共查询到20条相似文献，搜索用时 78 毫秒
1.
"多余人"是俄国19世纪文学的人物形象系列,是俄国贵族革命时期开始觉醒但找不到出路的进步贵族知识青年的典型,普希金在《叶甫盖尼·奥涅金》中塑造的同名主人公奥涅金是第一个"多余人"形象。普希金主要通过奥涅金冷酷拒绝达吉雅娜而后又狂热追求达吉雅娜,来表现奥涅金空虚、苦闷、孤独、冷漠、无助的"多余人"思想性格特征。 相似文献
2.
3.
尝试从女性主义立场来解读塔吉雅娜,解读她从仰视奥涅金到平视奥涅金再到俯视奥涅金的视角不断变换中逐渐趋于理性而独立的女性意识。 相似文献
4.
彭体春 《河北北方学院学报(社会科学版)》2003,19(1):32-36
叶甫盖妮·奥涅金是普希金在《叶甫盖妮·奥涅金》(又译《欧根·奥涅金》)里塑造的文学典型。评论家一直把奥涅金定位为“多余人”,有人据此对奥涅金形象提出了一些否定性的解读。文章结合文本主要驳论了这一解读倾向,并提出用“边缘人”一词取代“多余人”以寻求更为客观的文本阅读。 相似文献
5.
孙金美 《上海师范大学学报(哲学社会科学版)》2001,30(4):74-79
本文通过对奥涅金与达吉亚娜的"忧郁"的不同表现、性质的比较,分析了这两个人物所体现的不同社会、文化内涵,并从女性主义的视角揭示了达吉亚娜这个男权社会中的理想女性形象所反映出来的性别文化内涵. 相似文献
6.
7.
8.
从普希金"多余人"形象分析俄国文学的民族性 总被引：1，自引：0，他引：1
张安琪 《太原大学教育学院学报》2007,25(4):57-60
<叶甫盖尼·奥涅金>是俄罗斯现实主义文学奠基之作,作品鲜明地反映了俄罗斯文学的民族性特征.从具体作品入手进行研究可发现,多余人是当时社会一部分贵族知识分子的典型形象,从社会历史文化方面探索作品主人公奥涅金作为多余人存在的深层内涵,可以揭示出作者由自己的文化积淀创作的文学作品具有鲜明的民族性特征. 相似文献
9.
张华莉 《周口师范学院学报》2003,20(4):55-58
莱蒙托夫的<当代英雄>以精确、明晰、具体而富于形象性特征的语言,塑造出了俄国文学史继叶甫盖尼*奥涅金之后又一位"多余的人"的典型形象,并因而画出了俄罗斯19世纪30年代的精神画像,为我们留下了一份非常珍贵的文学遗产. 相似文献
10.
奥涅金,作为一个不朽的艺术典型问世以来,人们对他的评论众说纷纭。《齐鲁学刊》一九八六年第二期上发表的刘奉光《是中间人物,不是“多余的人”——谈叶甫盖尼·奥涅金形象的社会意义》一文认为,奥涅金不是“多余的人”,而是一个“中间人物”。其理由是:一、“多余的人”是一种超阶级的提法;二、“多余的人”提法不符合小说实际。在近年来我国的奥涅金形象探讨中,这是一个非常与众不同的观点。然 相似文献
11.
研究了用电子自旋顺磁共振(ESR)法对香烟烟气中的自由基进行分析的样品处理方法及ESR检测方法.对四种英国产香烟样品中的粒相及气相自由基进行了分析检测并对检测结果进行了讨论.结论:大多数英国产的检测样品香烟中,含有1.5～3倍于国产对照香烟样品的气相自由基;而国产对照样品香烟的粒相自由基的含量水平则处于较高水平.实验结果还显示:同品牌的Sobranie香烟中,不同型号样品中粒相自由基含量与焦油含量具有负相关性,但不同品牌则不同;对于检测样品而言,气相自由基的含量与焦油含量有正相关性. 相似文献
12.
钦州湾表层海水温度盐度及pH值时空变化 总被引：2，自引：0，他引：2
根据2009年春夏秋冬4个季节调查资料,分析钦州湾表层海水温度、盐度及pH值的季节变化和分布特征。结果表明：钦州湾海水平均温度春季20．4℃,夏季30．1℃,秋季16．0℃,冬季14．6℃,变化特征与气温的季节变化相同,空间分布为夏秋季河口区的水温都略高于湾口区,而春冬季则相反。海水平均盐度春季20．067,夏季17．975,秋季23．864,冬季23．660,表现为秋季〉冬季〉春季〉夏季,各季节空间分布总体表现为河口区低,湾口区高的趋势。海水pH平均值春季7．82,夏季8．11,秋季8．01,冬季8．10,全年空间分布高值区均出现在大风江口外海域。钦州湾海水比较适宜大蚝、对虾、文蛤等广温广盐性品种的海水养殖。 相似文献
13.
14.
