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1.
传统诗经学经历了先秦、汉唐、宋元、明清等各具特色的不同阶段。这是一个漫长的由文化《诗经》到文学《诗经》的过程,即由经学语境生成文学语境的过程。本文用布迪厄的场域理论,把《诗三百》由“经”而“诗”的现象放到文化生产场即文学场中去作整体考察和审视,以探寻经学和文学生成的过程及合法性。 相似文献
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Alven M. Neiman 《Journal of Philosophy of Education》2000,34(4):571-590
As a contribution to thinking about the possibility of spiritual education, I examine Pierre Hadot's important distinction between 'philosophy as theory', a detached investigation into 'the natures of things', and 'philosophy as a way of life', practical exercises which Socrates introduced as a means of 'learning to die'. While most philosophy today amounts to 'philosophy as theory', 'philosophy as a way of life' remains a respectable and viable tradition and a most exacting education of the spirit. I illustrate it here through an examination of some of its practitioners such as St Bernard of Clairvaux, Ludwig Wittgenstein and Etty Hillesum. 相似文献
3.
Gilli Shama 《Educational Studies in Mathematics》1998,35(3):255-281
This paper presents a two phase investigation of how Israeli students (grades 3 to 12) understand the concept of periodicity. Qualitative study, including classroom observations, as well as interviews with students and with teachers, was performed as a first phase. Quantitative study, including a survey of 895 eleventh grade students, was performed as a second phase. Students' errors in relating to non-periodic phenomena and to non-periodic function as periodic, as well as their period preferment, were revealed in both phases and were classified. The evidence supports the claim that students understand periodicity as a process. The students' errors and preferences are discussed with reference to two frameworks: (1) the understanding of periodicity as a process, (2) the Gestalt theory. 相似文献
4.
语言交际活动涉及两个意图：信息意图和交际意图。交际意图指的是发话人向受话人显明某种信息的用意。阅读理解也是一种语言交际活动,参与这一活动的阅读者充当的就是信息接受者的角色,他不仅要了解作者的信息意图,还要领会作者的交际意图。篇章交际意图即篇章指向,是篇章的主要基本思想。在生成任何一个篇章时,创制者总是从交际意图出发构思全文,运用各种手段,力求篇章交际意图被接受者所理解。本文运用语言学中篇章分析和关联论的有关理论,以岳飞词《小重山》为例证,探讨理解篇章交际意图的方法。 相似文献
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Growing and developing as a university researcher 总被引：1，自引：0，他引：1
Gerlese S. Åkerlind 《Higher Education》2008,55(2):241-254
While there is a substantial body of literature on academics’ development as teachers, investigation of their development
as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth
and development as a university researcher. Four qualitatively different ways of understanding research development emerged:
(1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher;
and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early
stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later
stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career
stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways
of understanding their growth and development as a university researcher and as a university teacher are also presented. 相似文献
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皮方於 《内江师范学院学报》2004,19(5):42-44
英语名词词组是指以名词为中心加上其他修饰语所构成的词组。对此类词组的翻译,依据等值论．应当把它看成一个整体来找其语言语符表层、语义深层、语用修辞层的等值转换,并恰当地运用熔铸、转换等翻译技巧去进行处理,才能得到与原词组等值的汉语词组。 相似文献
9.
郭海文 《渭南师范学院学报》2008,23(3):93-97
学高为师，身正为范。此话用在诗词泰斗霍松林教授身上当之无愧。从师德角度可以看到霍先生的人格魅力：（一）爱国情怀；（二）坚持真理；（三）恪守职责；（四）宽容大度；（五）相濡以沫，舐犊之情。 相似文献
10.
OBJECTIVE: The objective of this study was to examine the protective effect of social support in the relationship between exposure to violence and psychopathology. Exposure to violence in the family and exposure to violence in the community were examined separately. Exposure to violence was further divided according to whether violence was experienced as a victim or as a witness. Internalizing and externalizing forms of psychopathology, as well as post-traumatic stress symptomatology were examined. METHOD: Participants consisted of 65 high-risk adolescents admitted consecutively to psychiatric inpatient units. Data were collected by means of individual interviews, self-report questionnaires, and hospital charts. RESULTS: Social support emerged as a protective factor with respect to the maladaptive effects of family violence, experienced as either a victim or as a witness. In contrast, social support did not appear to buffer the maladaptive effects of community violence, regardless of whether violence was experienced as a victim or as a witness. In fact, the relationship between community violence and psychopathology was found to be generally nonsignificant regardless of social support status. CONCLUSIONS: These findings suggest that exposure to family violence may affect development differently than exposure to community violence, allowing social support to effectively buffer the effects of family, but not community violence. This finding highlights the importance of examining violence exposure that occurs within the family separately from violence exposure that occurs within the community. 相似文献
11.
