论写作中的尺水兴波之法     

张桂芝 《孝感职业技术学院学报》2011,(2):62-64

文章针对写作中常见的平铺直叙、见头知尾、见始知终等弊端,提出了现实生活的复杂多姿决定着文章叙事方法的曲折多变的观点,以经典著作为案例,以巧设悬念、抑扬兴波、出人意外、巧合妙胜、欲擒故纵等典型的＂尺水兴波＂叙事方法为重点,通过对其内涵的解读,介绍了上述方法的运用技巧。  相似文献   

Social justice storytelling and young children's active citizenship     

Louise G. Phillips 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):363-376

This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis was informed by poststructuralist discourse theory and critical theory on political action, which enabled identification of enablers and constrainers of young children's actual practice of citizenship. A case is argued for acknowledgement of young children's political identities and capacity to act as communitarian citizens.  相似文献   

Stories: A Common Currency     

Graham Parr  Brenton Doecke  Scott Bulfin 《Changing English: An International Journal of English Teaching》2015,22(2):135-141

This article offers an account of a series of writing workshops involving English teachers in Victoria, Australia, known as the stella2.0 project. It argues that storytelling can potentially provide a valuable counterpoint to the ‘knowledge’ underpinning standards-based reforms. The argument serves to introduce two other essays published in this issue of Changing English: ‘Storytelling and Professional Learning’, in which Brenton Doecke articulates a standpoint about storytelling that helped to shape the workshops, and ‘Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together…’, by Graham Parr and Scott Bulfin, in which they inquire into the conceptual foundations of the stella2.0 project and discuss some of the writing generated by teachers in the workshops.  相似文献   

数据故事的自动生成与工程化研发     

朝乐门 《情报资料工作》2021,(2):53-62

[目的/意义]明确定义数据故事化的内涵与特征,正确理解数据故事与文学故事的区别,实现数据故事化的自动生成和工程化研发是推动数据故事化这一新研究领域的关键所在。[方法/过程]首先,在调查分析数据故事化领域的研究现状的基础上,提出了数据故事化的内涵与特征;其次,采用数据科学与数据工程方法提出数据故事的自动生成流程;最后,运用软件工程方法设计出数据故事的工程化研发的参考架构。[结果/结论]数据故事的自动生成流程的提出对于数据故事化领域的理论研究具有重要借鉴意义,而数据故事的工程化开发参考架构的设计为研发数据故事产品组件及培育产业生态系统具有较大的参考价值。  相似文献   

Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches     

Jan Lenhart  Wolfgang Lenhard  Enni Vaahtoranta  Sebastian Suggate 《教育心理学》2018,38(5):596-616

Shared-book reading is a well-established intervention to foster vocabulary development. Factors influencing its effectiveness are, however, less well studied, particularly with regard to story-delivery. We contrasted a read-aloud with a free storytelling approach and tested effects on vocabulary learning. In the first study, 83 preschoolers aged three to six were told six stories in a randomised, single-blind and counterbalanced design. Stories were either read aloud or told freely and included rare target-words. Measures of target-word acquisition, receptive vocabulary, phonological working memory and speech comprehension were administered. There was a small to moderate learning gain (d = .37), but no effect of story-delivery. In a second study, 24 of the youngest and 24 of the oldest participants were tested again, using the same procedure but with stories designed to be more intrinsically motivating and age-appropriate. Results indicated negligible vocabulary gains (d = .08) and no effect of story-delivery, except for small differences in child behaviour during storytelling.  相似文献   

Hatching Butterflies and Other Mysteries: A Story of a Teacher Learning to “Let Go”     

Debora Basler Wisneski 《Early Childhood Education Journal》2000,28(1):29-33

As a teacher deals with the frustrations of classroom management and her fears concerning control, she finds what it means to let go to the process of living and learning with young children. Her method of dealing with issues of classroom community involves teacher reflection on action, listening to stories of children, and telling stories of her own.  相似文献   

The psychosocial benefits of oral storytelling in school: developing identity and empathy through narrative     

Rebecca Hibbin 《Pastoral Care in Education》2016,34(4):218-231

The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as ‘non-instrumental’ practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children’s education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling in relation to its psychosocial effects and benefits. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings highlight the benefits of oral storytelling to children in relation to a complex of processes tied to the opportunities afforded by oral storytelling for self-expression, identification with story characters, empathic understanding of self and others and bi-directional communication. It is suggested that the oral retelling of pre-existing stories offers children a parsimonious yet psycho-socially complex form of Speaking and Listening practice which is as rare within the classroom as it is native to human thought and interaction. It is upon the basis of the importance of talk to learning and development that its use within education needs to be viewed, to allow more opportunities for oral language practice that supports the psychosocial development of young people in school to be encouraged and actively pursued.  相似文献   

论《庄子》寓言的修辞特征及其解读方式     

杨年保 《怀化学院学报》2005,24(1):109-111

中国修辞学史上,庄子是寓言格和寓言体的理论创立者和重要实践者。通观《庄子》一书,除大量运用引用、比喻、夸张、对比、拟人、反讽等较为成熟的辞格形式之外,庄子主要依托其“得意忘言”的语言哲学思想创造性地发展出主体旁代和故事联缀等两种修辞方式,这对后世寓言辞格的运用和寓言文体的创作提供了重要的理论支持作用和实践借鉴作用。  相似文献   

Building the mentoring relationship: humanism and the importance of storytelling between mentor and mentee     

Joshua Cruz  Maria H. Goff  Josephine P. Marsh 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):104-125

ABSTRACT

In this paper, we describe a mentoring program designed to help prepare high school seniors at Arizona State University Preparatory Academy for postsecondary education. Specifically, we address the usefulness of ‘humanistic mentoring,’ a form of mentoring that stresses the importance of reciprocity, mutuality, and empathy in the mentor/mentee relationship. We further describe how sharing stories was useful in developing such humanistic relationships. Based on etic-thematic coding of interviews from 13 of the mentees, a humanistic lens for mentoring and sharing personal stories is productive for both developing relationships and passing on knowledge.  相似文献   

Institutional storytelling and personal narratives: reflecting on the ‘value’ of narrative inquiry     

Jacqueline O' Toole 《Irish Educational Studies》2018,37(2):175-189

With the ‘narrative turn’, a momentum gathered in the wider social sciences that asserted that listening to, asking for, gathering and analysing stories provided a new impetus to researching human behaviour. The argument evolved: people are storied beings and to generate a more in-depth understanding of people and their experiences, researchers need to begin with their stories. But the stories people tell are also deeply embedded in narrative frameworks and narrative environments that make up what I conceptualise as institutional storytelling. Arguably, institutional storytelling has a profound impact on the stories people can and do tell. Narrative inquiry has much to offer to the analysis of institutional and personal narratives. In this article, I will address the question of the relevance of narrative inquiry to gather and analyse the stories that people and institutions tell. Drawn from an empirical sociological study of women’s narratives of their weight management experiences in the context of their participation in weight management classes, I present a case for narrative ethnography as a critical methodological strategy to analyse the complex relationship between institutional and personal narratives.  相似文献