在多重视角中展现生存困惑与思考--池莉小说叙事的复调现象     

戴冠青  陈瑞煊 《闽江学院学报》2005,25(1):66-72

本文运用巴赫金的复调理论来探讨和研究池莉小说的叙事艺术，分析池莉小说中叙事声音、叙事视角、叙事时间的复调手法，并努力探讨促使池莉运用复调叙事手法的原因，以此来透视池莉小说作品的艺术独特性及作家通过小说传达出来的生存困惑与思考。  相似文献   

英语会话中话轮转换系统分析   总被引：1，自引：0，他引：1  

彭艳虹 《湖南科技学院学报》2007,28(6):137-140

话轮是人们日常会话的基本单位，话轮转换是会话分析的核心问题。文章分析探讨了英语会话中话轮转换的几个问题：话轮、反馈项目、话轮转换规则、话轮转换信号、保持话轮、放弃话轮以及索求话轮的表达方式。  相似文献   

论教师的语言境界     

王玉霞 《商丘职业技术学院学报》2004,3(4):36-38

根据教师工作的环境、范围和特点，提出教师应当达到语言的三个优化：一是交往语言的优化，主要是与学生、家长、同事们的轻松对话；二是交际语言的优化，主要是从社会实际出发的课题研究和对外交流；三是学术语言的优化，主要是阅读积累和教学思考所要达到的科研境界。  相似文献   

建构主义学习理论在美术教学中的应用     

周艳华 《巢湖学院学报》2003,5(4):119-121

本以建构主义理论的“情境”、“协作”、“会话”和“意义建构”四大要素为背景，从以教师为主导进行“情境”创设，以学生为中心进行“协作”学习，以课堂为阵地进行“会话”商讨，以创新为目标进行“意义建构”四个方面探索了由传统的以教师为中心的逻辑讲解传授式的教学过程转变为通过情境创设、协作学习、问题探索、意义建构等以学生为主体的教学过程。  相似文献   

The Communicative Method in the Teaching of Listening and Speaking English     

Chai Yuanzhi 《开封教育学院学报》1997,(1)

It has been my experience as an Instructress of！lstening and Speaking English Coursethat one of the most difficult challenges Is promoting natural conversation with the students.Many students say that they want more conversation In Speaking classes,but several prob-ferns arise.For one thing,students often do not know what to talk about.They are at a lossas to how a native speaker begins a conversation.  相似文献   

与师生言说有关的三个问题     

邓友超 《教师教育研究》2005,17(1):56-61

本文讨论了与师生言说有关的条件、倾听和权威三个问题。就条件来说,1、要讲究真实性,表现为维持着科学语言和生活语言之间的平衡;2、要讲究适当性,以课堂中不出现偶发事件为最宽原则;3、要具有真诚性,以教师视学生为“他人”作为原则;4、要具有可领会性,以可认知客体为言说中心。就倾听来说,教育现场中有“不倾听”、“不健全倾听”、“虚假倾听”、“拒绝倾听”、“批发式倾听”和“同情式倾听”等,这些都不是真正的倾听,而真正的倾听又是师生言说所必须的。就权威而言,主要是证明真正的权威不可回避。  相似文献   

英语课堂去语境化的会话策略     

李永大 《课程.教材.教法》2009,(4)

在我国,英语课堂上创造的语境不是真实语境,属于去语境化现象。课堂会话不同于其他非正式会话,A-B-A模式应该是课堂会话的基本特点,这一模式中教师的反馈和评价对学习者判断语言学习的效果有补益作用。深刻认识到我国外语教学去语境化现象,对调整教学理念和方法具有重要的参考价值。  相似文献   

Natural pedagogical conversations in high school students' internship     

Pei‐Ling Hsu  Wolff‐Michael Roth  Asit Mazumder 《科学教学研究杂志》2009,46(5):481-505

Many science educators encourage student experiences of “authentic” science by means of student participation in science‐related workplaces. Little research has been done, however, to investigate how “teaching” naturally occurs in such settings, where scientists or technicians normally do not have pedagogical training and generally do not have time (or value) receiving such training. This study examines how laboratory members without a pedagogical background or experience in teaching engage high school students during their internship activities. Drawing on conversation analysis, we analyze the minute‐by‐minute transactions that occurred while high school students participated in a leading environmental science laboratory. We find that the participation trajectory was based on demonstration‐practice‐connect (D‐P‐C) phases that continually recurred in the process of “doing” science. Concerning the transactional structures, we identify two basic conversation patterns—Initiate‐Clarify‐Reply (I‐C‐R) and Initiate‐Reply‐Clarify‐Reply (I‐R‐C‐R)—that do not only differ from the well‐known Initiate‐Reply‐Evaluate (I‐R‐E) patterns previously observed in science classrooms, but also could be combined to constitute more complex patterns. With respect to the organization of natural pedagogical conversations, we find that there were not only of preferred and dispreferred modes of responding but also ambiguous dispreferred modes; and the formulating organization not only includes self‐formulating but also other‐formulating. These natural pedagogical conversations helped, on the one hand, students to clarify their understanding and, on the other hand, technicians (or teachers) to teach toward different needs for different students in different contexts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 481–505, 2009  相似文献   

理解与对话:师生共享共生的平台     

苏传盛  何基生 《培训与研究》2010,27(5)

理解就是理解者与对象之间的一种对话过程。对话实质上是一种致力于相互理解、相互合作,致力于和睦相处、共享共生和共同创造的过程。教学活动在本质上是一种理解与对话的过程。理解与对话彰显出师生一种幸福的生存方式,教学需要理解与对话。通过理解与对话促进师生共同追求幸福生活,不断提升生命质量,促使师生共享共生。  相似文献   

师幼对话失真的客观分析     

范海霞  卢清 《天津师范大学学报(基础教育版)》2010,11(3):70-72

根据《幼儿园教育纲要》的指导精神,师幼对话是实现师幼互动的高级形式,也是师幼平等的体现。但是,当前师幼对话失真的情况较为普遍。通过阐述师幼对话的内涵、理论依据及其失真原因,提出促使师幼对话成真的几个有效对策。  相似文献