套话及其对外语教学的启示   总被引：3，自引：0，他引：3  

秦晓杰 《安徽师范大学学报(人文社会科学版)》2003,31(6):719-722

阐述了套话具备最省力性,纵聚合的复杂性和横组合的简单性以及情景依赖性等特征。套话在语言学习过程中与学习者的个人情感因素、语法规则系统、语用语言能力之间具有密不可分的关系。  相似文献   

全球化与族性认同   总被引：2，自引：0，他引：2  

王希恩 《西北师大学报》2002,39(5):1-7

族性认同（ethnic identity）的增强是一个值得重视的当代民族现象，它的出现与世界的全球化背景有着必然联系。本对族性认同作了概念性解说，指出族性认同的增强有着全球化因素的支撑，它是个性的张扬，世界多样性的表现，同时也是民族过程(ethnic process)的反映。当代世界民族过程既是民族现象不断扩张和弥漫的过程，也是民族不断分解自己、泛化自己的过程。随着全球化的推进，这一现象仍将持续。  相似文献   

自由精神的文学思考——解读任碧莲小说《莫娜在希望之乡》   总被引：1，自引：0，他引：1  

李国正 《河南师范大学学报(哲学社会科学版)》2004,31(3):149-151

当代华裔作家任碧莲的第二部长篇小说《莫娜在希望之乡》是一部展现美国20世纪60年代文化图景的文学作品。小说以第二代华裔莫娜的视角见证了六七十年代美国的社会文化进程，也自她口中表达出了作家任碧莲在文化、族裔身份以及社会问题上的独特见解。本文分析该小说对美国多元文化景象的描摹，解释作家试图通过该作品所传达的对美国社会文化中现实问题的关注和批评意识。  相似文献   

颜色词的翻译与中西文化异同     

潘艳慧 《黄冈职业技术学院学报》2005,7(1):20-23

在不同的文化背景、社会习俗、民族风情、宗教信仰等因素的影响下,颜色包含着不同的文化内涵。相同颜色词的语用意义在英汉两种不同的语言中可以是对等的、有语用冲突的或者属于文化空白的。因此,对颜色词的正确翻译应该在考虑到中西文化的异同的前提下,尽量异中求同。  相似文献   

Stories of self and science: preservice elementary teachers’ identity work through time and across contexts     

Lucy Avraamidou 《Pedagogies: An International Journal》2016,11(1):43-62

Grounded in theoretical and empirical underpinnings related to identity work and figured worlds, this case study explores the nature of two preservice elementary teachers’ identities for science teaching and the experiences that impacted their development through time and across contexts. The participants in this study portray a range of competencies, interests and orientations to science and science teaching, and hence provide two different kinds of, almost contradicting, identity works. Various data were collected in a period of 3 years with the use of life history methods in order to trace the participants’ identity work over time and across contexts. The analysis of the data showed prevalent differences between the participants’ identity works and identified critical events and experiences in the context of various figured worlds: (a) figured world of family; (b) figured world of childhood; (c) figured world of schooling; (d) outside of school figured worlds; (e) figured world of university and (f) figured world of science. These findings are offered alongside implications for future research and teacher preparation.  相似文献   

Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective     

Rui Yuan 《Asia-Pacific Journal of Teacher Education》2016,44(4):379-400

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education.  相似文献   

Healing Inside and Out: Promoting Social Justice and Peace in a Racially Divided U.S. Community     

Chalmer E. Thompson  Sherri L. Murry  Dorienna Harris  Jeannie R. Annan 《International journal for the advancement of counseling》2003,25(4):215-223

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Challenge-based instruction promotes students’ development of transferable frameworks and confidence for engineering problem solving     

John R. Clegg  Kenneth R. Diller 《European Journal of Engineering Education》2019,44(3):398-416

ABSTRACT

Challenge-based teaching facilitates students’ simultaneous development of content mastery and strategies for applying technical knowledge innovatively. The University of Texas at Austin Department of Biomedical Engineering has offered a challenge-based course on biotransport as an accelerated study-abroad learning experience in Cambridge, England. We used a mixed methods approach to characterize students’ learning trajectory, to include technical prowess, problem-solving self-efficacy, and engineering identity throughout the entirety of this course. Students developed problem solving strategies and confidence over the semester and readily transferred their acquired solution framework to technical domains outside of the course subject of biotransport. Students identified challenge-based pedagogies as their preferred methods of classroom instruction, became familiar with corresponding assessments, and identified strongly as practitioners within the engineering field. We believe this illustrative case study provides significant evidence for the effectiveness of challenge-based instruction and can serve as a model for pedagogy-sensitive classroom assessment in engineering.  相似文献   

招商引资与地区形象设计     

李建林 《滨州学院学报》2004,20(3):25-27

无论从应对竞争的角度,市场营销启示的角度还是从稀缺资源供给的角度看,一个地区要想实现招商引资工作的可持续发展都有必要进行地区形象设计。地区形象的设计要注意整体性、差异性、稳定性和贯彻的坚决性。  相似文献   

文化研究语境下的文艺学身份及其重建     

卢衍鹏  赵立春 《武汉职业技术学院学报》2006,5(5):97-100

文化研究语境下的文艺学身份重建,存在本质主义与反本质主义两种思维方式。本质主义坚持文艺学中的元理论、科学性、经典化；反本质主义重新定义文学性、文学自主性,并在日常生活审美化的语境下反思文艺学的学科性。在重建文艺学的思路上,一派主张在文艺学内部进行调整,拉近与现实的关系,一派主张从文艺学外部重建历史化、地方化的文艺学。  相似文献