共查询到20条相似文献，搜索用时 234 毫秒
1.
于志洪 《初中生世界(初三物理版)》2005,(17)
有些武侠小说常常描写许多人到深山荒岛去找寻宝藏,他们费尽心机,最后却一无所获.下面是一个荒岛寻宝的故事:从前有一个年轻人偶然在曾祖父的遗物中发现了一张羊皮纸,纸上写着曾祖父和他的同伴在某一荒岛上埋有巨大的宝藏,并且指明了寻找宝藏地点的路线:在北纬,西经,有一座荒岛 相似文献
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论英国荒岛文学源流 总被引：4，自引：0，他引：4
英国荒岛文学的形成 ,与英伦三岛的地理位置、英国的殖民发展史以及英国人的冒险精神密切相关。因此 ,荒岛自然而然地成为英国文学中不可或缺的一个主题。从 16世纪末期莎士比亚的《暴风雨》到 17世纪丹尼尔·笛福的《鲁滨逊飘流记》 ,从 19世纪R·M·巴兰坦的《珊瑚岛》到当代作家威廉·戈尔丁的《蝇王》 ,英国文学史上产生了一系列以荒岛为题材的文学作品 ,我们称这类作品为荒岛文学。然而 ,荒岛文学并非宣传藉荒岛来寻求逃避社会的处所 ,荒岛只是一种载体 ,是表达主题的一种手段。它们或是表现人与自然的冲突 ,或寻求一种改造社会的手段 ,或宣传作者的社会、政治和哲学观点。 相似文献
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夏艳葵 《语文世界(高中版)》2001,(11)
在一次外出旅行中,你乘坐的轮船突遇飓风袭击,顷刻间轮船沉入海底。你有幸漂流到一个荒岛上,从此开始了荒岛生活。那么,你在荒岛上将怎样生活呢?请充分发挥想像力,以《荒岛生活纪实》为题,写篇不少于800字的记叙文。 相似文献
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在英国文坛,荒岛文学以其独特的魅力在文学史上占据了非常重要的一席之地。从《鲁滨逊飘流记》到《蝇王》,英国文学史上产生了一系列以荒岛为题材的文学作品。随着女性主义文学批评的发展,文学作品中的女性形象越来越受到关注。本文从女性主义视角来解读这三部荒岛经典作品中的女性形象,以重新审视历来以男性为中心的文化传统。 相似文献
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《语文世界(高中版)》2001,(4)
3号话题：有一次外出旅行中，你乘坐的轮船突遇飓风袭击，顷刻间轮船沉入海底。你有幸漂流到一个荒岛上，从此开始了荒岛生活。那么，你在荒岛上将怎样生活呢 ?请充分发挥想像力，以《荒岛生活纪实》为题，写篇不少于 800字的记叙文。要求叙事曲折有致，富有创新精神。 话题早知道 相似文献
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白春苏 《华东师范大学学报(哲学社会科学版)》2015,47(1):145-151
荒岛小说这一题材具有强烈的象征意义,基本遵循了人遭遇海难、流落荒岛和回归社会的情节模式。《鲁滨孙漂流记》、《蝇王》和《昨日之岛》三部代表性作品可以充分表现出荒岛小说在空间意义、欲望表征以及终极指向三个方面哲学意义的流变。从《鲁滨孙漂流记》中昂扬自信的时代精神,到《蝇王》对这一精神的摧毁,再到《昨日之岛》中温和的反思性重建,展现出从绝对到相对,从一元到多元,从"务实"到"务虚"的转变。 相似文献
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岑天蔚 《第二课堂(小学)》2012,(Z1):23-24
你能够孤身一人在荒岛上生活27年吗?不能。你能在没有机械设备的荒岛上建造房屋吗?不能。可是鲁滨孙·克鲁索却行。鲁滨孙厌倦了安稳的生活,想成为一名航海家,周游世 相似文献
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黄樱子 《中学语文(读写新空间)》2001,(10):55-55
西方有写荒岛文学的传统:笛福的《鲁宾逊飘流记》,一个英国水手流落荒岛28年的经历;凡尔纳的《神秘岛》,漂泊到无人岛上的一群孩子建立起了一个纪律严明的社会;奥德尔的《蓝色的海豚岛》写了一个印地安小姑娘在族人迁移后在岛上的孤独自立的生活——类似的文学作品以它独有的魅力历久而不 相似文献
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王永豪 《徐州师范大学学报(哲学社会科学版)》2007,33(3):40-42
诠释学作为一门指导文本理解和解释的学科，在以前类似于修辞学、语法学、逻辑学，从属于语文学。到了20世纪，诠释学由一种理解和解释的方法论发展成为一种哲学理论。诠释学的哲学转向与世界意义的多元化转向并行。随着古典诠释学向现代哲学诠释学的转换，诠释学不再仅是对经典文本的诠释而具有多元化的意义，从而为自己找到广阔的诠释空间，因此在诠释学的视野下比较诗学也具有更加开放的被诠释可能。以诠释学为背景，进一步探讨比较诗学在学理意义上的可能性和可行性，便会发现：比较诗学之“比较”不是工具论意义上的一种手段而是存在论意义上的一种思维方式，从而为比较诗学学科研究提供一个新的视角。 相似文献
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《Journal of Further & Higher Education》2012,36(6):804-818
