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21.
孟玉楼论 总被引：3，自引：0，他引：3
黄吉昌 《昭通师范高等专科学校学报》2007,29(1):19-25
分析《金瓶梅》作者对孟玉楼这一人物形象的塑造,使读者对孟玉楼这一人物形象有较为全面、深刻、准确的认识。 相似文献
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Lewis Roberts 《Children‘s Literature in Education》2008,39(2):121-134
Sharon Creech’s Walk Two Moons is a defining example of contemporary realistic fiction for children. This article argues that
Walk Two Moons models storytelling as a tool which children need to understand their own relationship to reality and to literature.
Rather than employing a grim verisimilitude, as some critics have charged, Creech has created a novel of realistic character
development which also challenges any simplistic understanding of children’s realistic fiction through its complex and self-referential
narrative structure and use of literary language. The result is a narrative which, in the face of painful and tragic circumstances,
empowers readers toward a hopeful and optimistic view of life’s mysteries.
相似文献
| Lewis RobertsEmail: |
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In this paper, a document summarization framework for storytelling is proposed to extract essential sentences from a document by exploiting the mutual effects between terms, sentences and clusters. There are three phrases in the framework: document modeling, sentence clustering and sentence ranking. The story document is modeled by a weighted graph with vertexes that represent sentences of the document. The sentences are clustered into different groups to find the latent topics in the story. To alleviate the influence of unrelated sentences in clustering, an embedding process is employed to optimize the document model. The sentences are then ranked according to the mutual effect between terms, sentence as well as clusters, and high-ranked sentences are selected to comprise the summarization of the document. The experimental results on the Document Understanding Conference (DUC) data sets demonstrate the effectiveness of the proposed method in document summarization. The results also show that the embedding process for sentence clustering render the system more robust with respect to different cluster numbers. 相似文献
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Jennifer Mandelbaum 《Communication quarterly》2013,61(2):144-170
Some ways in which shared stories are begun and told are described using conversation analysis. Tellings shared by two persons who participated together in the events to be narrated display how coparticipants encounter and resolve the problems of having two potential tellers, and a “knowing” recipient present. The stories examined are begun with a three‐part series of turns: a “remote” approach, a forwarding, and a ratification of the forwarding. The body of the telling includes techniques which involve the knowing recipient in the telling without necessarily challenging the current teller's role as teller. Implications are drawn for the study of how pairs of persons “do” their relationship in public. 相似文献
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Pradeepa Wijetunge 《International Information and Library Review》2013,45(4):212-223
Sri Lanka has a long history and culture of storytelling but the use of stories for transferring tacit knowledge is absent. This paper is the first to examine the application of orgnisational stories as a method of tacit-knowledge transfer management tool in the library domain.The study had two objectives; 1) To explore the potential of storytelling to transfer tacit knowledge from the Librarian to the junior executives. 2) To examine whether captured stories serve the pursuit of knowledge by the junior executives. Two research questions were formulated to achieve these objectives. The first research question (RQ1) How can the tacit knowledge of a retiring senior executive be captured through stories? was framed and addressed to achieve objective one and the second research question (RQ2) Can the captured “stories of work” benefit knowledge workers in their pursuit of tacit knowledge? was framed and addressed to achieve objective two. The study was based on primary data collected from the Librarian and executive staff of the Library by means of two Interview Schedules and the entire study was underpinned by an extensive review of research literature related to organizational storytelling. Qualitative as well as quantitative methods were used to analysis and interpretation data.The findings of the study proved in response to RQ1 that organizational stories can be captured using a six-step process and a story capturing model which could be used by the other researcher emerged from the research. Nevertheless, findings also established that the comprehensiveness of the tacit knowledge that could be captured through stories would depend on the degree of confidentiality of the contents of the stories. Therefore all stories could not be recorded as they are told. Responding to RQ2 the findings proved that, captured “stories of work” can be used for the benefit of knowledge workers in their pursuit of tacit knowledge.Based on these findings it was recommended that, the library should take initiatives to exploit the already prevailing habit of organizational storytelling in the library as a method of transferring tacit knowledge in a deliberated manner and for this several activities were recommended.The findings were based only on a single case, in a single organization carried out during a six-month period, within the boundaries of a specific organizational and social culture. Therefore additional case studies would be necessary to test the validity and reliability of the story capturing model.This research is the first of its kind carried out in the library domain of Sri Lanka. Therefore it provides significant insights on which future researchers can build their studies. 相似文献
28.
Bob Lister 《Children‘s Literature in Education》2005,36(4):395-411
This article examines the challenges that faced two storytellers when developing an oral retelling of Homer’s Iliad for use
with children aged 9–11. Drawing on evidence from two schools in a deprived area of London the discussion explores the extent
to which the storytellers have been successful in creating a version of the story that is both faithful to the original in
content and language, and accessible to the widest possible audience.
Bob Lister is a lecturer in Education and Classics at the University of Cambridge, England. As Director of the Cambridge School
Classics Project from 1996 to 2003, he was responsible for the development of a range of schoolbased resources on the ancient
world, including War with Troy: The Story of Achilles. He has read Homer's Iliad and Odyssey with learners of all ages. 相似文献
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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 and the barriers to the utilisation of such non-instrumental practice in school. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings suggest that speaking and listening is implicitly devalued as a result of the elevation of instrumental literacy-based practice in the primary curriculum. In addition, enquiry into the specific effects of engaging with orality as a precursor to literacy development is lacking. It is suggested that while New Literacy Studies has enhanced our understanding of the interrelationship between the written and spoken word, it is less helpful when considering language as a ‘continuum of spontaneity’. It is concluded that spoken language that is explicitly unattached to literacy-based outcomes should be strongly encouraged in school. In addition, it is important to understand on an empirical basis whether the attachment of a written outcome affects the way that spoken language practice is engaged with in the classroom. 相似文献
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Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
相似文献
| Christina Rose DubbEmail: |