形象地翻译活动词 实现语篇叙述功能     

冯少中 《牡丹江教育学院学报》2004,(5)

本文以实现叙述功能的活动词的运用为例 ,通过对两个英语语篇中一些活动的汉语翻译比较 ,揭示出只有形象地翻译活动词 ,才能更好地实现语篇中的叙述功能 ,才能使源语中的活动词在译语中依然体现出它们在语篇中的动态与活力  相似文献   

弗兰克·萨吉森短篇小说的叙事策略和文体风格--《一个好心人》技巧探微     

陈红 《邵阳学院学报(社会科学版)》2003,2(1):91-93

弗兰克·萨吉森是新西兰文学史上具有特殊地位的著名作家。他以崭新的主题和独特的艺术风格为新西兰民族文学作出了开拓性的贡献。文章从叙事视角、叙述方式、叙述语言、人物刻画等角度探讨其著名短篇小说《一个好心人》精湛的叙事策略和独特的文体风格  相似文献   

From the bottom-up: New York City teacher evaluation and the narration of mediated institutional assault     

James Christopher Head 《Critical Studies in Education》2019,60(1):37-54

Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators.  相似文献   

What the West could learn from the East: a reflective analysis     

Yali Zou  Rita P. Poimbeauf 《Teachers and Teaching》2016,22(7):842-857

Drawing on Lugones’ ideas of world traveling, Dewey’s notion of education as experience, and Greene’s vision of seeing small/seeing big, this article inquires into lives lived in an Eastern educational milieu with attention reflectively paid to what educators in the West could learn from those in the East. Rather than focusing on mega narratives largely created by policy-makers and derived from accumulations of theory and/or political decision-making, this practical research in the reflective vein takes a ‘big’ look at three ‘small stories’ that emerged in a narrative inquiry we conducted in a Chinese elementary school and imagines their portability to Western educational contexts. Reflective attention is specifically paid to: (1) teaching without words, (2) principal images, and (3) shared responsibility for failure. What these small stories from our narrative inquiry research might disrupt, if introduced to Western educational settings, is especially taken up.  相似文献   

论《心是孤独的猎者》的叙事节奏     

刘娜 《番禺职业技术学院学报》2007,6(3):19-21

《心是孤独的猎者》是卡森.麦卡勒斯的名著之一。通过对一个有很多悲微小人物的小镇的描写,麦卡勒斯表现了现代社会中的人的精神孤独感。而其时缓时急、时快时慢的独特叙事方式节奏更体现出其小说的艺术价值。  相似文献   

随笔文写作与学校叙事辅导--随笔文与中学生个性成长的研究报告     

课题组 《广东教育学院学报》2005,25(6):12-15

随笔文写作是学生反思自我，建构自我的平台，是学校叙事辅导中的一种方便而有效的方式。实验结果表明，在教学活动中以学生随笔本为辅导媒介，通过师生平等对话、交流和相互评价等一系列活动，可以促进学生在写作兴趣、挫折承受力、自信心、交往能力方面的显著提高。  相似文献   

玫瑰的无声诉说——《献给艾米丽的玫瑰》的艺术魅力     

赵婉清 《重庆师专学报》2007,26(6):97-99

通过分析福克纳短篇小说《献给艾米丽的玫瑰》的主题，探讨这部小说的表现艺术。福克纳是以时空跳跃的叙事模式、灵活多变的叙述视角和丰富多彩的象征隐喻来达到“无声胜有声”的表达效果的。  相似文献   

安德森《林中之死》的叙事艺术和文体风格     

陈红 《邵阳学院学报(社会科学版)》2003,2(6):74-76

舍伍德·安德森是在美国现代文学史上享有特殊地位的重要作家 ,其著名小说《林中之死》是现代短篇小说的经典之作。文章从叙事视角、叙述方式、叙述语言等角度探讨其精湛的叙事策略、独特的文体风格以及小说的深层意蕴  相似文献   

沈从文作品中的时间形式   总被引：1，自引：0，他引：1  

刘洪涛 《海南师范大学学报(社会科学版)》2003,16(3):19-25

叙事时间是小说叙述的最基本层面，又是小说形式中最尖端的操作项目，对时间的沉思是作家人生探索的最高层次。在缺乏具体时间认定的沈从文作品中，我们可以看到他对叙事时间丰富而深刻的把握：对叙事时间的巧妙控制使《边城》的结构成为一个精美的“完型”，其中的人物体现出“自由意志”；其他小说中，时间成为命运的显现形态；“反复叙事”催生出“地志小说”；时间还是沈从文历史思考和生命体验的维度。  相似文献   

Jack in two boxes: A postmodern perspective on the transformation of persons into portraits   总被引：1，自引：0，他引：1  

Maggie MacLure  Ian Stronach 《Interchange》1993,24(4):353-380

The paper explores issues surrounding portrayal in educational research and interrogates the notion of a life as a textual product, via an analysis of two short biographical narratives which happen to portray the same person — a British primary school head teacher nearing the end of his career. The discrepancies between these two texts point to the problematic nature of the relationship between person and portrait, and make visible some of the textual devices that writers/researchers use in order to achieve coherence and authenticity in biographical narratives.  相似文献