Teaching practitioners in all education sectors commonly face expectations to engage in ‘learner-focused’ teaching, although the term is defined and interpreted in a myriad of ways. In higher education, some studies have examined links between learner-focused teaching and academic disciplines. This article reports on a study which investigates the ways in which practitioners in different discipline areas conceive of, and report, different approaches to teaching. For 344 lecturers in a polytechnic in Singapore, data from the Approaches to Teaching Inventory indicated that these lecturers, as a group, reported paying more attention to teacher-focused approaches to teaching. Further, lecturers teaching a subject in a ‘hard’ discipline were more likely to report a teacher-focused approach to teaching for that subject. Conversely, those lecturers teaching a subject in a ‘soft’ discipline were more likely to report a learner-focused approach. The implications of this for staff development will be discussed. 相似文献
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立志是儒学修养的前提和功夫,也以此特质区别于知识性学术,尤受阳明重视,并与其身心一体、以心导之思想相一致。阳明认为立志于为学首先是定向与植根,所谓“植根”就是播种,它是心灵纯化的方向和起点,“致良知”之“致”即立志。立志犹如舟舵、马衔,收拾身心并构成为学动力和恒力;立志又是定心,志定心收气凝。而人生并不怕科举功名,就怕消磨转移理想意志、立志不真切。立志是个体道德生命即良知的最初释放,是道德意志的最初真正展示和逐步坚固化,志立而不移就是从“致良知”到“良知致”。立志贵在专注,专于天理而非朱子的“持敬”,个人在专心主一的过程中,涵养精神,调理气机,使理气通达,上达天道,“精一”既是矢的又是功夫。 相似文献
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A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis (Sears & Hyslop-Margison, 2006). Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to argue for a more expansive and, at the same time, integrated outlook. Patriotism, like Citizenship, is still open to interpretation and potentially in danger of falling short of a richer conception. Education, therefore, needs to incorporate inclusive practices and encourage an integrative mindset in order to accommodate: increasingly complex identities, associations, experiences and continuing changes in the political landscape. In this article, the author argues for the importance of learning ways in which to value and respect diversity while working towards a principle of unity in diversity. Cultivating a subjective sense of membership in a single world polity is vital in matters pertaining to sustainability and justice.
