, he asked us to submit chapters to the book on student outcomes assessment models that he edited. In all of my interactions with Jay, I developed the utmost respect for this distinguished scholar, and I am glad that fate let our paths cross.  相似文献   

14.
I have had the opportunity to work with many children and adolescents with learning disorders during the past 30 years. In conducting therapy with these youths, I became increasingly aware that most were burdened by feelings of low self-worth and incompetence and that many believed that their situation would not improve. Not surprisingly, this sense of hopelessness served as a major obstacle to future success. Once children believe that things will not improve, they are likely to engage in self-defeating ways of coping such as quitting or avoiding tasks, blaming others for their difficulties, or becoming class clowns or bullies. Thus, a negative cycle is often set in motion, intensifying feelings of defeat and despair.  相似文献   

15.
The unity of teaching, learning, and doing is our school's instructional policy. Our school's foundation stands upon this slogan, and there is no task more important than making this slogan crystal clear. But, strangely enough, I never gave a speech about this theme in my school, and my comrades never expressed serious questions about the slogan. Everyone seemingly believed this to be the daily diet at Hsiao-chuang School, and there was no point in wasting breath discussing it. But recently I ran across two things which made me feel that among our comrades there were some who really did not understand the meaning of our instructional policy. One occurred when I saw one instructor's notes. His activities were divided into three phases, called the teaching phase, the learning phase, and the doing phase. This is the separation of teaching, learning, and doing, not the unity of teaching, learning, and doing. The second occurred when I read an article by a colleague on Hsiaochuang School in Notes on Rural Education [Hsiang-chiao tzuhsün]. In it he says, "The extracurricular activities at Hsiaochuang School are the teaching, learning, and doing of agriculture." But, there is no term "extracurricular activities" in the dictionary of the school that unifies teaching, learning, and doing. "Extracurricular activities" is a declaration that life is divorced from curriculum and that teaching, learning, and doing are divorced from one another. This spring Mr. Shen Hung started an education unit for movie performers. On the enrollment announcement it said they used the "teaching," 'learning," and "doing" methods. When I saw the announcement, I felt that Mr. Hung had not completely understood the unity of teaching, learning, and doing. If he had really understood, he certainly would have written the "teaching, learning, and doing" method and certainly would not have written the "teaching," 'learning," and "doing" methods. His misunderstanding is of the same sort as the two misunderstandings mentioned above. Having experienced these two reminders in succession, I felt that unless I talked this matter over thoroughly with everyone beginning with the fundamentals, there might be a really great misunderstanding. If there is misunderstanding in thought, contradictions will inevitably arise when applying the thought. Therefore, it is imperative to discuss this matter at least once. When I came back to the country and saw that teachers here just concerned themselves with teaching and students just concerned themselves with receiving teaching, I knew for sure that there was need for reform. This situation was worse in the universities. The instructors were called professors [literally, transmitters of teaching], and everyone thought that to be called "professor" was an honor. Their methods were called pedagogy [literally, teaching transmission methods]. It was as if they were using knowledge as a rescue operation. It was at that time that I proposed replacing "teaching transmission" with "teaching and learning." At the Nanking Upper-Level Normal School discussion meeting on educational affairs, I stood at the podium for two hours but could not get it passed, and, as a result, I did not get the title Chairman of Educational Curriculum. But, in 1919, in response to an article in Shih Pao [a Shanghai newspaper] by Chiang Monlin, a leader of the new educational tide, I wrote an article on the unity of teaching and learning, advocating that teaching methods ought to be based on learning methods. At this time, the head of education in Soochow approved the use of the teaching-learning method. After the May Fourth Movement, our colleagues at Nanking Upper-Level Normal School became incomparably stronger, so I changed all of the "teaching methods" in the curriculum to "teaching-learning methods." This was the beginning of putting the unity of teaching and learning into practice. Later, when the new education system was promulgated, I went one step further and proposed that as things are done, so they are learned, and as they are learned, so they are taught. Therefore, teaching methods should be based on learning methods and learning methods on doing methods.  相似文献   

16.
I had completed a long list of wonderful ideas for the Synagogue School of the 21st Century, and was about to sit down and write my paper, when my eye glanced upon the Spring-Summer 1990 issue of Jewish Education. When I noticed the articles of Alvin Schiff and Rela Geffen Monson, I read through them before beginning to write: Lo and behold, everything I had written down and was already there — in Jewish Education under the title, “Toward the Year 2000.”  相似文献   

17.
I think it was pretty exciting [to teach] during the war. It was a challenge to say the least. And I don't think we thought much about it. We just went ahead and did it because here were all these children and you just go ahead and do your job …. There were all kinds of kids all together … and they didn't seem to fight or have a problem …. I don't remember there being a problem with the kids of various races and so forth …. We had principally Black and White children and they all got along fine. I had all kinds of kids in my classes, and it was fine.1  相似文献   

18.
In this article, I examine the social and pedagogic context of the 11 September tragedy. Although a good deal has been written about the national and international politics of 11 September, I focus on the most local of levels: the complicated ways in which 9/11 was experienced phenomenologically by teachers such as myself, and on the little known effects it had on pedagogy and on the urge to have schools participate in a complicated set of patriotic discourses and practices that swept over the United States in the wake of the disaster. Given this focus, parts of my analysis are personal, while others parts are more institutional and ideological. I describe one instance in which the 'compulsory patriotism' that arose in schools after 9/11 had damaging effects. The discussion demonstrates that no analysis of the effects of 9/11 on schools can go on without an understanding of the ways in which the global is dynamically linked to the local. Such an analysis must more fully understand the larger ideological work and history of the neoliberal and neoconservative project and its effects on the discourses that circulate and become common sense in society. And no analysis can afford to ignore the contradictory needs and contradictions that this project has created.  相似文献   

19.
I have heard people complain as they age of what they may have missed
Well if they complain then that is for them, because for 30 years I have had your kiss  相似文献   

20.
In this article I seek to investigate and to rebut charges that Dewey had either too authoritative a conception or use of philosophical and educational inquiry, or not enough of an authoritative use. I look specifically at two critics, one in the discipline of education and one in the discipline of history. These two are, respectively, Clarence Karier and J. P. Diggins. In the final analysis, I conclude that Dewey's talk of authority generally, and his talk of inquiry specifically, functions according to the needs and problems of the community that it take place in, and cannot, therefore, be hooked to some larger, metaphysical end or aim beyond this.  相似文献   

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