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1.
<扬之水>在<诗经>中有三首.分别是<王风·扬之水>、<郑风·扬之水>和<唐风·扬之水>.<孔子诗论>第十七简"<扬之水>其爱妇悡"句中的<扬之水>应是总括这三首<扬之水>,而非其中的某一首. 相似文献
2.
刘善经<四声指归>、<梁书·钟嵘传>、<南史>、<钟嵘传>和<丘迟传>所录钟嵘<诗品>资料与宋元以后刊行的<诗品>相比,有其无可比拟的文献价值,尤其是<梁书·钟嵘传>所录为完整的一篇<诗品序>,研究价值尤高.然而在实际的<诗品>研究中,往往存在用后来版本的文字判定隋、唐初人所录为讹误的颠倒是非的情况.这应引起人们对隋、唐初人所录<诗品>资料的足够重视,希望能够在更加接近<诗品>原来文献面目的基础上进一步提高对这一中国古代诗歌批评名著的研究水平. 相似文献
3.
林怡 《湖南科技学院学报》2000,21(4):11-13
<九章>诸篇充分展现了屈原后半生的遭际和思想情怀,它和<离骚>一样,同是考察屈原人生轨迹和心路历程的重要文献.其中诸篇在情绪变化上有着内在的连贯性与逻辑性,<惜诵>、<思美人>、<抽思>仍含期盼之情,<哀郢>、<涉江>是承上启下之作;而<悲回风>、<怀沙>、<惜往日>则是表达了作者"欲不死而不得不死"的绝望心绪. 相似文献
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5.
读懂《西游记》 总被引：1，自引：0，他引：1
欧洲人给了文艺复兴以极高的评价,说她所代表的思想解放是欧洲的转折点;也给了诞生于十六世纪末的<唐·吉诃德>以极高的地位,说她广泛地反映了十六世纪的欧洲社会和作为中世纪标志的骑士制度,是欧洲文艺复兴的代表性成果.西班牙政府还郑重其事地把塞万提斯的铜像作为礼品,送到中国,让他坐落在中国的最高学府--北京大学的草坪上.然而,同样诞生于十六世纪,同样具有思想启蒙意义的<西游记>却不那么幸运.原因只在于我们通常仅仅将<西游记>当作儿童作品;或者说它惩恶扬善、伸张正义;至多说它有点讽刺精神.其实,<西游记>的内涵远不止这些,我们应该说它是一部中国封建社会政治生活的形象教科书,是当时那个社会政治活动的另一种形式的再现.只要我们掌握了读懂他的思路,<西游记>就不再是哄小孩的故事,就象在电脑中使用了解码软件一样,原本压缩了的文化底蕴就会源源不断地流淌出来. 相似文献
6.
曹雪芹一生铸成一部小说,几经变改书名,到清乾隆十九年(1754),最后定名<石头记>.由于历史原因,书稿仅整理出八十回清本,就"问世传奇"了.七年后(1761),曹雪芹应已完成了他的<石头记>全部书稿,由于突如其来的灾祸,于乾隆二十八年(1763)末除夕,这颗文星陨落了.一个完全的<石头记>真本也没流传下来.30多年后到乾隆五十六年(1791),突然冒出了由宫廷武英殿活字印制的一百二十回<红楼梦>来,此即由程伟元、高鹗搜访多年,获得残稿,编缀成的"全璧",改<石头记>名为<红楼梦>,次年,程、高之流对曹雪芹前八十回原文大肆阉割篡改达2万多字.至<石头记>神韵风貌,文采风流尽失.使这件真假合一,盗名欺世的假<红楼梦>冒充珍品,风靡天下200多年.周汝昌先生与家兄周祜昌二人满怀一腔义愤和热情,发愿终生校辑一部接近曹雪芹原来文字的<石头记>(<红楼梦>),这就是<石头记会真>的契机与发端.二人历经半个多世纪的惨淡经营,历尽难言的艰苦,宏愿欲尝,<石头记会真>即将梓印,周祜昌先生不幸抱恨阖然长逝.红学资深大师周汝昌先生在其女儿周伦苓的协助下最后完成了<石头记会真>书稿的核订.本文作者侯廷臻同志应出版社特邀承担了<石头记会真>书稿全部审核校勘工作,经逐字反复审核,耗去了5年的心血,终于使第一部接近曹雪芹真本原貌的本子<石头记>,奉献给世人.全书共10卷,800多万字,8000余页,即将由海燕出版社推出,就教于普天下热爱<石头记>者. 相似文献
7.
周云峰 《湖南科技学院学报》2003,24(6):65-66
屈原在<离骚>中写了三次"求女"求宓妃、求简狄、求二姚;在<山鬼>中写了美丽的女性山神对"公子"的深深依恋与追求.本文认为<离骚>的"求女"和<山鬼>的"恋爱"表现的都是诗人屈原在屡遭打击迫害之后,渴求得到志同道合的朝臣贤士的理解与支持,以继承他的事业,实现他的"美政"理想. 相似文献
8.
<史记>"八书"中,<天官书>、<封禅书>主要阐述天地之事,<律书>、<历书>通阴阳五行八正之气,<礼书>、<乐书>阐述使天地人达到和谐统一的"礼"和"乐",即文明与文化,<河渠书>、<平准书>"人事"是举隅."八书"全面阐述了天、地、人、阴、阳、五行等宇宙发生因素,构成了早期的天人宇宙论图式. 相似文献
9.
<边城>、<呼兰河传>、<城南旧事>、<果园城记>四篇小说创作主体的特征(个性气质,写作环境、心态及意图)与叙事策略各不相同,但却都流露着超出一般小说的巨大艺术感染力,而获得长久的艺术生命力. 相似文献
10.
