共查询到20条相似文献，搜索用时 15 毫秒
1.
《Chinese Education & Society》2013,46(4):96-101
I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings. 相似文献
2.
《校园英语(教研版)》2016,(31):227-228
In this essay,I am going to do some research about the effect of the Domestication and Foreignization of the magic words' translation in Harry Potter.Harry Potter is my favorite book both in childhood and now.It is a series of fantasy novel written by British writer J.K.Rowling.It tells about the life of Harry Potter with his friend Ron Weasley and Hermione Granger.Domestication and foreignization are two ways in translation,regarding the degree to which translators make a text conform to the target culture.It is the translation made me feel the charm of the book.This book was my favorite book in childhood,and I really appreciate the translator's skills to translate this book.The essay includes spells,magic animals,magic items and names four parts.Each part is divided into Domestication and Foreignization two aspects.The research method of this essay includes comparative analysis,exemplification,induction and literature summarization. 相似文献
3.
Carl Leggo 《Interchange》1998,29(2):169-184
In my work with preservice teachers I face daily a dilemma. My student-teachers come to me with an urgent practical agenda: What do I need to know in order to survive in the world of school? In effect they want me to tell them how to fit into a world that they assume is structured like a grammar, with traditions and conventions and rules and patterns. They are seeking ways to conform to the pedagogic world as it has been written, but I hope they will seek ways to transform the pedagogic world, always written and always in the process of being written. I hope my student-teachers will seek ways to write, actively and deliberately and imaginatively, the pedagogic world of students and teachers. I want them to learn to live un/grammatically, to challenge the ways in which the world has been written for them, to know that they are not only written by the world, but that they also write the world. I invite my students to write the unwritten sentences, the sentences that interrogate and subvert syntax and semantics, the sentences that create spaces where my students can live un/grammatically. 相似文献
4.
Henry Ashby Turner 《Academic Questions》1995,8(3):17-27
Author's note: Like most of the historians I have encountered in my lifetime, I have always found what happened in the past more interesting
than those who write about it. I therefore rarely spend time reading books about historians. But when I learned that Peter
Novick had agreed to participate in the panel, I decided I should look at his book,That Noble Dream: The “Objectivity Question” and the American Historical Profession,1 which is about historians, as opposed to about history as most understand that word. Even though Novick reneged on that commitment
by withdrawing from the panel shortly before it was to take place, what I found in his book struck me as sufficiently disturbing
to merit extended remarks. What follows here is based on those portions of my talk that bore on Novick's book. 相似文献
5.
Deborah P. Britzman 《Changing English: An International Journal of English Teaching》2006,13(3):307-318
A novel can teach us about our act of reading. Ishiguro's Never let me go is analysed as an occasion for thinking about reading as an allegory of psychic development. Drawing on the work of Melanie Klein and Hannah Arendt, my psychoanalytic reading explores the discord between the signifier and the signified, seeing this conflict as belonging to language, development and social thought. I analyse the slow events of reading to illustrate two irresolvable conflicts animated and transferred onto the scene of reading: encountering what is illegible yet impressive in psychical reality and putting these impressions into language to speak and write about what is ambiguous and unknown in external reality. I suggest this novel of education may be read as a commentary on the internal world of object relations, where Ishiguro's characters stand in relation to our affective representations. 相似文献
6.
夏诗荷 《齐齐哈尔师范高等专科学校学报》2003,22(1):87-89
中国历史选是一门既古老而又年轻的学科，是中国历史研究的基础，打好基础特别重要，要有长期的化积淀，现在有些历史专业的学生对选认识不足，有的读不懂言写的古籍，不知阅读的相关知识．本针对这些情况结合自己的教学实践谈谈自己的看法。 相似文献
7.
ALISON BARTLETT 《Gender and education》1998,10(1):85-92
8.
Based on the guidelines set by Ningbo Theatre who asked me to translate translations and features of performance-oriented drama, this commentary will deal with how I translate characters and cultural specific items from prospective of skopos theory and explain the reason why I translate it this way.I am required to present vivid characters and bridge the cultural gap while translating. During the process of translation, I try to use specific words or local dialect to differ one person from another. Sometimes, I make one person's language less colloquial which is consistent with his own personality. When encountering some cultural barriers that would make audience confused, I adopt domestication to translate the dialogue. I will add some explanatory words to make audience get to know it and free translation to avoid cultural confusion. In this commentary, six examples are given to show my strategies of translating this book. 相似文献
9.
Michael H. Romanowski 《Clearing house (Menasha, Wis.)》2013,86(2):79-83
I've always wanted to use drama methods in my sophomore lit class, but I don't know where to start History is full of dramatic events, but how can I get teenagers to willingly take on roles and act things out? Everything I read tells me that involving students in learning through drama is effective and enjoyable, but nothing tells me how to do it 相似文献
10.
《Teaching and Teacher Education》2004,20(2):203-215
This essay explores my role as a teacher educator within a changing policy and curriculum landscape, including managerial attempts to define acceptable educational ‘outcomes’ and other globalising pressures to regulate education. I interrogate my professional knowledge and experience as a teacher educator, raising questions about the adequacy of my support for student teachers as they enter this new landscape. I conceive the key challenge facing me at the moment as a challenge to my professional identity that requires me to find new ways of understanding and talking about my work (cf. Teaching and Teacher Education 19(1) (2002) 5). The essay might be read as a ‘self study’, in which my ‘self’ is conceived as a function of the networks or relationships in which I operate as a teacher educator and the larger structures that shape my professional world. 相似文献
11.
