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1.
李春青 《北京师范大学学报(社会科学版)》2016,(5):73-84
在文学理论研究中存在着两大基本研究路径:一者可以称为“审美诗学”,一者可以称为“文化诗学”.前者以个体性审美经验为研究对象,旨在阐释文学文本的基本构成、风格特征、修辞技巧等形式范畴以及文学的创作与接受过程的心理机制、文学的审美价值等,回答“是什么”和“怎么样”的问题.后者以审美经验与社会文化诸因素的整体关联性为研究对象,旨在揭示包括文本构成、修辞技巧等形式范畴在内的各种文学现象在形成过程中与各种社会文化因素的复杂联系,回答“为什么”和“意味着或表征着什么”的问题.就西方而言,审美诗学属于“现代性”范畴,是所谓“审美现代性”的重要表现形式;“文化诗学”则与“后现代性”相关联,是一种饱含反思性与颠覆性的文学理论研究路向.就中国的情况而言,则“审美诗学”与“文化诗学”又具有自己独特的文化渊源与理论特性.近三十多年来,我们的审美诗学与文化诗学和西方学界相比呈现出一种错位,对于这种“错位”现象不能仅仅从学术影响的“时间差”角度来解释,根本上乃是社会现实的需要使然.今日中国的文化诗学正在成为一种更为有效的文学阐释路径. 相似文献
2.
般而言,奇崛美是一种硬语雄奇之美。“看似寻常最奇崛”实际上是一种诗学悖论现象。“奇崛”与“寻常”是如何调和在一起的呢?刘大魁的“气奇则真奇”说提供了一种解释的可能。中国古典诗学话语中的“奇崛”与“寻常”是与俄国形式主义诗学中的“陌生化”和“自动化”相对应的一组概念。俄国形式主义肯定陌生化否定自动化,而中国古典诗学在“奇崛”与“寻常”之间采取的是辩证统一的态度。 相似文献
3.
《安徽师范大学学报(人文社会科学版)》2005,33(2):181-181
由安徽师范大学中国诗学研究中心刘学锴教授撰写的《李商隐诗歌接受史》，已由安徽大学出版社出版发行。该书是著者在完成了《李商隐诗歌集解》、《李商隐文编年校注》、《李商隐资料汇编》、《李商隐评传》基础上的又一新作。作为安徽师范大学中国诗学研究中心“唐代大诗人接受史系列”的一个子项目，《李商隐诗歌接受史》，根据统一的构想，每个大诗人的接受史大体上分为“历代接受概况”、“阐释史”、“影响史”三个部分。 相似文献
4.
在语言哲学层面,意象是一种隐喻的话语方式。意象天然带有“文学性”气质,它必然是一种智性的运思、情感的节制。在中国新诗史上,“现代派”是营造意象的高手。镜子,在中西诗学中都是重要的象征物。“现代派”通过笔下众多的镜子意象,发掘了中国古典诗学的精髓,也与西方的“现代派”诗学主张达成契合。镜子,成为中西诗学交汇的节点。 相似文献
5.
殷学明 《云南师范大学学报(哲学社会科学版)》2015,(1)
中国是诗的国度,自古就蕴藏着丰富的诗学资源。缘事诗学就是其中最珍贵的资源之一。它滥觞于“结绳记事”的历史意识,萌发于汉代“以事系诗”的《诗》学,发展于唐代“触事兴咏”的《本事诗》,成熟于宋代“论诗及事”的诗话。然而五四以来,中国诗学一般偏重于缘情诗学的转化而相对忽略了缘事资源的开发。发凡缘事诗学,一是要把缘事诗学从中国诗学的隐体系中呈现出来,从而为中国诗学的多元发展提供多种选择;二是要把缘事诗学从西方叙事观念的束缚中解脱出来,从而为中国诗学本土化发展提供一条路径。 相似文献
6.