Anne Douglass 《Early Childhood Education Journal》2018,46(4):387-396
This study examined how experienced early educators developed as change agents in the context of a leadership development program. Unlike in many other professions, experienced early educators lack opportunities to grow throughout their careers and access the supports they need to lead change in their classrooms, organizations, the profession, and beyond. This qualitative study brings a relational and entrepreneurial leadership theory lens to its analysis of the experiences of 43 early educators as they co-created pathways forward as leaders for change. The study defines leadership as a process of influencing change to improve early care and education, and not reserved just for those with a formal leadership position. Results show how educators came to see themselves as leaders and pursued different paths to making change and driving improvement. The study offers a new conceptual mapping of a leadership development ecosystem for supporting educators’ capacity to identify as leaders as well as lead improvement and innovation. The paper concludes with lessons learned and recommendations for strengthening the leadership infrastructure to support early educator leadership for change and innovation. 相似文献
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In recent years journal writing as a tool for reflective practice has gained prominence in teacher education programs. This paper reports the investigation of journal writing as a means for student teachers and university to better understand the process of learning to teach. The aims of the study were to examine how journals are used; to explore what students learn and what university teachers learn; and to identify which strategies work best. Survey and interview data were collected from the student authors of the journals. Analysis of the data contributed to our understanding of the process of interactive journal writing and the strategies we used as university teachers. Students used the journals in a number of ways. They used the journals to get direction on practice and planning, as a tool for analysis, as an emotion release, and as a way of 'sorting things out'. Students identified a number of strategies used by the university teachers as journal respondents which contributed to students' learning about teaching. This research focused our attention on interactive journal writing as a strategy that has the potential to promote reflective practice. 相似文献
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Jane Dawson 《Studies in Continuing Education》2013,35(1):113-124
This article challenges the dominant policy discourse about lifelong learning as a tool for economic productivity and competitiveness, and proposes the alternative language of poetry as a means to return to the vision of lifelong learning as a process of "learning to be", as first proposed in Edgar Faure et al. 's (1972) landmark UNESCO report of that title. T.S. Eliot's classic poem Four Quartets is examined as an example of poetic work that articulates a richly nuanced view of lifelong learning as a process of grappling with major existential questions about identity and existence. The prospect of truly learning to be, as Eliot shows us, is not a straightforward task of acquiring government-sanctioned skills, knowledge, and attitudes, but one of venturing into the dark unknown, and "costing not less than everything" in the process. 相似文献
14.
Rachel Lambert 《International Journal of Inclusive Education》2017,21(5):521-531
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics. 相似文献
15.
唐旭 《淮北职业技术学院学报》2021,20(1)
王独清与艾青都曾在诗歌中描绘过罗马这一异域形象。前者一方面以罗马形象作为民族镜像,力求借此使中华文明取得西方价值评价体系的认同,从而加强民族的自我认同,并为中华民族的复兴寻求合法性;另一方面又以其作为自我镜像,折射出诗人作为没落贵族子弟的内在心理。后者以本民族当下时期的精神动力为衡量标准来对作为复杂的他者形象的罗马进行阐释,以此强化民族的自我认同,并增强中华民族建设社会主义现代化国家的信心。 相似文献
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There is an increased reliance on experiential learning tutors and placement sites, and as such there is a need to determine tutors’ perceptions about experiential learning as well as identify their needs. A mixed-methods study was undertaken involving tutors in hospitals and community pharmacies. There were 58 responses to the online survey. Five focus groups consisting of 25 hospital tutors, and 11 one-on-one interviews with community tutors were conducted. Experience as a tutor was dependant on students’ attitudes and engagement, with poor attitude highlighted as a challenge. Limited time and placement duration were also identified as challenges, while a benefit noted was opportunities for staff recruitment. There was good support for students being sent to primary care for placements. Programme improvement is needed, involving both tutors and students in the co-design of EL to address gaps and avoid future dissatisfaction as well as ignite a sense of ownership by all parties. 相似文献
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Seymour Kleinman 《Quest (Human Kinetics)》2013,65(1):93-96
The aims and values of Olympism are briefly examined. Sport is then described as an inherently worthwhile practice, concemed with its own goals, standards, and traditions. The place of sport in relation to education and the curriculum is discussed, and the role of the teacher of sport as “educator” is clarified by reference to four points: (a) the teacher as an initiator into and as a guardian of the practice view of sport; (b) the teacher as an enlightened leader of discussion; (c) the teacher as a provider of individual pastoral care; and (d) the teacher as exemplar of the values to which a commitment has been made. The final section is concemed with the relationship between Olympism and sport as a form of education. 相似文献
18.
《Teaching and Teacher Education》2004,20(2):203-215
This essay explores my role as a teacher educator within a changing policy and curriculum landscape, including managerial attempts to define acceptable educational ‘outcomes’ and other globalising pressures to regulate education. I interrogate my professional knowledge and experience as a teacher educator, raising questions about the adequacy of my support for student teachers as they enter this new landscape. I conceive the key challenge facing me at the moment as a challenge to my professional identity that requires me to find new ways of understanding and talking about my work (cf. Teaching and Teacher Education 19(1) (2002) 5). The essay might be read as a ‘self study’, in which my ‘self’ is conceived as a function of the networks or relationships in which I operate as a teacher educator and the larger structures that shape my professional world. 相似文献
19.
Phoebe C. Godfrey 《Equity & Excellence in Education》2013,46(2):247-261
This article analyzes the legal classification of Mexican Americans as “other white” as argued in a number of critical court cases that beginning in the 1930s up to the 1970s attempted to desegregate public schools in Texas. Since the Texas constitution declared school segregation as being only for “colored children,” Mexican Americans in their fight against de facto segregation sought to claim their legal classification as white. My objective is to further analyze these cases as presented in the literature in order to examine what the relationship between Mexican American whiteness as a legal category versus their “otherness” as a social category says about the vital role of public schools in reproducing, as well as creating, social, political, and economic marginalization. 相似文献
20.
This study is a preliminary investigation of computer‐mediated communication (CMC) as a functional alternative to face‐to‐face communication. We examined the relationships between motives for using the Internet as a CMC channel and motives for face‐to‐face interactions as well as the influence of locus of control and communication apprehension as antecedents of face‐to‐face and mediated interactions. We surveyed a sample (N=132) of Internet users and tested the hypothesis that no differences exist between CMC and interpersonal communication motives (i.e., that they would be functional alternatives). We also used MANOVA and ANOVA procedures to see if main and interaction effects existed for high and low locus of control and high and low CMC apprehension respondents on interpersonal and media motives. Results indicated CMC Apprehension main effect differences for communication motives, and that use of the Internet as a communication channel is not perceived as a functional alternative to face‐to‐face communication. 相似文献