共查询到20条相似文献，搜索用时 187 毫秒
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程喜霖 《新疆师范大学学报(哲学社会科学版)》2009,30(2):96-101
一个世纪前,敦煌藏经洞被王道士发现,由此敦煌文书流散世界各地,产生了一门世界性显学——敦煌学。走过百年的敦煌学研究取得了丰硕的成果,其资料的刊布也已基本完成。在这一背景下,有必要对敦煌学研究的历史进行回顾,客观地分析其研究现状,并对其发展趋势进行展望,以推动敦煌学研究不断向前发展。我们邀请5位国内外敦煌学研究专家,以敦煌学的发展趋势为议题组织本组笔谈。程喜霖先生认为当前迫切需要研究敦煌学理论,同时根据自己多年研究实践经验,指出“二重证据法”仍然是适用于敦煌学研究的基本方法。 相似文献
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赵毅衡 《西北成人教育学报》2010,(2):14-16
敦煌之所以成为敦煌,是因为它是中亚东亚十字路口一个书写的地点,一个从事艺术的地点。敦煌用一千多年壁画,塑像,用羊皮卷,绸卷,纸卷,书写了人类历史上少见的持续性的艺术积累。敦煌书写的本质是艺术,因此它也以敦煌美术,敦煌歌舞,敦煌叙述,甚至敦煌旅游,敦煌重建等方式出现,围绕敦煌而出现的现当代艺术活动,可以说是第四次敦煌书写。这次书写不仅是在延续敦煌文化,而且使敦煌书写进入全球化的大环境,而冯玉雷的"敦煌小说"是这个第四次书写潮的重要部分。 相似文献
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《南宁职业技术学院学报》2015,(3):12-14
敦煌学是20世纪的世界显学。敦煌学以其广博的资料,哺育了一代代学人。敦煌学界繁星点点,不同学界的专家学者,在各自研究领域闪烁着璀璨的光芒。高启安先生以"敦煌饮食文化"作为自己的主要研究方向,从而为敦煌学研究开垦出一块新领域,拓宽了敦煌学的研究范围,其相关敦煌饮食文化的成果引起了国内外学界的关注,在一定程度上推动了学术研究的进步。 相似文献
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本文以时间为跨度,梳理分析了段文杰先生敦煌壁画临摹作品的进展和成就,并密切结合先生对不同时期敦煌艺术线描、赋彩、传神技法的论述,阐述了先生临摹敦煌壁画的观察法、敦煌壁画临摹的艺术成果以及临摹敦煌壁画艺术的特征和价值意义。 相似文献
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李清霞 《西北成人教育学报》2011,(2):27-31
中国作家的现代敦煌文学叙事起自1970年代,产生了一批颇具影响力的作品。新世纪前后,甘肃作家冯玉雷的敦煌系列长篇小说以人类性的宏阔视角对敦煌这个巨大的文化意象进行了富有创造性的想象、解读与阐释,他对敦煌文化精神的探寻及其在叙事艺术上的探索与创新,实现了现代敦煌文学叙事的"中国化"。 相似文献
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本文以敦煌文献中的学郎诗和学郎题记为依据,对唐宋时期敦煌地区的学生生活进行了粗略探讨,分析了唐宋敦煌学生的价值取向、理想希望、兴趣爱好、快乐烦恼,敦煌地区的学生生活,既是对当时社会现时的反映,也是他们自身生活的写照。对唐宋敦煌地区学生生活的分析,对于研究唐宋时期敦煌地区的社会生活,也有一定的意义。 相似文献
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张锡厚先生新著《敦煌文学源流》最近已由作家出版社出版,这是作者２０多年来从事敦煌文学研究的集大成之作。围绕敦煌诗赋、敦煌歌辞、敦煌讲经文与变文、敦煌话本及其他敦煌文学的文体和文学现象问题,作者追根溯源,以纵向与横向相交错,宏观与微观相结合的研究方法,建立了敦煌文学的理论框架。本书的出版有助于敦煌文学的推广与普及,有助于敦煌文学研究向深广层次的发展。《敦煌文学源流》出版@小翔 相似文献
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马德 《新疆师范大学学报(哲学社会科学版)》2009,30(2):110-112
2008年8月1日至6日,敦煌研究院在敦煌莫高窟举办了“敦煌吐蕃文化学术研讨会”,这是敦煌历史上,也是藏族历史上,更是国际学术界第一次以敦煌吐蕃文化为主题的学术研讨会。来自国内各地的50多位专家学者出席会议并提交了论文。 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
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《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
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Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 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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