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许徐 《合肥教育学院学报》2011,(2):44-48
从“政治三元论”出发,追溯历史发现文学的伤痛缘于政治人为的狭义化,“政治”概念的含混是文学与政治关系争论不清的根源。“政治文学”以政治生活作为作品“核心轴”,审美地反映人类的美好政治理念和情感,具有理想性、否定性的特征。文学是“审美意识形态”的阐释放弃了一个重要的想象维度——乌托邦,实际否定了文学与政治在理念层面结合的唯一可能性。 相似文献
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王本朝 《海南师范大学学报(社会科学版)》2011,24(1):65-67
“十七年文学”是在特定的政治和文化语境中产生的,从文学与政治的关系来讨论它自然有其合理性。但多数研究者要么把“十七年文学”与政治的关系视为一种理所当然的预设事实,要么就只考虑国内政治因素;即便论及中外文学关系,强调的也是苏联文学同期对应的单方面影响,很少将国际场景和国内语境结合起来,从文学的交流互动层面来思考问题。 相似文献
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吴俊 《华东师范大学学报(哲学社会科学版)》1999,(3)
本文主要是通过对胡适的“白话文学正宗说”的文学史意义和对政治与文学关系中的鲁迅文学姿态的阐释,强调了“五四”新文学传统中的民间性立场及其价值取向,即白话文学主流地位的确立和民间知识者个人主场的建立,不仅是重写了中国文学史,而且还体现了中国知识者的价值观立场的重建。这也可被视作是“五四”新文学的最重要思想传统。 相似文献
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魏巍 《涪陵师范学院学报》2007,23(4):50-57
20世纪中国文学,以其强烈的意识形态性,形成了独具中国特色的文学状态。可以说,整个20世纪的中国现当代文学史,就是一部文学与政治的结盟史,是一部文学与政治之间的双向作拉锯战的历史。本文希望能通过分析巴金的创作与政治之间的关系,对20世纪中国文学创作与政治的关系作个总结疏通,以期对我们以后的文学创作的健康发展能起到一些警示的作用。 相似文献
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在严峻的阶级斗争氛围和政治所支配的文学规范的双重驱动下,创作主体依附干主流的政治观念,以战争的心态看待经济建设、社会生活以及人们的精神空间,在创作中主题先行,无视文学的独立品格,将其当作政治宣传的工具.这些都反映在文本创作中并使文本呈现相应的叙事形态.尽管创作主体拥有较高的文学修养,在创作中也调动了相当丰富的生活积累,却无法消除文本主题性、结构性、逻辑性的根本缺陷. 相似文献
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庄桂成 《绵阳师范学院学报》2000,(6)
文学与政治的关系 ,是中外文论界论争的一个重大论题。归纳起来 ,有政治需要文学 ,文学应当为政治服务说 ;有文学不从属于政治 ,政治和文学相互影响说 ;还有文学应超越政治 ,甚至认为文学与政治无关说。诚然 ,文学可以为政治服务 ,既可以为这种政治服务 ,也可以为那种政治服务 ,同时 ,文学也可以不为政治服务 ,或者超越政治。然而 ,从历史层面来看 ,真正的文学应当站在社会进步的高度 ,为人类的终极利益服务 相似文献
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《西北成人教育学报》1999,(3)
本文认为,单一的社会政治层次构成十七年文学的基本形态,但在不同时期和阶段又有不同的表现,即“时代颂歌”,对新生的祖国和使祖国得以新生的党和领袖的热情歌颂;“英雄传奇”,以历史创造者和胜利者自居的一代人对自己历史现实的复述;“现代神话”,在创造“神话”的时代出现的以虚假、夸饰为特征的文学创作;“枯萎之花”,时称“干预生活”的文学,突破禁区、揭露矛盾、描写人情、表现人性的创作。中国当代文学带着强烈的政治功利意识、带着为新时代呐喊助威的使命感、带着对伟大革命胜利的自豪感、幸福感和对未来前途的狂热幻想而步入十七年。以《在延安文艺座谈会上的讲话》中毛泽东所阐述的理论原则为依据,十七年文学运动充分体现了新中国文学的鲜明时代精神和为工农兵服务、为政治服务的发展方向。毋庸讳言,随着政治越来越明显地指导和干预,加之创作主体受传统文化意识和既定思维模式的影响,文学在过多的批判运动中不断失落着创作主体的艺术个性,在强调反映新时代精神的同时,有意无意地度低了自身的独立价值,对社会生活反映得直接、浅薄,甚至失真、矫饰,使创作中的理性因质逐渐排斥了创作主体情感的自然流露,失却了对人的本体真实的追求和对生活复杂性、丰富性的审美愿望。当然? 相似文献
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金戈 《中国小学语文教学论坛》2011,(1):89-91
文学神秘且美,而孩子天生具有与文学的亲和力。中学语文教师如何通过科学有效的鉴赏方法,引导孩子从文学世界中汲取可资未来发展的精神营养,是一个重大而迫切的课题。该文从文学审美和孩子的天性切入,在对文学欣赏要素的剖析中,为教师的文学鉴赏课指出了明晰的路径。 相似文献
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本文讨论了将文学特性本质化和将政治的丰富性的扁平化方法的局限性。一方面,政治学有着漫长而丰富的传统,政治过程内部充满了相互合纵连横的利益集团,也呈现出众声喧哗的场面;另一方面,文学也具有“杂草”的性质,它拒绝机械论的无限还原和提纯,它的本质只能是关系的建构物,是文学与文学的生境协同进化的产物。在语言与符号理论中文学与政治构成了超循环与同构的关系。 相似文献