刘艳芬 《辽宁师范大学学报(社会科学版)》2008,31(2):82-85
严羽“以禅喻诗”说的提出针对时弊诗弊,凸显了宋代诗学的特征;通过标举“兴趣”和“妙悟”,解决了诗学“悟什么”和“怎么悟”的问题,建构了独特的诗学体系,直接突出了中国传统诗学的审美特征并影响中国诗学形成了儒、道、释三元并立的格局;从理论到实践,以“禅喻”的方式论诗,丰富了中国传统诗学话语,并促进了中国传统诗学重简洁、尚含蓄的话语风格的形成。总之,没有严羽的“以禅喻诗”说,中国诗学就不足以展现中国诗歌发展的历史规律;没有严羽的“以禅喻诗”说,中国诗学就是不完整的。 相似文献
7.
传统的观念认为,“新奇”只不过是一种语言学上的修辞手法和技巧,而不能成为一个系统的诗学范畴。然而,纵观中国古典文艺美学史,事实并不是如此。在中国古典诗学中蕴含着大量关于“新奇”的思想资料,它不仅仅只是一种语言文字上的修辞手法或技巧,而实则已成为中国古典诗学中一个系统且十分重要的诗学范畴。 相似文献
8.
孟宪浦 《连云港师范高等专科学校学报》2003,1(3):19-22
针对目前流行的比较诗学意在构建“全球性诗学”的观念，文章提出了异议。认为找到共同规律，通过理论本身的推导，无法建立一种普遍接受的理论，“全球性诗学”及其相关提法本身亦存在着逻辑的、现实的、无法回避的问题，势必影响比较诗学的研究进程和成果评价，因而有必要重新定位比较诗学的最终走向。 相似文献
9.
李凯 《四川师范大学学报(社会科学版)》2002,29(5):53-60
“风骨”为中国传统诗学重要范畴。在 2 0世纪传统诗学研究中 ,它成为研究最多 ,但也是意见最为分歧的一个诗学范畴。“风骨”不仅是一种文学风格 ,更是一种诗学精神 ,即儒家所提倡的刚健中正的诗学精神。其文化根源不仅在相术 ,更在于儒家所倡导的刚健中正的人格。据研究可知 ,刘勰的“风骨”论直接受惠于儒家元典 相似文献
10.
胡吉星 《鞍山师范学院学报》2007,9(3):32-34
明末清初的王夫之曾对中国诗学中的一个古老的范畴“兴”作了重新的诠释。以往的研究者往往只从审美接受论的角度来解释船山诗学中的“兴”范畴,其实“兴”在王夫之诗学中更具有生成性意义。王夫之认为“兴”生成了主体的创作动机与理想境界,同样生成了诗歌审美意象与形式。 相似文献
11.
Olga Denac 《Early Childhood Education Journal》2008,35(5):439-444
In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic
monitoring and development of the interest in music activities enables the teachers to influence the preschool children in
forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five
to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities.
We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s
favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities
where they could take active part in the educational process. The parents reported that at home the children preferred most
to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music.
The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on
the choice of music activities and music contents and on the experience in the music environment of the family. 相似文献
12.
利用安徽省2005—2016年的面板数据,分析安徽省利用FDI的时空差异,运用Theil指数探寻其利用FDI的差异来源,并用空间面板模型检验了安徽省利用FDI区域差异的收敛性。研究表明:从时间维度来看,安徽省各市的FDI逐年增加;从空间维度来看,安徽省各区域的FDI分布不均匀,皖南地区实际利用FDI总量高于皖北地区;皖南和皖北两区域间利用FDI的差异总体呈现下降趋势并趋于平稳,安徽省利用FDI区域差异的主要来源是皖南地区地带内差异。应加强基础设施建设,扩大服务业利用FDI比重,重视人才培养和交流,促进各地市的协调互动。 相似文献
13.
我校图书馆期刊利用的调查及建议 总被引：2，自引：0，他引：2
郑海生 《内蒙古师范大学学报(哲学社会科学版)》2000,29(6):121-124
高等学校课程体系的改革,要求给学生更多的自学时间和思考的空间,以提高学生的自学能力,适应未来社会发展的需要。如何引导在校师生高效率、快节奏地获取最新信息,做好住处服务工作,是高校图书、期刊管理中急需探讨和研究的问题。笔者通过8个多月对我校过刊利用情况的实际调查,针对当前期刊订阅中存在的问题,提出了期刊订阅和有效利用的建议。 相似文献
14.
