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Ordway Tead 《College Teaching》2013,61(4):184-189

ABSTRACT

Stories represent a fundamental way by which we interpret our experiences. They tap into our natural predispositions of seeking pattern, perceiving agency, simulating and connecting events, and imputing meaning into what we experience. Instructors can take advantage of this predisposition and facilitate student learning by viewing stories from a broad perspective and intentionally connecting stories and storytelling principles to the concepts and principles they want students to learn. Instructors can capture students' attention, nurture a more social atmosphere, and engage their students' emotions and cognitive abilities. Previous work on using stories to teach has highlighted four types of story-based instruction: case-, narrative-, scenario-, and problem-based. I extend this work by offering practical suggestions for incorporating stories into the classroom. I list possible objectives, discuss methods, and share examples that range from simply sharing a relevant story or anecdote or incorporating storytelling methods, to using a story framework to undergird an entire course. I then discuss various costs and benefits in the use of stories to facilitate learning. The methods I discuss can be used in a wide range of courses, and I encourage instructors to consider how they incorporate a broader, more intentional use of stories into their teaching.  相似文献   

“Burke's perspective on perspectives: Grounding dramatism in the representative anecdote”   总被引：2，自引：0，他引：2  

Bryan Crable 《Quarterly Journal of Speech》2013,99(3):318-333

Rhetorical scholars have taken Burke's discussions of the “representative anecdote” in A Grammar of Motives, and have devised from them a systematic procedure for use in criticism. However, I believe that we can read the representative anecdote in a different way‐by examining the work the term does for Burke himself. I suggest that Burke is not offering a method as much as justifying dramatism dramatistically. Ultimately, based upon my reading of the Grammar, I argue that the representative anecdote‐taken in conjunction with the pentad‐supports Burke's claim to provide the most adequate vocabulary for the study of motives.  相似文献   

军事文苑中的两朵奇葩--综论《这里的黎明静悄悄》和《西线轶事》   总被引：1，自引：0，他引：1  

闫顺玲 《哈尔滨学院学报》2001,22(2):64-69

《这里的黎明静悄悄》与《西线轶事》在当代军事战争题材作品中都具有里程碑的意义,它们的艺术构思新颖、反映角度独特、表现手法别致.但由于两位作家的国情区别、生活环境的差异和文化传统等诸多因素的限制,使两部小说又呈现出不同的文化意蕴和审美风格.  相似文献