大学英语体验式教学模式研究与应用

本文在浙江海洋学院大学外语教学改革的背景下,立足东西方体验教育哲学理论,借鉴古今中外体验教学模式,尝试探索出适合本校学生英语学习的体验模式。经过两年的实践,初步证明体验教学模式不仅能提高师生教与学的兴趣,促进教师同行间的沟通和资源共享,更可能对四级考试具有一定的促进效果。但鉴于教学过程中的不稳定和不可控因素,此教学模式的有效性还有待于进一步实践和完善。     

网络文学写作精神探析

网络文学的存在与发展契合了当下人们情感沟通和情绪宣泄的需要,在网络文学的视野中,对网络技术力量的依托和追求自由的写作心态导致了网络文学的写作精神呈现游戏化的写作姿态、碎片化的文本结构和身体化的叙事方式等特点。网络文学的这种写作精神某种程度上促进了网络文学的繁荣,但这种写作精神存在的缺失也是我们不能忽视的。     

Sensory experiences and social representation – Embodied multimodality of common-sense thinking

Discussions on the body frequently foreground in empirical studies of social representations. However, there is scarce theoretical literature within social representations theory focusing on embodied social representation. This paper aims to contribute to the understanding of embodied, sensory experiences as part of social representation. More precisely, it attempts to elaborate how individual, social, bodily, and material layers work together in embodied social representation. This paper approaches the topic from four viewpoints: (1) social representation as action, (2) phenomenology, (3) embodied and socially situated cognition, and (4) sensory epistemologies and sensescapes. These approaches are used to provide insight into the conscious and unconscious processes of social representation and the multimodality of social representation. The paper contributes to the understanding of the role of sensory experiences and embodiment in the theory of social representations.     

Experiences of visually impaired students in higher education: bodily perspectives on inclusive education

Although previous literature sheds light on the experiences of visually impaired students on tertiary grounds, these studies failed to provide an embodied understanding of their lives. In-depth interviews with 15 visually impaired students at one university demonstrated the ways in which they experienced their disability and the built environment in their bodies. At the same time, lost, fearful, shameful and aching bodies revealed prevailing gaps in provision for disabled students. Through this research it becomes clear how the environment is acutely felt within fleshly worlds, while bodies do not fail to tell of disabling societal structures. Based on the bodily stories, we thus make recommendations to improve the lives of visually impaired students on tertiary campuses.     

The (em)bodiment of blackness in a visceral anti-black racism and ableism context

Over the years, many scholarly publications have extensively discussed disability ‘diagnoses’ and placement practices in special education programs in the United States and the United Kingdom. These publications argue that racism and classism rather than clinically predetermined factors appear to influence the disability diagnosis and placement practices in special education. The present essay is contributing to the debate by critically exploring the relationship(s) between race, class, and disability ‘diagnoses’ and placement practices in special education programs in Toronto, Canada. The core ideas noted in the essay are drawn from a personal story of an African-Canadian parent – a story of a daughter with a diagnosed disability and her mother’s struggle to resist the disability ‘diagnosis’ as well as her battle rejecting her daughter’s placement in the special education program in a Toronto public school. Using this personal account, other literature, and anti-black racism theory, I argue that special education programming in Toronto, Canada helps white middle/upper class Canadians achieve a de facto race/class-based segregation in the Toronto public school system. Whereas the Supreme Courts’ rulings on Brown vs. the Board of Education in the United States and Washington vs. the Trustees of Charlottesville in Canada have insisted that whites and non-whites attend the same school, special education identification practices ensure that whites and non-whites do not have to belong to the same classroom. I conclude that when educational practices move into spaces of pathologization, blacks and working-class students are continually at risk of facing exclusionary practices. One thing is clear: the significance of skin color in the mind of the racist cannot easily be dismissed.     

认知语言学简述

认知语言学是近年来语言学的研究热点。分六个部分介绍了这门新兴的语言学科,包括认知语言学的定义、理论基础、发展历史、主要研究课题及代表人物、国内外研究现状以及它的先进性。通过全面介绍认知语言学,明确今后的研究方向,为我国的认知语言学做出贡献。     

歌曲演唱情感处理和体现的研究

歌曲演唱的情感处理表现在音色的变化上、歌曲动态的变化上、歌曲速度的变化上和歌曲力度的变化上;歌曲演唱的情感体现注重歌曲词意内涵的挖掘和歌曲所表达的风格与韵味。     

当代隐喻理论与经验主义认知观

在传统隐喻理论中,隐喻被看作一种语言现象。Lakoff和Johnson等人提出的当代隐喻理论使隐喻研究发生了根本性的变化。隐喻不仅仅是语言现象,而且也是认知现象。在回顾隐喻认知说的基础上,探讨分析概念隐喻,并重点讨论当代隐喻理论的哲学基础。     

感官隐喻的翻译浅探——以《红楼梦》两种英译本为例

作为深深植根于民族文化中的隐喻,其翻译和表达既需要从语言意义上来理解,更要从文化范畴来探究.《红楼梦》两个著名英译本——杨宪益夫妇与霍克斯（David Hawkes）的英译本中译者对感官隐喻的翻译处理表明：感官隐喻的翻译离不开文化的土壤——其翻译很大程度上基于译者的文化认知体验;这种体验重叠的程度决定了译者翻译策略的取舍.     

希望与焦虑:辅助生殖技术中女性患者的具身体验研究

在主流叙事中，辅助生殖技术常被誉为不孕患者的“福音”。既有文献过于关注辅助生殖技术的外在情境，没有给予技术的受者尤其是女性的体验以应有的位置。基于作者在Z医院辅助生殖中心的田野调查，本文以具身化（embodiment）为方法论策略，试图连接社会文化情境与女性的体验，彰显生物与社会视角的交织。研究认为，辅助生殖技术不只是“希望的技术”那般简单美好，它带给女性的希望与焦虑并存。希望和焦虑作为一种具身体验，通过女性的身体传递出来，显示了社会文化情境和技术不确定性对女性身体的塑造；女性在感知这些体验的同时也积极从地方文化中习得策略，以应对技术的不确定性和道德压力，从而带着希望继续治疗。