视角、引语形式、叙述者的隐退与布里尔小姐的幻灭--《布里尔小姐》的叙事策略分析     

杨云红 《玉溪师范学院学报》2004,20(4):56-59

《布里尔小姐》通过选择人物有限视角叙事 ,使用自由间接引语表现主人公的“顿悟” ,让叙述者从叙述中退出 ,使小说充满人物的主体意识 ,并在关键时刻使用直接引语否定“顿悟”形成“幻灭”。自由间接引语与直接引语在形式和内容上的强烈对比 ,构成了布里尔小姐的主观认识与客观现实的冲突 ,构成了布里尔小姐话语“无声”与他人话语“响亮”之间的反差。  相似文献   

Using iPad tablets for self‐modeling with preschoolers: Videos versus photos          下载免费PDF全文

Dacia M. McCoy  Julie Q. Morrison  Dave W. Barnett  Hilary D. Kalra  Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.  相似文献   

Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities          下载免费PDF全文

Jennifer M. Cullen  Evette A. Simmons‐Reed  Lindy Weaver 《Psychology in the schools》2017,54(9):965-978

Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults with disabilities to meet their own needs with minimal reliance on others. Infusing the use of technology as a self‐prompting device facilitates the acquisition of tasks that may not be otherwise attainable. In this study, self‐directed video prompting on an iPad with the My Pictures Talk application was used to help young adults with IDD in a postsecondary program acquire daily living skills in a single subject, multiple probe across subjects design. The effects of the intervention on generalization to tasks that were one, two, and three components different were also assessed. Results demonstrated a functional relationship between the introduction of the intervention and improvement in skill performance.  相似文献   

中国与瑞典的高校教师压力成因比较     

涂丽 《中国科技信息》2006,(19):228-229,231

我国高校教师压力随着经济实力的增长，和教学改革的推进而不断增大，原因来自于社会、学校和自身各方面，本文主要通过与瑞典高校教师的压力的比较，吸取国外优秀的经验，解决我国对前存在的教师压力问题。  相似文献   

Japanese Conceptions of Privacy: An Intercultural Perspective     

Makoto?NakadaEmail author  Takanori?Tamura 《Ethics and Information Technology》2005,7(1):27-36

This paper deals with intercultural aspects of privacy, particularly with regard to important differences between Japanese and the Western views. This paper is based on our discussions with Rafael Capurro – a dialogue now represented by two separate but closely interrelated articles. The companion paper is broadly focused on the cultural and historical backgrounds of the concepts of privacy and individualism in “Western” worlds; our main theme focuses on different concepts of privacy in Japan and their sources in related aspects of Japanese culture. The interrelationship between our two papers is apparent in our taking up identical or similar topics in each paper. Reading our two papers in conjunction with each other will bring about deeper and broader insights into the diverse values and worldviews of Japan and Western cultures that underlie concepts of privacy that at a surface level appear to be similar  相似文献   

动态全参数自调整BP神经网络预测模型的建立   总被引：8，自引：0，他引：8  

李晓峰 《预测》2001,20(3):69-71

本文从减少干预的思想出发，提出了BP神经网络动态全参数自调整学习算法，使得隐层节点和学习速率的选取全部动态实现，实现了学习速率和网络的适应能力，最后又将改善后的BP神经网络应用到经济领域中，得到了比常规经济学模型更优的效果。  相似文献   

多元文化背景下的自我价值与身份建构——论任碧莲的《典型的美国佬》     

魏琴 《青海师范大学学报(哲学社会科学版)》2011,33(6):98-101

当代华裔女作家任璧莲的成名作《典型的美国佬》被认为是新一代华裔美国文学的代表作。小说着意刻画了多元文化背景下人物的身份问题并对其进行了新的诠释。本文主要是通过分析主人公自我的体现,即对中国传统价值的认同和对美国梦的不同理解与追求方式,来探讨自我与美国梦对人物流动身份的影响,同时关注了作品开放式结局的寓意所在。  相似文献   

社会工作视角下的高校思想政治教育新模式   总被引：1，自引：0，他引：1  

刘芳  王宁 《四川教育学院学报》2011,27(5):6-9

借鉴社会工作＂助人自助＂的价值观,运用社会工作专业辅导关系,采纳以处理＂关系＂为核心的社会工作服务主题,引进个案工作、小组工作、社区工作等社会工作方法,是新形势下思想政治教育改革创新的新途径。  相似文献   

The disaster of the ‘self‐managing school’ – genesis,trajectory, undisclosed agenda,and effects     

John Smyth 《Journal of educational administration and history》2011,43(2):95-117

Sometimes an educational idea is inexplicably adopted around the world with remarkable speed and consistency and in the absence of a proper evidence base or with little regard or respect for teachers, students or learning. This paper examines what has arguably been the most contentious and virulent educational reform of the past half‐century. Variously labelled, in what amounts to the self‐managing school, what this reform has done is virtually dismantle public education and privatise it without public debate or proper scrutiny. This paper considers the alleged claims by the enthusiastic proponents and examines what has subsequently transpired, particularly in respect of the most disadvantaged students and the broader mission of improved learning.  相似文献   

The influence of formal and informal formative pre‐service experiences on teacher self‐efficacy     

Elie Tuchman  Jenny Isaacs 《教育心理学》2011,31(4):413-433

Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers.  相似文献