中西叙事文学比较研究的构想——兼评《中西叙事精神之比较》     

赵学存 《重庆师专学报》2013,(6):124-128,133

中西叙事文学比较研究的发展和深入需要一个构架来统摄,吴家荣教授的新著《中西叙事精神之比较》对构想叙事文学比较研究的框架、建构研究体系的意识、各种文体研究与叙事理论研究的统一、跨异质文化意识、客观公允的中西态度等方面有重要示范作用.受其启发,本文拟出一个关于中西叙事文学比较研究的初步构想.  相似文献   

雅俗之间——《大学英语》中欧·亨利与毛姆两个短篇小说的主题与叙事的比较研究     

段宇晖 《重庆师专学报》2013,(4):76-81

《大学英语》课本选编了欧.亨利和毛姆的两个短篇小说,对之进行比较研究也是一种深化的阅读。《最后一片叶子》与《患难之交》两篇文章中不同的人性主题相互交应,相似的叙述结构与不同的叙述模式显现出文艺审美倾向的差异。一俗一雅两篇小说间的平行研究揭示出英美文学发展的特点和叙事视角运用的一般规律。  相似文献   

《永昌府文征》涉缅文献研究述评——基于“文录”、“纪载”涉缅文献的内容解读与价值分析     

王琪 《保山师专学报》2013,(1):48-54

对《永昌府文征》“文录”和“纪载”涉缅文献进行全面整理和系统分析,深入解读其主题内容,并探讨《永昌府文征》涉缅文献的意义及价值。  相似文献   

Teachers interacting with students: an important (and potentially overlooked) domain for academic development during times of impact     

Torgny Roxå  Elizabeth Marquis 《International Journal for Academic Development》2013,18(4):342-353

ABSTRACT

This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how teachers' thinking can be described in relation to various thinking-zones, and how teachers notice and respond to signs of student learning, we suggest a more fine-grained perspective. Furthermore, we argue that improved models for design and evaluation of professional development might prove crucial for academic development as a profession.  相似文献   

Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?     

Colin O’Byrne  Gwynaeth McIntyre  Celia Lie  Sheena Townsend  Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361

Abstract

There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.  相似文献   

Literary English and the Challenge of Multimodality     

Catherine Beavis 《Changing English: An International Journal of English Teaching》2013,20(3):241-252

How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what ‘literature’ is, or what the category of ‘literary’ texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue.  相似文献   

Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth     

Michael S. Matthews  Jennifer A. Ritchotte  Matthew T. McBee 《High Ability Studies》2013,24(2):81-97

We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.  相似文献   

LGBTQ literature in middle school classrooms: possibilities for challenging heteronormative environments     

Elizabeth G. Dinkins  Patrick Englert 《Sex education》2013,13(4):392-405

This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and teacher, impacting how knowledge is created, processed and applied. LGBTQ literature integrated into the classroom curriculum invites opportunities for possibilities through windows and mirrors for exploration of the world and self. Heteronormativity, positioning and LGBTQ literature thereby become interactive catalysts that create and foreclose possibilities and impossibilities for student learning. Three themes emerged from the study that reveal positioning and possibilities when studying a text with a gay character: (1) the school environment and classroom context positioned students as heterosexual; (2) students and teacher positioned gender performance and sexual identity as other; and (3) while the text acted as both a window and a mirror, the teacher and students consistently framed different, and sometimes contradictory, views for each other. Together, these themes reflect a nested understanding of gender performance and sexual identity that subscribed to heterosexual norms and limited possibilities for LGBTQ students.  相似文献   

浅谈高校图书馆文献资源建设     

秦锦洁 《泰州职业技术学院学报》2013,(1):45-47

文章简要论述了高校图书馆文献资源建设的现状及普遍面临的问题,从理论联系实际的角度提出文献建设的原则,并根据原则结合实际工作提出几点解决方案。  相似文献   

浅析高职优秀拔尖人才培养的文献保障     

孔庆祝 《泰州职业技术学院学报》2013,(1):39-41,47

优秀拔尖人才培养是当前高职院校转型所采取的发展战略,围绕这一战略,图书馆员必须积极行动起来,针对优秀拔尖人才培养的特点,调整自己的信息服务,为优秀拔尖人才培养提供好文献保障。  相似文献