农村远程教育教学资源质量体系建设初探 总被引：3，自引：2，他引：3
从为农村远程平台提供教学资源课件内容、资源开发模式、资源建设信息反馈、资源课件质量评价等九个方面,对我省农村现代远程教育教学资源建设质量体系进行诠释,旨在为我省农村远程教育平台教学资源的开发、应用、管理与评价,做有益探索。 相似文献
15.
冰心是20世纪中国最杰出的文学大师之一。她从1919年五四运动之后,便开始了文学创作。她的作品,如"问题小说"、小诗、散文和儿童文学开创了新文学的先河,而"冰心体"的创造,则是她最杰出的贡献。"爱的哲学"的提出又使她成为现代文学史上最有个性,最有特色的一位女性作家。但是,至今冰心的作品受到评论界充分关注的仍只是她20年代的作品,她三四十年代作品所体现出的一以贯之的对爱与美的追求及其艺术风格,却一直为研究者所忽略,这自然有碍于对冰心创作全貌的把握。本文拟以冰心三四十年代的生活为立足点,试图对她这一阶段的重要作品所表现出的文学精神及艺术风格予以解释。 相似文献
16.
Marguerita McGovern 《Pastoral Care in Education》2013,31(3):235-252
The aim and objective of this study is to examine and compare how schools in Galway, Republic of Ireland and Derry in the North of Ireland (cities located within two independent jurisdictions in Ireland) manage and respond to bereavement. To carry out a survey of schools, the ‘Loss in Schools’ questionnaire is considered the most suitable tool. The questionnaire, which contains 10 questions designed to unearth pertinent issues including the needs and concerns of schools, had previously been administered in studies in Hull. Sixty questionnaires were administered in both Galway and Derry, with a return of 38 and 35, respectively. This study illuminates important aspects of the topic. The schools in both Galway and Derry rate bereavement (and parental separation) as highly important in terms of priorities. In terms of policy, some of the respondents in both study sites report that loss is included in their school's policy documents but not formally included in the curriculum. A designated staff member (who would speak to the pupil experiencing the death of a family member or significant other) is evident in 37% of Derry schools and 23% of Galway schools. Some members of staff in both study sites have attended training in bereavement, although the courses are relatively short term. Schools request assistance from other agencies outside the formal schools arena in times of need. In Galway the psychology services are most commonly consulted, while in Derry the Western Education and Library Board Bereavement Counselling teams and Cruse Bereavement Care are identified as additional resources from which help is sought. This paper outlines recommendations on schools' training needs in the area of child bereavement and the request for support to help further develop and formalise school policies. 相似文献
17.
We report on a study of the effect of meta-level awareness on the use of evidence in discourse. The participants were 66 pre-service teachers who were engaged in a dialogic activity. Meta-level awareness regarding the use of evidence in discourse was heightened by having same-side peers collaborating in arguing on the computer against successive pairs of peers on the opposing side of an issue on the topic of Climate Change and by engaging in explicit reflective activities on the use of evidence. Participants showed significant advances both in their skill of producing evidence-based arguments and counterarguments and regarding the accuracy of the evidence used. Advances were also observed at the meta-level, reflecting at least implicit understanding that using evidence is an important goal of argumentation. Another group of pre-service teachers, who studied about the role of evidence in science in the context of regular curriculum and served as a control condition, did not exhibit comparable advances in the use of evidence in argumentation. Educational implications are discussed. 相似文献
18.
19.
万里 《湖南城市学院学报》2010,31(6)
从新发掘出来的史料论证,宋代新化奉家峒的奉姓"蛮猺",是现今新化县奉家山奉姓家族和隆回县虎形山奉姓花瑶的族源.现今新化县奉家山奉姓家族的本来族属应为瑶族.瑶族在梅山文化的多元构成中占有相当重要的位置. 相似文献
20.
Shaping a culture: oral histories of academic development in Australian universities 总被引：1，自引：0，他引：1
Academic development has had an approximately forty‐year history within Australian higher education, paralleling the major expansions and changes in the sector, both nationally and internationally. Its principal concerns have been the improvement of teaching and the professional development of the academics who teach. The history of academic development has gone largely undocumented and unexamined at a national level, in Australia and elsewhere. However, as university teaching has increasingly become important in relation to quality in higher education, academic development has become a central player in the work of universities. It becomes of particular importance at this time to garner a more thorough understanding of the continuities as well as the discontinuities in the meanings and practices of university teaching and in the work of those whose role has been to support its development. This article presents a discussion of two key themes identified from a set of oral history interviews conducted with early leaders in academic development in Australia. These themes offer different insights into issues and understandings of academic development in today’s university. The first concerns a perennial issue in academic development – the struggle to define academic development’s emerging ethos in relation to research and service to the broader university’s endeavour. The second theme represents an issue that has been forgotten or marginalised in the official accounts of academic development but which lives on in the ‘lore’ of the field – the role of activism in the shaping of university teaching and academic development. 相似文献