共查询到20条相似文献，搜索用时 156 毫秒
1.
郭剑晶 《福建职业与成人教育》2009,(5):29-30
模糊限制语的概念首先是由G．Lakoff在《语义标准和模糊概念逻辑的研究》中提出的,他把模糊限制语定义为“把事情弄得模模糊糊的词语”。但有的学者认为,这个定义容易把模糊限制语与模糊语混淆,因而把它定义为“限制模糊词语的模糊程度或使精确词语变模糊的词语”。模糊限制语可以模糊发话者与所说话语的命题内容之间的关系, 相似文献
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基于界限限制的分析认为,任何移动都必须受到移动范围的限制,此移动范围规定一次移动最大能跨越的节点,超过此节点范围便违反了界限原则。在和基于非界限限制分析的对比中我们发现,基于界限限制的方法在分析移动α的各种转换形式的过程中,更加具有说服力。 相似文献
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会话中影响话轮转换的因素分析 总被引：1，自引：0，他引：1
姜孝忠 《四川教育学院学报》2009,25(9):96-99
会话是话语的一种基本形式,是一种对话性质的话语。成功的话轮转换关键在于话轮转换的节点（node）,这个节点连接着各种各样的联想和可供联想的各种各样的知识储备。文章就是通过对这个接点所联系的知识储备的阐述,说明这些知识储备对这个节点——话轮的影响因素。 相似文献
4.
物质是由原子构成的,原子是保持物质化学性质的最小粒子.要了解分子以及各种材料的性质,知道原子的排列状况是极为重要的.直接用显微镜来观察、鉴定和测量原子在其特有环境下的物理、化学性质以及最后操纵原子,是许多物理学家梦寐以求的事.经过十几代科学家几百年的努力,这个愿望终于得以实现.最初,人们想利用光学显微镜,以为只要适当地选择透镜的焦距,就可以得到所需要的放大率,把任何微小的物体放大到清晰可见的程度.但由于光衍射现象的限制,分辨率最多只能达到与光波波长差不多的尺度,即2000(?)～3000(?),放大倍数只能达到2000左右,而原子的尺寸为2(?)左右,所以,用光学显微镜是不可 相似文献
5.
在英语中,外置结构是一种很常见的语言现象。很显然,很多It-外置结构都有与之对应的非外置结构。作为两种不同的结构形式,其话语功能必然不同,而两种结构之间的转换不仅受到结构条件的限制,也要受到话语条件的限制。本文从语用的角度,通过对It-外置结构和相对的非外置结构的话语限制条件的分析和比较,表明把话语因素纳入句法结构考虑中也是相当必要的。 相似文献
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易文翔 《齐齐哈尔师范高等专科学校学报》2002,(2)
—年十七年革命历史题材长篇小说中,在革命叙事主导话语之外,存在着非主19491966流的、边缘性话语,本文分析这种话语,并指出它在文学中的意义。 相似文献
8.
所谓"变式"就是改变形式的意思.解题时采用变式法,是依据题设情境、条件和问题,对定义、定律、化学式等作出合理的变式.例如,教材给出的定义:原子是化学反应中的最小微粒.可以变式为:原子是化学反应中不可再分割的微粒.因为原定义中的"最小"的本质涵义就是"不改变"的意思,即一种元素的原子在化学反应中不会变成另一种元素的原子.在这个意义上,用"不可再分割"来替代"最小",是合理的.又如,氧化物——由两种元素组成,其中一种 相似文献
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张军历 《语文学刊:高等教育版》2008,(12):65-67
任何话语都是在语境中产生的。语境在交际和话语理解中发挥着重要的作用,本文基于一些典型实例着重探讨语境的三种基本功能：解释功能、限制功能和筛选功能。 相似文献
11.
《British Educational Research Journal》2004,30(3):379-394
This article investigates the forming of student teacher identities in initial teacher education. By analysing student narratives of school experiences the article argues that although reflective, reflexive and critical discourses are helpful interrogatory tools, they presuppose a prior subjectivity which fails to acknowledge the idea that it is through such discursive practices that subjectivity emerges. Such discourses also suggest an emancipatory project grounded in rationality. The article demonstrates that these reflective discourses fail to take into account non‐symbolizable and non‐rational aspects of experiencing that have powerful ontological effects on subjectivity and identity. Such aspects are structured in student narratives through fantasy, which allows students to understand their experiences as consistent and meaningful. 相似文献
12.
