《诗经》情歌与水崇拜     

陈才训 《天中学刊》2001,16(1):77-80

<诗经>中有相当数目的情歌吟咏于水滨河畔或与雨水密切相关.究其深层原因,这与古人对水的崇拜分不开.古人认为,水乃万物之源,水蕴含着神奇的生殖力,人也从水出.因此,女人临水或与水接触,便能获取生殖繁衍能力,多子多孙.  相似文献   

自我叙事话语与意义再生产——以潘军的《重瞳——霸王自述》为中心     

朱崇科 《海南师范大学学报(社会科学版)》2007,20(6):53-57

论文力图从自我叙事话语与意义再生产的角度重读潘军故事新编小说《重瞳》,同时反过来,也从重读过程中探寻"形式的内容"何以成立并操作。论文结构如下:一、故事新编传统与自我叙事的合法性;二、叙事角度的双重翻转;三、意义再生产:当下性、世俗性与"多元的不确"。  相似文献   

Social inequity and educational expansion in Slovenia     

Sergej Flere  Miran Lavrič 《Educational studies》2005,31(4):449-464

The study examines the relationship between social inequalities (stratificational, gender and other disparities) and schooling, including academic attainment, longitudinally, in Slovenia. The issue is indicated most clearly at the tertiary education level. The basic finding is the parallel between educational expansion and the diminution of social inequalities as measured by standard parameters. This was particularly evident in the 1990s. Inequalities are measured in terms of gender, parental education and occupation. The impact of parental education proves to be an indicative, observable and longitudinally comparative measure. Parental occupational status is also clearly linked to their children’s scholastic attainment, although there are difficulties in the formation of occupational strata. Further considered is the impact of school reforms over a lengthier period of time; there was not, however, any detectable impact. School and welfare policies, even financing, have little significance. There are clear indications that social disparities at school are continually regenerated, despite the decline established by standard measures. New forms of social disparities appear, through which the privileged ensure the continuation of privilege.  相似文献   

论艺术作品中具象与抽象意味的转换     

冉献东 《商丘师范学院学报》2006,22(1):175-176

具象与抽象是绘画的两种表现形式,具象中有抽象的存在,依托抽象提升再现具象的艺术性;抽象中有具象的基础,在再现具象的能力基础上升华出抽象意味。具象特征最强烈的写实绘画作品由于表现出非同凡响的对客观对象的意象感受,从自然中寻求最吸引人的形式元素,绘画本身有引导观者观看的信号;这时,写实具象作品就有了抽象的意味。最具抽象特征的表现性作品,往往由于摆脱内容的束缚,以形式的面貌走向自由王国,走向意念的深处,带给有共同经验的观者以心理上的真实和具象。所以抽象作品又有具象的意味。  相似文献   

Reproducing monocultural education: ethnic majority staff’s discursive constructions of monocultural school practices     

Jelle Mampaey  Patrizia Zanoni 《British Journal of Sociology of Education》2016,37(7):928-946

This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education.  相似文献   

丹参繁殖方法的对比试验研究     

王新军  吴珍  朱小强  朱志初 《商洛学院学报》2002,16(4):37-39

对丹参种子、分根、根茎和扦插几种繁殖方法进行栽培试验,对生长量、产量进行对比,结果表明,以上四种繁殖方法,以采用根茎作繁殖材料,生长量明显,产量最高。其次是分根繁殖和种子繁殖,扦插繁殖最差.  相似文献   

试论脊椎动物的进化     

李有泉  王海蓉 《蒙自师范高等专科学校学报》2002,4(2):10-12

生物的进化 ,同时经历两个途径 ,一是由低级向高级进化 ,二是由水生向陆生进化。生活在大陆上的脊椎动物 ,是由生活在海洋中的脊椎动物 ,登上大陆后 ,分别进化为两栖类、爬行类、鸟类和哺乳类动物。  相似文献   

基于社会再生产视角的“高校扩招”现象解析     

秦鹏川 《云南电大学报》2009,11(2):68-70

关于高校扩招是否合理的争论,已成为高等教育政策的一个争论焦点。从社会再生产过程这一分析角度入手,从生产、分配、交换、消费的相互关系来分析高校扩招现象的成因、存在问题,才能找到相应的对策。  相似文献   

浅谈中国古代山水诗的美学价值     

季秀云 《湖南第一师范学报》2009,9(2):81-83

中国山水诗不仅再现了中国历史发展变化的脉络,而且再现了时代、社会变迁投射在人的性格和心理上的印记,同时反映出人的价值观和精神形式随着人化自然而发展,人的审美感觉越来越敏锐。只有从“自然人化”的高度考察中国古代山水诗的历史意义及其对中国文化思想的历史贡献,才能深刻地认识其美学价值。  相似文献   

Teachers' social class,professional dispositions and pedagogic practice     

Ursula Hoadley  Paula Ensor 《Teaching and Teacher Education》2009

Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether we can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice. The interest emerges from a long-standing assumption that teachers are middle class, and reproduce the practices associated with that social location. The paper is exploratory and is not able to provide a definitive answer to the question of the relationship between class, professional disposition and pedagogic practice. Although it suggests a relationship between teachers' social class position and schooling practices, the main contribution of the paper is to offer a metric for exploring the issue further. That is, through a specifically selected sample, the paper provides a means for considering the implications of teachers social class background, professional dispositions and pedagogic practice for the processes of the reproduction of social inequality, and its interruption.  相似文献