In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. 相似文献
In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. 相似文献
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Morten Timmermann Korsgaard Stig Skov Mortensen 《International Journal of Inclusive Education》2017,21(12):1245-1260
With a starting point in the tradition of geisteswissenschaftliche Pädagogik, this article presents a challenge to inclusive education research to engage a Continental perspective on educational research. The motivation is to entice inclusive education researchers to begin to ask educational questions of inclusion, as opposed to inclusive questions of education. Recent years has seen a call to re-think inclusive education research and this paper attempts to answer this call by turning to a Continental perspective and the emphasis on an at least relative autonomy for the theory and practice of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective, it is outlined how pedagogy and the so-called educational interest became replaced by the scientific standards dominant in other academic disciplines. This is countered by a look at the continued endeavours in the Continental spheres to formulate specifically educational criteria for educational processes. This leads to a negative aim in the form of arguing against neo-liberal policy and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion. 相似文献
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Could anyone reasonably oppose the idea that quality and excellence are essential to the university? However unlikely it seems, that is exactly what we would like to do in this article: we would like to reject the demand for quality and excellence in the university. We would like to arrive at a point at where the need for quality is no longer necessary. In this article, such a refusal will direct us to a proposal for using the spaces offered by the university and its teaching and research in a different way; in a way that transforms the university into a world university. This paper will argue that a world university is concentrated around attentive pools of worldly study. It is a university that has to invent new languages in order to answer the question “How can we live together?” In order to answer this question, and to be “present in the present,” we will clarify our argument that both acceptance and attention are needed in the world university. This position implies a kind of curiosity that is not driven by the “will to know” but by a caring attitude to what is happening now. 相似文献
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廖金罗 《邵阳学院学报(社会科学版)》2005,4(2):71-75
嘉莉，一个美丽的农村女孩，虽然天生．的演员素质，但是没有受过正规教育。为了生活，在城市里茫然挣扎。首先，她成为别人的情妇。后来，凭着自身的丽质和机会在城市得以成为一名著名的舞蹈演员。伴随着在城市经历的从寄人篱下。情妇到名演员的所经历的生活变化的是精神上的彷徨，思考和失落。嘉莉现象不仅是一种社会现象，而且是一种精神现象。它有其特定的精神实质。 相似文献
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Roza Leikin 《Journal of Mathematics Teacher Education》2003,6(4):297-329
The aim of the study presented in this paper was to explore factors that influence teachers' problem-solving preferences in the process of (a) solving a problem, (b) explaining it to a peer, (c) liking it, and (d) teaching it. About 170 mathematics teachers took part in the different stages of the study. A special mathematical activity was designed to examine factors that influence teachers' problem-solving preferences and to develop teachers' preferences concerning whether to use symmetry when solving the problems. It was implemented and explored in an in-service program for professional development of high-school mathematics teachers. As a result, three interrelated factors that influence teachers' problem-solving preferences were identified: (i) Two patterns in teachers' problem-solving behavior, i.e., teachers' tendency to apply a stereotypical solution to a problem and teachers' tendency to act according to problem-solving beliefs, (ii) the way in which teachers characterize a problem-solving strategy, (iii) teachers' familiarity with a particular problem-solving strategy and a mathematical topic to which the problem belongs. Findings were related to teachers' developing thinking in solving problems and using them with their students. The activity examined in this paper may serve as a model for professional development of mathematic teachers and be useful for different professional development programs. 相似文献
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Early years education has received considerable attention in recent years, particularly as a result of longitudinal studies that demonstrate the importance of the first few years in a child’s development and educational experience. In 2004, a new approach to early years education, the Foundation Phase, was introduced in Wales. This is a major flagship policy of the recently devolved Welsh Government, and marks a radical departure from the more assessment-driven competency-based approaches to early childhood education that existed prior to the Foundation Phase. Studying approximately 2000 children in Wales who are part of the UK Millennium Cohort Study (MCS), all born in 2000–2001 we investigate the potential impact of the Foundation Phase pilot on a range of key academic and well-being outcome measures. Compared with other children, those attending a Foundation Phase pilot school tended to have lower scores in a number of academic assessments at age seven and lower subjective well-being, in terms of their attitudes to learning and well-being at school. We consider these surprising, yet concerning, results in the context of the methodological limitations to this analysis and propose how the MCS can be further used to substantiate these findings. 相似文献