对于分层图模型中的任一节点,识别信息来源于三个通道:α通道,基于物体的整体特征识别当前节点;β通道,通过孩子节点的组合以自底向上的方式来识别物体;γ通道,借助父节点以自顶向下的方式预测。通过引导受试者的注意力,控制测试数据的尺度大小和显示时间,以及遮挡和裁剪等措施来排除通道之间的相互影响,以便单独测试各通道的信息贡献量。实验结果表明:一般情况下α通道的贡献要更大;当存在遮挡时,主要依靠β通道的贡献;当分辨率很低导致本征信息不足时,γ通道将在物体识别任务中发挥主导作用。这些基于人类视觉系统的测试结果,对于相应的计算机物体识别算法性能的提高具有参考价值和指导意义。 相似文献
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Kristiina Brunila Päivi Siivonen 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):56-69
In the neoliberal order, the ideal self is self-responsible, enterprising, flexible and self-centred. Regarding this ideal we argue that the rise of therapisation in society, and in education, particularly, links both the therapeutic and enterprising discourses. The article examines how these discourses jointly produce and legitimate the ideal, and thus, the preoccupied subjectivity of the neoliberal order. As a discursive form of power therapisation is observed here to work by directing students to focus on their inner selves – including their problems, vulnerabilities, dependencies as well as reactions to life events – in a therapeutic mode. And it does not stop there. Therapeutic discourses offer a seemingly empowering and flexible subjectivity, which is central in enterprising discourses. At the same time, however, selfhood tends to diminish to the extent that we argue for a need to understand more about the subjectivities that emerge from the alliance between therapeutic and enterprising discourses. 相似文献
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Dario W. Pellegrini 《Educational Psychology in Practice》2007,23(1):63-77
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Louisa Allen 《British Educational Research Journal》2007,33(2):221-234
This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' ‘official culture’ can be seen as a discursive strategy which identifies a preferred student subject that is ‘non‐sexual’. This preference is communicated through the contradictory nature of discourses and practices which constitute ‘official school culture’ around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as ‘childlike’. Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well‐being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's ‘effectiveness’ (in terms of the production of sexually responsible citizens). 相似文献
16.
Pauline V. Bromfield 《Educational Psychology in Practice》2009,25(3):193-209
Research, policy and media discourses highlight negative physical and non‐physical outcomes for overweight/obese children and adolescents compared with their non‐overweight/obese peers. The research findings that have positioned this “vulnerable” group are reviewed with particular reference to the desired outcomes of the Every Child Matters agenda. The mediating role of weight bias and stigma is also explored. The relevance of these issues with regard to educational psychology service delivery priorities is also considered. A key question is how educational psychologists position themselves in relation to challenging some of the discourses alongside providing support for children, families, schools, and other service providers for whom the phenomenon of childhood obesity is a concern. 相似文献
17.
Tania Aspland 《Teaching Education》2013,24(4):427-429
This paper reports on a study that was conducted on the effects of training students in specific strategic and meta-cognitive questioning strategies on the development of reasoning, problem-solving, and learning during cooperative inquiry-based science activities. The study was conducted in 18 sixth grade classrooms and involved 35 groups of students in three conditions: the cognitive questioning condition; the Philosophy for Children condition; and the comparison condition. The students were videotaped as they worked on a specific inquiry-science task once each term for two consecutive school terms. The results show that the students in all conditions demonstrated more helping discourses or discourses known to mediate learning than any other of the discourse categories. This outcome is encouraging because it is the helping discourses where students provide explanations, elaborations, and reasons that promote follow-up learning. 相似文献
18.
Joanne Griffiths Lesley Vidovich Anne Chapman 《Journal of educational administration and history》2009,41(2):193-208
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors. 相似文献
19.
马克思社会主义思想的伦理学基础问题在马克思主义学说史上颇具争议。被教条化、实证化理解的“科学的马克思主义”正是产生此争论的根源所在。而基于实践性、历史性语境中的解读指明了马克思社会主义思想内在的伦理学向度,即内蕴于非道德化的社会批判与社会发展话语中的对人类真正道德化生存的伦理承诺。必须回到马克思的马克思主义伦理语境之中,重构当代中国社会主义道德意识形态。 相似文献
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《Journal of Language, Identity & Education》2013,12(1):31-50
Following queer theory and critical discourse analysis principles, my aims in this article are to analyze gay-themed discourses in literacy contexts and to suggest a way of queering literacy teaching. In the first part, I focus on ethnographically generated data from a class of fifth-graders in Brazil. The analysis shows that homoeroticism was openly discussed by the pupils in off-task classroom discourses and in focus-group interviews, but in on-task classroom discourses led by the teacher it was an issue that was not to be raised. As a consequence, I argue that there is a need for openly incorporating gay and lesbian themes into classroom discourses and for queering literacy teaching. This can be done by introducing a view of discourse as a social practice, which makes it possible to analyze the ways in which sexualities are discursively constructed, thereby implying that there are differently situated ways of constructing sexualities rather than a single essentialist manner. In the second part, I introduce principles for a pedagogic discourse analysis to which literacy teachers could make recourse in order to show the discursive nature of sexualities. This approach is exemplified by an analysis of the discursive construction, in a Brazilian magazine article, of a man as gay. 相似文献