共查询到20条相似文献，搜索用时 265 毫秒
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本文立足于语言能力养成理论及口语训练的特点，从三个方面分层次论述了普通话自我训练的途径：突破开口关，树立自信心，粗调语调；突破正音关，把握对应规律，消除典型方音；突破调整关，把握语流节奏及其变化，提高普通话的语流效果。 相似文献
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女性语言中模糊限制语的人际功能初探 总被引：1，自引：0，他引：1
李韧 《湖南科技学院学报》2007,28(8):119-121
模糊限制语是人类语言中一种常见的语言现象，研究表明，模糊限制语广泛地应用于女性语言中，并已成为女性语言的一个重要特征。文章试从人际功能的角度分析女性青睐模糊限制语的原因，指出在女性语言中模糊限制语可以使语言表达缓和舒适．稳妥周全、礼貌得体，具有自我保护、自我展示和人际协调三方面的功能。 相似文献
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李荣刚 《中学语文(读写新空间)》2006,(4):46-46
与“横看成岭侧成峰”充满理性趣味相对应，“月是故乡明”则无理而充满了情趣。在语世界中，这种非理性语现象广泛存在，并且具有非常丰富的美学价值。在语言领域中这种不合乎逻辑的现象非常多见，尤其是学语言。很难想像在这种非理性语言缺位的情况下，语言的表现力将会怎样的苍白。达成这种奇妙的语言现象的原因可以从主观和客观两个方面寻找答案。 相似文献
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王耀辉 《临沂师范学院学报》1998,(1)
关于熟语的定义和种类,众说纷纭。有的认为熟语是那些由于人们经常地使用（由说到写）而约定俗成的形象化或概括性语言,现代汉语中的谚语、格言、歇后语,属于熟语范畴①。有的认为熟语是一些含义丰富,人人理解的现成话,能够使语简言奇,增加表达的效果,按照各个熟语... 相似文献
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歇后语是广大人民群众在丰富的生活实践中创造出来的一种具有通俗、诙谐、风趣特点的现成话。作为交流思想的固定的造句材料,采用巧妙的手法表达抽象的艺术语言。日语中没有歇后语,但是日语中有一种类似于“双关语”的文字游戏叫做[语吕合れせ],[语吕合れせJ在中文里译为“合辙押韵”,利用成语、谚语、俚语、俗语等发音的类同让人联想起与原词不同的含义,由此创造出幽默的感觉。通过对比分析来看两种语言表现形式上的异同,更好理解中日语言的差异以帮助日语学习。 相似文献
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文章认为，“仁”作为人与人之间的一种善意与温情，为和谐人际关系的建构奠定了坚实的思想基础；人不能受制于现成的存在状态，而应该不断地突破现成状态的限制，实现自我；“仁”的境界是充满快乐的境界，这种快乐能使个体不受制于名利得失，在现实中获得心灵的开阔和自由，真正达到诗意的栖居。 相似文献
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张斯韵 《绵阳师范学院学报》2009,28(9):106-108
委婉语是人类语言使用过程中一种常见语言现象。研究表明,委婉语在女性语言中广泛使用,并成为女性语言的一个重要特征。本文旨在从语用功能的角度出发,分析委婉语深受女性喜爱主要取决于其在女性言语交际中的多重功能,并对使用委婉表达的社会心理因素作一定的探讨。委婉语在女性语言中具有调节人际、保护自我、展现自我等功能,以维持良好的人际关系。 相似文献
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英语委婉语的表现手法及语体特征 总被引：3，自引：0，他引：3
何声钟 《江西教育学院学报》2002,23(1):37-40
委婉语是人们交际策略中的一种自我保护手段，具有丰富的社会语言文化内涵，是语言文化发展中的一种普遍现象，文章不但细致分析和探导了表现委婉语的语音，词汇和语法等问题，而且还具体概括和分析了委婉语的语体特征以揭示其产生，发展和转化的基本规律。 相似文献
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爱欲与自我：《另类戒指》中的女同性恋女性主义 总被引：1，自引：0，他引：1
许庆红 《安徽师范大学学报(人文社会科学版)》2008,36(6)
当代以色列文坛颇具影响的年轻女作家柯利尔·津萨贝尔的成功之作<另类戒指>是一部从激进的女同性恋女性主义批评视角来突显的女性创作,小说通过当代女同性恋话语充分展现了她们的爱欲与自我,在主题上表现出明显的颠覆性和严肃性,关注性剐问题,质疑传统的性欲观,质询现存社会问题,体现了当代女作家对当代社会的深刻思考与批评.在文化多元化、全球化的趋势下,正确理解当代女同性恋话语、认识女性、性别解放运动的新的意义可更好地把握当代妇女创作动向,解读她们作品所体现的社会的、群体的和个人的现实. 相似文献
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当今时代,和而不同应成为比较教育发展的方向.遵循和而不同的方向,促进比较教育学科建设和探索,必须关注比较教育跨文化的哲学对话.在比较教育领域里实施跨文化哲学对话重要的是实现文化自觉、理论自觉和实践自觉. 相似文献
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Emily Bishop 《Sex education》2013,13(4):401-417
Some young people are labelled more ‘at-risk’ of harming themselves through various behaviours, such as having sex, than others. However, such distinctions between young people are ambiguous, as youth itself is imagined as inherently risky. At-risk discourse has fuelled the existing links between youth and risk, and morality and risk. It has also impeded explanations of young people's sexual risk-taking. This article examines the stories that young rural Tasmanians (a group considered to be at sexual risk) tell about their experiences of safe and risky sex. A narrative analysis highlights the way that they perceive risk through the prism of self-identity. The participants' desire not to understand the self as a ‘real’ risk-taker inhibits them from imbuing their sex practices with significant risk. The findings suggest that sexual health research and safety promotion strategies may benefit from a shift away from at-risk rhetoric and a greater emphasis on the self-identity and risk perception nexus. 相似文献