Christine Lloyd 《欧洲特需教育杂志》2013,28(2):109-127
The purpose of this paper is to critically evaluate the use of action research as a tool for developing critical reflection which has the potential to lead to change and development in practice in education, in particular, in the area of special educational needs (SEN) and inclusion. In order to support and illustrate the critique, a case study of a group of Dutch practising teachers and education professionals engaged in studying for a master's degree in SEN is used. The three-year programme of study followed by the group was a practice-based programme of professional development, with heavy emphasis on action research throughout. For this particular group action research was an entirely new concept, and indeed many of them expressed considerable scepticism about its validity as an approach to research, or for that matter, professional development, at the beginning of the programme. The whole group were working in areas associated with SEN where the need to change practice was an urgent imperative, due to changes in education policy and the rapid move towards inclusion in The Netherlands. Having been responsible for the development and teaching of the programme for several years, I decided to make a case study of one cohort of students in order to carry out some more structured and detailed evaluation of the impact of the programme on practice. I also wanted to reaffirm the general impression I had gathered from continuing student evaluation and feedback, that their work, and in particular the action research they had carried out, had led to genuine development and, in some cases, fairly radical change in their professional practice. 相似文献
15.
Huan-Sheng Peng 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):441-459
The eight-year-long period from Japan’s initiation of the Second Sino-Japanese War in 1937 to its unconditional surrender in 1945 forced Japan to invest its national economy and industrial and scientific technologies in the war. In addition, in the name of the Greater East Asia Co-Prosperity Sphere, Japan initiated its assimilation and Kominka (Japanisation) policies (皇民化政策) in the colonies Korea and Taiwan. Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka (皇民化) in daily life to penetrate the awareness of people in the colonies. Japan also started to enforce various assimilation policies. A comparison of the implementation of Kominka policies (皇民化政策) in Taiwan and Korea shows that, in terms of school admission rates and frequency of use of Japanese, the proportion of school admission rates for frequent speakers of Japanese to primary education in Taiwan are significantly higher than those in Korea. Moreover, in terms of primary education, national schools were implemented in both Taiwan and Korea according to the “National School Order” promulgated in 1941. Japan made use of the term “education equality” to win people over. In fact, it aimed to strengthen the concept of Kominka (皇民化), the education of militarism, and to force the Taiwanese and Koreans to become “imperial citizens” loyal to the Emperor. Japan’s ultimate objective was to create an environment that met military needs for civilian and military resources. 相似文献
16.
Julien Fuchs 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):602-622
AbstractThis article looks at the French state’s approach to the “colonies de vacances” between 1944 and 1958. Created in 1876 by the Reverend Bion in Zurich, these summer camps originated as a charitable institution: their initial purpose was to provide rural retreats and to restore the health of poor urban youth. Set up on French soil in 1880, these institutions gradually grew in France in the late nineteenth and early twentieth centuries. Considered both as complements to the republican school and as extensions of the “patronages” (parish unions), they were important for children and adolescents from the industrial city suburbs, and were enshrined in the leisure policies of the Popular Front from 1936 onwards. After the Second World War, summer camps in France became a major social institution (300,000 children went to summer camps in 1945, 900,000 in 1949) in response to both hygiene and educational needs. Based on the archives of the Directorate of Youth Movements and Popular Education (1944–1947) and the General Directorate of Youth and Sports (1948–1958), this article aims to examine the politics behind the organisation of these summer camps and to demonstrate the social and political importance of these popular educational institutions which, in 1957, involved 1.35 million French children and teenagers. Although the history of French summer camp federations (UFCV, CEMEA, CPVC, UFOVAL, etc.) has been widely studied, how the state sees its role and influences these organisations has mostly been considered indirectly. The intention is to show that among the educational, cultural and sports policies implemented during the Fourth Republic in France, those related to the organisation of “colonies de vacances”, and therefore the organisation of holidays for a very large number of children and teenagers, occupy a significant place. In 1944, the summer camps were widely supported by the French state, which also planned to regulate this booming sector. The creation of qualifications for summer camp staff and directors in 1949 obliged organisations to start training schemes: they trained staff and directors to work in the municipal camps, associations, etc. Security issues led to the state tightening control of the summer camps, their recruitment and their activities. There was a great deal of political investment in these “colonies de vacances” during this period, and this was reflected in the creation of a Ministerial Education Committee in 1950, a general and regional body of inspectors for these camps, etc. However, the considerable expansion of summer camps posed increasing problems at the national political level resulting in changes to the initial subsidy policies. The State played a major part in crucial issues such as the sociological diversification of these institutions and the changes in their social role according to evolving sociocultural trend. The fact remains that the “colonies de vacances” were for the French state a centrepiece of the “popular education” that the political actors of the Fourth Republic wanted to implement in order to build the France of the post-war period.. 相似文献
17.
