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1.
路成文 《厦门教育学院学报》2004,6(4):25-28
辛弃疾是宋代最著名的词人,其咏物词极具特色.本文认为,稼轩以咏物词为"陶写之具",以"气"使物,不同于宋代咏物词审美理想;基于这一审美理想,稼轩咏物词取"俯瞰式"创作姿态,极大地拓展了咏物词的情志内涵,并在具体艺术表现手法上方面做出了新的探索. 相似文献
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辛弃疾（号：稼轩）是宋代词坛上杰出的爱国词人,他一生创作了六百余首内容丰富,风格各异的词作。稼轩的词思想广博深刻．题材丰富多彩、豪迈中有沉郁,奔放中有婉约,具有波澜壮阔、气象万千的艺术风格,其中极具代表性且最具特色的是三十多首登临怀古词,探究其登临怀古词的思想特色。在以下几个方面值得我们学习和借鉴。 相似文献
3.
刘晓英 《宿州教育学院学报》2004,7(3):68-69
中国文学史上,南宋时期的辛弃疾是个杰出的爱国词人,《稼轩长短句》中不少优秀词篇传达了他力主以战去战,统一祖国的心声。辛弃疾词所表现的坚定不移的爱国主义精神是我们应该继承的珍贵遗产。 相似文献
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《昭通师范高等专科学校学报》2017,(4):75-78
辛弃疾是南宋著名爱国词人,在他词中存在着独特的神交现象,大量与神灵、动物、景物等对象进行精神上的交流,给他的作品带来丰富的艺术效果,即浓郁的浪漫主义色彩、外示谐趣内藏悲凉和形象深刻的理性思辨。稼轩词中的神交现象频频出现,既与词人的人生经历与个性有关,同时也是受到先秦浪漫主义文学与两宋谐谑文艺创作的影响。 相似文献
6.
略论稼轩谐谑词 总被引：3，自引：0，他引：3
范学新 《新疆师范大学学报(哲学社会科学版)》2001,22(4):66-69
辛弃疾是宋代现存词作最多的一家，其词内容丰富，风格多样，然而前人于其词风多注意到“悲歌慷慨”与“委婉清丽”两种，至于其诙谐戏谑一类的作品则很少留意。章从辛弃疾谐谑词的内容入手，对其谐谑词作进行了简单的归纳，并对其特点与成因给予初步的分析：认为稼轩谐谑词具有幽默诙谐，谑而不虐；寓庄于谐，笑中含悲，精心用典，不拘一格，以为词，俚俗并用的特点，稼轩的传奇经历，悲剧命运与独特性格是其谐谑词的直接成因。 相似文献
7.
杨柏岭 《南阳师范学院学报》2005,4(5):54-58,80
梁启超对稼轩词“好之尤笃”的首要原因在于他对辛弃疾人格的认同和景仰，在于两人的性情与襟抱相近。稼轩词研究不仅是他词学研究的重中之重，而且成为他建构自己词学思想的有力佐证。他对稼轩词的研究是一种认同式的接受，这既宜于较为客观地把握稼轩词的本色特性，也易于走向一种穿凿比附、难以周全的解读误区。 相似文献
8.
作为豪放派词人的杰出代表，辛弃疾和他的稼轩词在宋词发展史上有着不可替代的重要地位和作用。稼轩词题材广阔，风格多样，“横绝六合，扫空万古”，代表了宋词的最高成就。它熔豪放与婉约于一炉，形成了以豪放为基调，而不失温婉的独特风格。我们认为，“悲壮沉郁，含蓄蕴藉”是对其艺术风格和艺术特色的极好概括。本文将从稼轩词“以气为词”、“以文为词”、“以故典为词”三方面进行分析。 相似文献
9.
辛弃疾在语言运用方面创造性地融汇古今,自成一格。善用疑问句表情达意也是稼轩词一个比较明显的特色。据有关资料统计,《稼轩集》中疑问句总共有228句之多,而且变化灵活,形式多样。本文拟对稼轩词中的疑问句运用及其表达功能试作探析。 相似文献
10.
胡传志 《安徽师范大学学报(人文社会科学版)》1997,(1)
从宋金有关史料中可以发现，《宋史·辛弃疾传》所载稼轩师从金人蔡松年之事有一定的依据，不应受到怀疑和否定。由此出发，本文考察蔡松年的生平和创作、探讨蔡松年在宗尚东坡等方面对稼轩的启示意义和稼轩南渡后对他的继承、发展，认为蔡松年是苏、辛两大词人间的重要桥梁，是稼轩词学的重要渊源 相似文献
11.
周立群 《齐齐哈尔师范高等专科学校学报》2000,19(3):21-24
本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。 相似文献
12.
《红楼梦》这部小说中含有150多首诗词，有传统诗词之美，小说人物命运的叙述生动感人，又有当今语体文甚至口语的色彩，红楼梦的艺术世界是多彩诱人的，小说学为读者营造了一方“诗词天地”。忽略诗词鉴赏，就不能全面把握《红楼梦》艺术特征，也不能真正认识它的作者，因此，读懂这部书的文辞，品味其诗词韵味，会是一种享受，《红楼梦》以小说文本的可接爱性而雅供共赏，一定会在当前素质教育的诗文美育中起到促进作用。 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
14.
徐从权 《安庆师范学院学报(社会科学版)》2018,37(5):36-43
上古韵部划分是上古音研究的核心部分,韵部划分至清代虽已渐臻完备,但学界对韵部进行再划分的工作一直未断。李新魁先生在二十九部基础上分出祭、废、至、队、曷、桓、戈七部,将上古韵部分为三十六部,其分部的依据不合理,故不必立祭、废、至、队、曷、桓、戈七部。 相似文献
15.
竺洪波 《南京师范大学文学院学报》2005,(1):150-156
通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。 相似文献
16.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
17.
Jamel K. Donnor 《Peabody Journal of Education》2018,93(1):23-37
In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion. 相似文献
18.
Becky Francis Louise Archer Julie Moote Jen de Witt Lucy Yeomans 《British Journal of Sociology of Education》2017,38(8):1097-1110
Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack. 相似文献
19.
借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。 相似文献
20.
Maren Elfert 《European Journal of Education》2015,50(1):88-100
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education. 相似文献