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Self‐directed learning is an important feature in using experiential approaches with adult students. It is both part of a theorisation and the basis of certain kinds of practices which together form a ‘discourse’ of self‐directed learning. The paper critically examines the general characteristics of this discourse and considers the consequences of the assumptions made about adult learning and teaching. Case studies of practice involving experiential teaching approaches with two different groups of adult students are then presented and analysed. The idea is to show how the discourse of self‐directed learning relates to these actual situations of practice, it is clear that the discourse since it cannot take account of context misleadingly assumes adult learners to be naturally self‐directing. Practitioners, therefore, need to have a critical awareness of the frameworks of thinking and action which can be imposed by any discourse even if it purports to be ‘student‐centred’. 相似文献
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Amy Gratch 《Teaching Education》2013,24(1):119-126
This article presents an autobiographical qualitative study. A former elementary school teacher describes how her work as a university supervisor gave her an opportunity to examine her own construction of self as a teacher and teacher educator during two semesters of undergraduate student teaching. Research related to teacher individualism and isolation provides a lens through which to explore socialization experiences of both the author and her students. The analysis finds that some programs and schools do not allow for or value the critical dialogue and narrative discourse essential for the formation of the self. The author makes several suggestions for teacher education programs which will help prepare teachers to take advantage of agentive moments, creating spaces for discourse and collaboration. 相似文献
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《洛丽塔》道德品质评判取决于现实阅读者的伦理取位。通过回顾性的第一人称叙述,《洛丽塔》将叙述自我和经验自我进行了分离。在《引子》中的预设读者与《谈谈一本名叫〈洛丽塔〉的书》中真实作者的两种身份,更使读者的伦理取位出现了两难的局面。叙述自我、经验自我、阅读自我、写作自我的多重生命感觉在话语中交织,在冲突中生成,伦理取位呈现模糊性。现实的读者遭遇伦理取位的困境,道德判决在话语世界中被推迟。 相似文献
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Angelo Caranfa 《Educational theory》2004,54(2):211-230
Past and present discussions on education all too frequently neglect the role that silence plays in learning. In this article I set out to demonstrate that silence is the very foundation of learning. My claim is that we must find ways of freeing silence in our pedagogical practices so that our discourse does not denigrate into mere empty words, but becomes a means towards self‐knowledge. My position is that no discourse can awaken self‐knowledge; what it can do, at best, is to help create an inner state of silence necessary for mental, moral, and spiritual growth of the human self. The essay is a defense of Socratic learning, complemented with the poetic discourse of Max Picard. Such a marriage alone can render education creative, most especially when it is applied to reading and writing. 相似文献
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何蔚涵 《南昌教育学院学报》2012,(9):107-108,117
文章运用语篇连贯衔接理论,通过分析高职学生英语作文中存在的现状,尤其是语法衔接方面和词汇衔接方面存在的一些问题,分析了语篇的连贯衔接手段、主位推进模式等知识在提高高职学生作文质量的重要性,最后提出了提高语篇意识和英语基础知识、开设专门的写作课,加强高职学生写作技巧练习等措施提高高职学生英语写作语篇衔接与连贯的运用能力,以此提高学生的写作能力。 相似文献
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What constitutes a good teacher is construed as one who knows content, pedagogy, and student cognitive and emotional development sufficiently. Such role discourse pervades talk about effective teaching among policymakers, the lay public, and to some degree, institutions of teacher education that abide by NCATE-like formulations of program and candidate evaluation. Student teaching is a critical period for identity development of beginning teachers, yet it often lacks the space to work through this process with their peers. We engaged a semester length phenomenological narrative study of ten student teachers in an onsite student teaching seminar. Participants’ stories revealed that a more complete sense of self arose through conflicts encountered and the disjuncture of perceptions and realities of beginning to teach. Based on our analysis of the data, we argue that field-based, reflexive, and situational discourse space has merit as part of the larger teacher education curriculum. 相似文献