抗战爆发:中国20世纪文学史上的重要分界线

本文认为 ,抗战爆发是中国 2 0世纪文学史上一个很重要的分界线 ,此后 ,中国文学开始了一个很长的“共名”时期 (这个时期的下限尚有待确定 )。论文同时指出 ,鲁迅去世与抗战爆发在时间上几近重合 ,是这一分界能够成立的关键 :这一重合直接标志了战前新文学的某种精神的终结     

中国文学中的“乌托邦”理想

中国文学中的“乌托邦”理想，不仅源远流长，而且丰富多彩，其共同特点，一是站在社会现实的对立面，从与社会现状相反的方向去构想，表现出鲜明的对社会现实不满的情绪。其二，这些理想中的社会，不是从国家的政治法律、行政组织等方面去设想，而是与之相反，是没有王治的“无为”世界，那里没有战争、没有剥削、没有压迫，追求一种自然无为、和平安逸、自得其乐的生活方式。其三，这些理想的设计，皆重在道德的建树，而且是以鲜明的复古思想为指导，提倡远古的道德文明，追求返朴归真的原始状态。     

中国新文学现代性历程的发展方向——读《在延安文艺座谈会上的讲话》

《在延安文艺座谈会上的讲话》(以下简称《讲话》)的问世,是中国新文学现代性发展历史进程中的一种必然,它解决了新文学诞生以来长期困扰文坛的作家自身的立场态度、情感体验、美感情趣与其表现对象和服务对象之间的矛盾,它导致解放区的文学面貌发生了翻天覆地的历史变化,由此而产生的权威话语和创作模式对此后的中国现当代文学产生了无法回避的重大影响。同时,对《讲话》的研究,也是关乎中国新文学现代性发展历程、发展规律的探索,它兼容诸多的矛盾、张力、悖论乃至魅力。     

图书馆引导大学生深阅读途径探讨

针对大学生浅阅读的趋向,对图书馆如何引导大学生深阅读进行了研究。高校图书馆应该加强导读工作,通过各种途径开展读书活动,引导大学生深阅读。要重视高校图书馆导读工作,发挥其导向作用;提高大学生对阅读和深阅读的认识;利用Web2.0技术,搭建网络导读平台;加强书评工作,引导深阅读。同时,积极开展各种读书活动,如阅读经典、举办读书讲座、读书节等,使大学生走向深阅读。     

日常生活叙事与当代上海文学

日常生活叙事在上海现代文学中有其独特性。建国后,上海作为资产阶级思想的集聚地,处于被改造的境地,日常生活由此被纳入社会整体目标下,失去了独特性。80年代中后期,上海文学中的日常生活在回归中发展,展露出积极向上的生存理念。进入90年代,上海文学中的日常生活呈现出多种姿态。本文对上海当代文学中的日常生活的发展流变作一总体的描述,并力图揭示其中所蕴含的精神嬗变。     

《文学》月刊的“儿童文学特辑”

20世纪30年代是中国儿童文学兴盛的时代,这一时期许多著名的作家都参与儿童文学的创作与研究。《文学》月刊作为30年代的一个著名文学刊物,对儿童文学的发展起了巨大的促进作用。《文学》月刊的"儿童文学特辑"体现了30年代儿童文学的特点和发展方向。     

The Risk Perception Paradox—Implications for Governance and Communication of Natural Hazards

This article reviews the main insights from selected literature on risk perception, particularly in connection with natural hazards. It includes numerous case studies on perception and social behavior dealing with floods, droughts, earthquakes, volcano eruptions, wild fires, and landslides. The review reveals that personal experience of a natural hazard and trust—or lack of trust—in authorities and experts have the most substantial impact on risk perception. Cultural and individual factors such as media coverage, age, gender, education, income, social status, and others do not play such an important role but act as mediators or amplifiers of the main causal connections between experience, trust, perception, and preparedness to take protective actions. When analyzing the factors of experience and trust on risk perception and on the likeliness of individuals to take preparedness action, the review found that a risk perception paradox exists in that it is assumed that high risk perception will lead to personal preparedness and, in the next step, to risk mitigation behavior. However, this is not necessarily true. In fact, the opposite can occur if individuals with high risk perception still choose not to personally prepare themselves in the face of a natural hazard. Therefore, based on the results of the review, this article offers three explanations suggesting why this paradox might occur. These findings have implications for future risk governance and communication as well as for the willingness of individuals to invest in risk preparedness or risk mitigation actions.     

试论文学鉴赏在高职学生教学中的运用

本文论述了在高职学生中开设文学鉴赏课程的意义、目的、作用以及如何在教学过程中实施文学鉴赏课程的教学。     

Assessing participants’ perceptions on group-based principles for action in community-based health enhancing physical activity programmes: The APEF tool

In community-based health enhancing physical activity (CBHEPA) programmes, group-based principles for action such as active participation, enjoyment, and fostering group processes are widely advocated. However, not much is known about participants’ perceptions of these principles as there are no assessment tools available. Therefore, this article describes the development of the APEF (Active Participation, Enjoyment, and Fostering group processes) tool and reports on its implementation in a Dutch CBHEPA programme. Indicators for the principles have been identified from literature research, interviews with professionals, and secondary analysis of three group interviews with 11 practitioners. To address the identified indicators, the APEF tool was developed, pretested, and used in 10 focus groups with 76 participants.The APEF tool consists of eight statements about group-based principles for action, on which CBHEPA participants vote, followed by in-depth discussion. The voting procedure engages participants. Spider diagrams visualise participants’ perceptions of group-based principles.The APEF tool addresses the challenge of relating group level outcomes to individual outcomes such as physical activity behaviour. The tool facilitates as well as evaluates group-based principles for action, it stimulates dialogue and is culturally sensitive, but it needs strong facilitating skills to manage group dynamics.