中国现代化进程中的国家与社会走向 总被引：4，自引：0，他引：4
国家与社会是两种不同的人类组织,但是由于多种因素的影响和作用,长期以来人们的思想和实践中都存在着将两者混同的倾向,结果就形成了国家与社会关系的失衡,主要表现为社会自主性的缺失和国家权威性的不足.当代中国政府的职能改革,通过个人权利与公共权力之间的界分,合理地设定政府职能的行使范围和方式等,从而进一步深化国家与社会之间关系的调整.无论是经济体制的转换还是政治体制的改革,以及政府职能的改革都需要法治的保障.通过市场的中间作用,可以构建适合中国国情的新型国家与社会关系. 相似文献
18.
《Educational Philosophy and Theory》2012,44(3):261-269
AbstractThe purpose of the article is to contribute to the discussion about the relevance of existential issues in contemporary education. Analysis presented in the paper is related to the problems of self-awareness, becoming oneself and self-development. First, the author begins by depicting the meaning of human existence in the light of philosophy. The following aspects have been analyzed: being true to one’s own beliefs and values, recognizing personal truth, making existential choices and finding one’s own voice. A special attention is paid to the language as an essential, constitutive element of being. Second, the article attempts to consider some educational implications resulting from the existential approach to education. Some of the issues discussed are learning to philosophize and to discover meaning, the concept of encounter in education and the role of language in self-development. While describing them the author indicates that the ignoring of crucial existential questions in education contributes to spiritual vacuity in life of young people and reduces educational thinking merely to instrumental, pragmatic problems concerning qualification and transfer of communicative skills. 相似文献
19.
Policies to expand higher education (HE) in the UK have emphasised the importance of widening participation by under-represented groups. However, the attention has shifted from who participates in HE (and who does not) to the different institutions attended by students from different backgrounds. Researchers have typically investigated this issue by comparing rates of entry to different types of university. This paper proposes an alternative approach; it uses concepts of social segregation, hitherto applied mainly to secondary schools, to analyse UCAS data on the social and demographic characteristics of entrants to HE. It estimates indices of segregation between HE institutions, and between subject areas within institutions, for selected cohorts of entrants to full-time undergraduate courses between 1996 and 2010. Levels of segregation during this period have been relatively high in relation to ethnicity and independent schooling, lower in relation to age and lowest in relation to gender, disability and social class. Most indices show stability over time, with a decline in the segregation of non-white ethnic groups and a small increase in segregation of independent school students. Levels of segregation differ across the four UK home countries, and tend to be highest in England. 相似文献
20.
基于集群理论的高校专业设置 总被引：2，自引：0，他引：2
徐秀萍 《浙江教育学院学报》2008,(6):37-42
基于集群理论探讨高校专业设置具有一定的理论和实践意义。专业集群式设置有利于正确处理专业稳定性与灵活性的关系,促进专业协调发展;有利于专业资源融通共享,促进专业和谐发展;有利于提高专业人才的培养质量,促进专业创新发展。实现专业集群式设置,要在高校专业发展规划中确定战略重点,在高校组织结构中构建有利于专业集群化发展的平台,在高校环境氛围中孕育竞争与协作的文化。 相似文献