外语隐喻意义建构的模式假设及外语隐喻能力

通过研究,旨在说明以下问题:中国英语学习者对英语中的概念隐喻了解不多,隐喻能力较低,其中一个重要原因是两个民族的隐喻概念系统和认知方式存在差异;语境对心理空间的构建和整个整合网络的运行起到限制作用,语境限制了跨域映射和选择性投射的可能性;提出外语隐喻意义建构的认知模式假设;最后,对基于提高隐喻能力的认知教学法的实行进行了探讨.     

The politics of the face: the scopic regime and the (un-)masking of the political subject

Face is commonly seen as a feature exclusive to each person. It expresses subject’s feelings, thoughts and in turn represents knowledge that is otherwise deemed personal. However, face is mistakenly seen as pure expression of subject’s thoughts. This article aims to show that face is a product of governing practices of seeing and knowing. It is thus not a unique individual expression, but a mask that the socio-political order attaches to individuals as they are turned into political subjects. The article begins with a discussion of the two governing practices: the seeing (or the spectre of the visible) and the knowing (or the practice of locating faces in the socio-political field) with an aim to unveil the role face plays in the socio-political reality. The first interrogation looks at how face creates a field of recognition and opens a distinct form of political visibility: who, what and how one sees and what remains unseen. Whereas the second interrogation discusses how appearances produce meaning and how knowledge is taken off the face. Finally, the face as a knowledge producer and a mean of subject’s social recognition (identity) is put in the encounter with the idea of the anxious gaze and the work of Marlene Dumas. Instead of recognition, here a subject is met with dissociation and displacement of subject’s socio-political image. The three presented studies paint the politics of the face as an obscene governing strategy caught between endless attempts to create the face as a known, seen and governed space and illusive attempts to grasp the actual meaning of a pre-symbolised face.     

Evaluation in the Social Studies

Online role-playing games such as World Of Warcraft represent new participatory cultures in which today's students engage every day. They are appealing to players largely because of the social aspects of game play. Some features of massively multiplayer online role-playing games (MMORPGs) can be incorporated into classroom culture to create more dynamic interactions between students and improve both content instruction and civic competence.     

Analytic Essay Cults

No abstract available for this article.     

论《集注分类东坡诗》的历史阐释

《王状元集百家注分类东坡先生诗》中注者众多,且距离苏轼生活的年代较近。这些注者根据苏诗与当代史实密切相关的特点,运用孟子提出的"以意逆志"与"知人论世"相结合的诗歌阐释方法,考证与苏诗相关的大小事件,展现诗歌创作的背景,揭示引发诗歌创作的事因,从而解释全篇之意。对使用"赋"体、"比兴"体、典故等不同表现方法的诗句,都能以"本事"为根据,准确地解释其意义,对后来的苏诗注有重要的启发。     

博客生存与人的主体性

博客已成为全球化时代显见的生存方式之一，引起书写、交流、传播等领域的变革。博客可以在“参与、分享、交流”中实现多元主体的自我确认，为人的发展提供了一个新的文化时空，为个人发展提供多元主体性基础，塑造一种开放、有序、多元、自由的新个体形态，从而为人的全面自由发展提供一种可能的实现途径。     

主体性问题大讨论在“以人为本”思想形成中的地位

20世纪80年代以来关于主体性问题的讨论,在＂以人为本＂的执政理念形成过程中占据着重要地位,产生了巨大作用。对于＂人＂的理解,已在不断地超越旧有的思想倾向,由抽象转向具体,由形式转向内容。     

中国教育社会学研究的最新动向及评述

中国的社会科学界,最近似乎进入了一个"继往开来"的时代,许多学科都在作学科的回顾与前瞻,教育社会学也不例外,毕竟是处在中国社会科学这个大环境中。本文以2006年以来中国教育社会学界的学术活动为背景,整理了教育社会学研究的最新动向与进展,既肯定取得的成就,同时也指出了存在的问题与不足。     

转变观念 深化改革——关于教育技术的一些思考

教育技术是一个新兴的领域和学科。它使教育产生革命性变化 ,改变着教育的方式、方法以及内容 ,转变着人们的教育、教学观念 ,对教育界产生了强烈的冲击     

European‐American and African‐American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social‐emotional Competence

The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social‐emotional competence are similar or different for European‐American and African‐American families. Two hundred mothers (137 European‐American, 63 African‐American) reported on their responses to their five‐year‐old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem‐focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European‐American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African‐American children. The findings highlight the need to examine parental socialization practices from a culturally specific lens.