《校园英语(教研版)》2016,(7):66-67
<正>Introduction Being an English teacher,in this article,I will give two linguistic examples on the phonological,grammatical,and morphological levels,which happened to me and my students inside and outside of ESL classrooms.It also aims to prove different extents to which language teachers need to know anything about linguistics.In order to identify language learners’difficulties or help 相似文献
12.
Christopher K. Richardson 《Religious education (Chicago, Ill.)》2013,108(1):82-94
Abstract This article examines the theological perspective known as Body Theology in order to reflect on its implications for how we do religious education. Part one provides a summary of the viewpoint s basic arguments and part two both suggests broad pedagogical implications and offers examples of specific instructional practices directly generated from these new, theologically-based aims. Though several theologians have written what could be called body theologies in recent years, my summary of Body Theology is based on a reading of James B. Nelson s (1992) landmark book, Body Theology, and more specifically the third chapter entitled Doing Body Theology. 相似文献
13.
14.
《海外英语》2007,(1):24-25
"Listen," I said slapping my hand down on the desk in front of me. "I really need that book today. The computer says you still have it. The essay is due in tomorrow; please could you tell me where it is?" I had been in the library since about noon. The shadows were beginning to lengthen and my patience beginning to run out as the librarian stared up at me with all the sentient comprehension of a lobotomised teletubby. 相似文献
15.
The connection between phonological,syntactic and semantic skills and children’s reading and spelling 总被引：1，自引：0，他引：1
Lúcia Lins Browne Rego Peter Elwood Bryant 《European Journal of Psychology of Education - EJPE》1993,8(3):235-246
In recent years two radically different views have dominated discussions about the way in which children learn to read and write. The first view is that the crucial hurdle in learning to read is the discovery of how to do the correct phonological analysis. The second view is that the crucial factor is the use of context, and that children use what they know about the meaning — and particularly the semantics and the syntax — of the passages that they are reading to help them decipher and learn about difficult written words. Learning to read is ‘a psycholinguistic guessing game’ according to this view and children set about it in much the same way as they set about learning to speak. Thus according to the first view children’s semantic and syntactic skills will determine their progress in reading and according to the second it will be their phonological skills. We present longitudinal evidence about a group of children in their first year at school which shows that both kinds of skill do play a part, but that they make entirely different contributions. Semantic and syntactic skills determine how well children make use of the context of what they are reading. Phonological skills affect their use of letter-sound relationships. 相似文献
16.
William Rodman 《Interchange》2007,38(3):245-262
One of the most important questions I ask as both a cultural anthropologist and a university teacher is: How do people come to know what they think they know? In this article, I adopt a narrative approach to processes of learning and discovery in two very different locales, an indigenous society in the South Pacific, and a senior seminar on contemporary anthropological theory in a Canadian university. I show how I developed an exercise to “bring the field into the classroom” and how my students helped me to take what we learned in the classroom back to the field. In my conclusions, I discuss lessons I and my students learned about the link between experience and understanding, about the nature of interpretation, and about the role of reflexivity in the construction of meaning. 相似文献
17.
《Studying Teacher Education》2013,9(2):137-153
Through self-study I believe I can gain a better understanding of myself, of my students, and of the process of teacher education. Exploring the ways in which I respond in writing to pre-service teachers helps me to better understand my practice and the learning-to-teach experiences of pre-service teachers. This paper reports on my written responses to 160 stories of learning to teach at four different intervals across an 8-month teacher education program. Importantly, writing about my learning through self-study has challenged me to represent the ways in which I plan to apply my newfound knowledge to my practice. 相似文献
18.
Richard A. Brosio 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):174-179
Because of Professor Cooley's prosecutorial review, I want to make clear at the outset that my rejoinder is not a codefendant's answer to a plaintiff's replication. Instead, I first attempt to provide an “immanent” analysis of Cooley's indictment, in the sense of dealing with what dwells within his reasoning. A specific philosophical definition of “immanent” reads: taking place within the mind of the subject, but having no effect outside (this does not apply to me as an outsider). I intend to battle with Cooley up close—no “dancing”—my defense against his offense. In the second part, the focus will be on what I think is missing from Cooley's attempt to discredit McLaren and Farahmandpur's book. His decision or failure to deal with what Marx and the most effective Marxists have written, and how some of this provided analyses that could be and/or was acted upon, may be more serious than his beating up on the book's authors. 相似文献
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20.
William L. Sanders 《Journal of Personnel Evaluation in Education》2000,14(4):329-339
Let me share with you how honored I am to receive an award named after the late Dr. Jay Millman. In 1983, after completing the first of our research studies that began our continuing work in value-added, our report was sent by officials in the Tennessee Department of Education for review by Dr. Millman. It is no secret that many in the Department at the time were assuming that his anticipated critical review would put an end to such a preposterous idea—that student achievement data could be used as part of teacher evaluation. Days turned into weeks; each time that I would inquire of the Department as to when we would hear from the review, I was always told that they had not received it. One day I called Dr. Millman and explained my frustration of not hearing from the review and inquired as to when it might be available. He immediately interrupted and explained that he had sent the review several weeks previous to that day and that he would be glad to send me a copy of his remarks, obviously very angry that they had not been passed on to me. Upon receiving and reading his review, it became obvious why I had not received a copy from the Department. Even though he raised many important questions, his review was most objective and generally very positive. Later, he asked us to submit chapters to the book on student outcomes assessment models that he edited. In all of my interactions with Jay, I developed the utmost respect for this distinguished scholar, and I am glad that fate let our paths cross. 相似文献