傅新球 《湖南科技学院学报》2003,24(4):62-64
作为空想社会主义的先驱代表作,莫尔的<乌托邦>和康帕内拉的<太阳城>都反对私有制,强调教育的重要性,但都无法摆脱宗教的困扰,没有重视经济基础和生产力问题.另一方面,<乌托邦>比<太阳城>更能体现空想社会主义的科学原理和思想深度.所以说莫尔不愧为空想社会主义的奠基人. 相似文献
11.
Steven S. Sexton 《Compare》2011,41(1):59-74
This paper reports on an initial teacher education programme that has been designed to facilitate and support Māori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira’s (student teacher’s) narrative is presented which has been informed by two years of a Te Ao Māori (Māori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self‐efficacy of marginalised members of society. 相似文献
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Sue Middleton 《History of education》2013,42(1):92-114
Broadening horizons beyond nations, transnational histories trace global flows connecting people and places. Historians have studied the New Education Fellowship (NEF) as a global network. Focused within the nation, research on New Zealand's involvement with NEF has emphasised how its activities before the Second World War impacted on the Labour Government's postwar policies. This paper's focus is NEF's transnational networking during the war. While previous discussions of correspondence between NEF's Headquarters and New Zealand have emphasised its New Zealand side, my focus is on its London correspondent, Clare Soper, NEF's International Secretary. Historians have studied NEF's theorists, leaders and progressive teachers, but office staff who effected its circulation of texts, objects and people have not been researched. Locating Soper in her Bloomsbury Headquarters at the hub of NEF's global web, I trace what her correspondence with two New Zealand Branch Secretaries reveals about everyday operations of NEF as a wartime educational resistance movement. 相似文献
14.
Maxine Stephenson 《Journal of educational administration and history》2009,41(1):11-27
Maori women teachers in nineteenth‐century New Zealand have been little acknowledged in educational histories, and indeed, in some instances their contributions have been explicitly nullified. Those who have taken leadership roles have been no more visible. This article examines the silencing and exclusion from educational history of a young Maori woman who was both a teacher and a community leader during this period. It identifies the various points at which her role was silenced and suggests that such silencing is a reflection of her position as woman and as Maori, in a missionary/colonial context. In telling her story, this article (re)instates Maata Patene to a position of leadership and agency in the history of New Zealand education. 相似文献
15.
A study of students' identities as writers was carried out in the classroom of a New Zealand primary teacher who had been formally identified by a national body of teachers as having excellent practice in supporting literacy acquisition. The researchers, Professor Janice Wearmouth, from the University of Bedfordshire, Mere Berryman, from the University of Waikato, New Zealand, and Lisa Whittle, from the Department of Conservation, Wellington, New Zealand, aimed to compare high and low literacy achievers' identities as writers within the context of this teacher's pedagogy and the learning environment of her classroom. The researchers concluded that all students, both high and low achievers, were developing very positive writing identities in a context where the teacher's method of supporting her students' writing was very well planned through a process‐writing approach. This teacher had a very high degree of subject and pedagogical content knowledge and an acute awareness of her students' literacy learning needs. Her approach had an immediacy of responsiveness in relation to every student's learning and, above all, had recognition of the overwhelming importance of positive relationships in the classroom, teacher to student and peer to peer. 相似文献
16.
Bernadette Christine Macartney 《International Journal of Inclusive Education》2013,17(2):171-183
This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education. 相似文献
17.
新西兰中国"小留学生"现状分析及相关政策建议 总被引：1，自引：0，他引：1
近几年,由于新西兰大力推行教育出口战略,采取各种措施吸引国际学生,我国前往新西兰的留学生数量迅速增长,尤其是"小留学生"更是增长迅速.随着中国"小留学生"在新西兰数量的增多,许多问题也随之产生.本文在对新西兰的中国"小留学生"状况进行实地调研的基础上,认真分析所出现的各种问题和影响未来留学新西兰的主要因素,提出了有关中国"小留学生"留学新西兰和我国政府加强留学教育管理的有关政策建议. 相似文献
18.
黄敏 《新疆教育学院学报》2008,24(4)
由于独特的地理位置和殖民文化特色,新西兰英语与英国英语、澳大利亚英语和毛利语(毛利语是新西兰当地土著毛利居民的语言)有着千丝万缕的联系,在语音、词汇、习语等方面都具有鲜明的特色。新西兰英语有着浓厚的地方语言特色和文化特点,是英语语言中的一个重要的区域变体。本文主要论述新西兰英语产生的历史背景及其语言特点。 相似文献
19.
In response to Stetsenko’s [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural
perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present.
Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas
while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace
change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been
useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there
needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others
in the field.
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
| Geraldine McDonaldEmail: |
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
20.
Andrea Delaune 《Educational Philosophy and Theory》2019,51(7):721-730
AbstractEarly childhood practice in Aotearoa New Zealand is guided by Te Whāriki, a curriculum which is rich in moral concepts. While there are opportunities for early childhood educators in Aotearoa New Zealand to reflect upon moral concepts in their educational settings, it is the position of this paper that critical engagement with these concepts is hindered by two major factors: lack of exposition on the moral concepts maintained within the English version of the early childhood curriculum document, and a historical gendered divide between theory and practice in early childhood education Aotearoa New Zealand. To address these concerns, the author draws from the philosophical writings of Iris Murdoch with particular focus upon her concept of attention. The theoretical plurality in Te Whāriki and the maternal image of the early childhood teacher are discussed. The author articulates the opportunities offered by Murdoch’s vision to view the curriculum and the early childhood teacher anew. 相似文献