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周立群 《齐齐哈尔师范高等专科学校学报》2000,19(3):21-24
本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。 相似文献
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《红楼梦》这部小说中含有150多首诗词，有传统诗词之美，小说人物命运的叙述生动感人，又有当今语体文甚至口语的色彩，红楼梦的艺术世界是多彩诱人的，小说学为读者营造了一方“诗词天地”。忽略诗词鉴赏，就不能全面把握《红楼梦》艺术特征，也不能真正认识它的作者，因此，读懂这部书的文辞，品味其诗词韵味，会是一种享受，《红楼梦》以小说文本的可接爱性而雅供共赏，一定会在当前素质教育的诗文美育中起到促进作用。 相似文献
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徐从权 《安庆师范学院学报(社会科学版)》2018,37(5):36-43
上古韵部划分是上古音研究的核心部分,韵部划分至清代虽已渐臻完备,但学界对韵部进行再划分的工作一直未断。李新魁先生在二十九部基础上分出祭、废、至、队、曷、桓、戈七部,将上古韵部分为三十六部,其分部的依据不合理,故不必立祭、废、至、队、曷、桓、戈七部。 相似文献
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Jamel K. Donnor 《Peabody Journal of Education》2018,93(1):23-37
In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion. 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
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竺洪波 《南京师范大学文学院学报》2005,(1):150-156
通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。 相似文献
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Maren Elfert 《European Journal of Education》2015,50(1):88-100
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education. 相似文献
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Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
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William DeGenaro 《Community College Journal of Research & Practice》2013,37(7):529-545
Community college practitioners frequently bemoan negative or stereotypical representations of community college students and community college life in general in the popular media. Saturday Night Live skits and satirical news reports in The Onion enjoy poking fun at community colleges, while mainstream news outlets often fail to challenge stereotypes of community colleges as lacking academic rigor. Those frustrated by these portrayals should know that the press overwhelmingly lauded 2 year colleges during the early decades of the “junior college” movement. Such reporting celebrated the new institutions' missions, and praised their speedy growth as components of public education. In fact, the press often implied that these new campuses reflected an inevitable step in the evolution of American higher education. This paper analyzes media reports about public 2 year colleges (at the time called junior colleges) published during the 1920s and 1930s. The term junior college is used in this historical review since the term was common during the era in question. 相似文献