簡(jiǎn)介：江西師范大學(xué)碩士學(xué)位論文基于模型及建模觀的問(wèn)題解決教學(xué)理論及實(shí)證研究姓名劉在芬申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論指導(dǎo)教師劉華祥20070501ABSTRACTCONTENTBASEDONTHESTUDYOFTHEINTERNALANDEXTERNALONPROBLEMSOLVINGANDMATHMATICALMODELINGINSTRUCTION，WEDEFINEWHATIS”GOODPROBLEM”，ANDGIVEDEFINITIONOFMODELSMODELINGPERSPECTIVEANDPROBLEMSOLVINGBASEDOILMODELSMODELINGPERSPECTIVEINTHISPAPERWEALSODISCUSSRULESOFITS’INTRUCTIONANDOFMODELTHATWHENSTUDENTSAREINTHEPROCESSOFPROBLEMWECARRIEDOATEXPERIMENTOFPROBLEMSOLVINGBASEDONMODELSMODELINGPERSPECTIVEFIRSTLY，TEACHERSHOULDCHOOSEDIFFERENTACCORDINGTODIFFERENTLEVELSTUDENTS，DEVELOPINTRUCTIONOFPROBLEMSOLVINGBASEDONMODELS＆MODELINGPERSPECTIVETOHELPSTUDENTSMASTERCONCEPUTALSYSTEMANDIMPROVETHEABILITIESOFPROBLEMSOLVINGWHILETHEYARECARRYINGTHOUGHPROBLEMSOLVINGANDCONSTRUCTINGMODELINEXPLORATIONANDCOOPERATIONSECONDLY，TEACHERSCANWEAVE“REALLIFE”P(pán)ROBLEMCONTAINEDCONCEPTUALSYSTEM，SOTHATDEVOLEPSTUDENTS’THINKING’SCHARACTERANDPROMOTECHANGEOFTHEIRTHINKINGSOMERESULTSOFTHERESEARCHHAVEBEENPOINTED，ANDSOMEEXPECTATIONSOFTHEINSTRUCTIONOFPROBLEMSOVLINGBASEDONMODELSMODELINGPERSPECTIVEKEYWORDMODELSMODELING；PROBLEMSOLVING；CONCEPTUALSYSTEM；INSTRUCTION

簡(jiǎn)介：蠶鑭文誓碩士專(zhuān)業(yè)學(xué)位論文2008屆探究式教學(xué)理論在中學(xué)思想政治課中的運(yùn)用研究RESEARCHONTHEUSEOFINQUIRYTEACHINGTHEORYIN’MIDDLESCHOOLPOLITICS研究生姓名張鳴指導(dǎo)教師姓名堡墨童專(zhuān)業(yè)學(xué)位名稱(chēng)研究方向論文提交日期教育碩士學(xué)科教學(xué)思想政活2。08年9月RESEARCHONTHEUSEOFINQUIRYTEACHINGTHEORYINMIDDLESCHOOLPOLITICSABSUACTRESEARCHONTHEUSEOFINQUIRYTEACHINGTHEORYINMIDDLESCHOOLPOLITICSABSTRACTINCLASS，THECUNENTIMPLEMENTATIONOFTHENEWCURDCULUMSTANDARDSHASBECOMEONEOFTHEHOTANDDIFFICULTISSUESINTHECOUNTRY’SNEWROUND。OFCURRICULUMREFORMINTHENEWERAJAOWTEFORMPOLITICSTEACHINGMETHODSTOCATCHUPWITHTHEPACEOFTHENEWCURRICULUMREFORMITHINKTHATWENEEDTOBUILDANEWEFFECTIVEMODELTOADAPTTOTHENEEDSOFTHETIMESANDCHANGETHEKNOWLEDGEBASED，THETRADITIONALTEACHERCENTREDTEACHINGMETHODS，WHICHCANPROMOTETHEOVERALLDEVELOPMENTBASEDONSTUDENTS’SELFSTUDYANDINQUIRYLEARNINGSUCHASTHEMAINSPIRIT，SENSEOFINNOVATIONANDPRACTICALABILITYANDSOONIBELIEVETHATINQUIRYTEACHINGISINLINEWITHTHESPIRITOFTHENEWCURRICULUMREFORMINQUIRYTEACHINGEMPHASIZESONSTUDENTCENTEREDDEVELOPMENTANDDEVOTESEFFORTSTODEVELOPINGSTUDENTS’POTENTIALIT’SULTIMATEPURPOSEISTOENCOURAGESTUDENTSTOEXPERIENCETHEFUNOFINQU塒，SEEKSCIENTIFICMETHODSANDFOSTERINNOVATIONCAPACITYWHILEACQUIRINGKNOWLEDGEACTIVELYINQUIRYTEACHINGMETHODSHASCAUSEDWIDESPREADCONCERNOFTHEEDUCATIONSECTORBUTITISFARFROMGOODWORKTODEEPLYSTUDYHOWTOCALTYONWITHTHETHEORYINTHEFIELDOFSECONDARYSCHOOLPOLITICSTEACHING，THEOPERATINGPROCEDURESANDTHEPRACTICALEFFECTSOFOFTHEMODETHISPAPERATTEMPTSTODOSOMERESEARCHESABOUTTHESEISSUESIHOPETHATTHISSTUDYCANHELPTHEPOLITICSTEACHINGANDOTHERDISCIPLINESINTHEIMPLEMENTATIONOFINQUIRYTEACHINGINSECONDARYSCH001THISPAPERISDIVIDEDINTOFOURPARTSPARTIINTRODUCTIONTHESENSEOFURGENCYANDGREATPRACTICALSIGNIFICANCEINOFTHEINQUIRYTEACHINGSTUDYBYTHESTATEMENTOFDOMESTICANDINTERNATIONALDYNAMICTEACHINGMODELRESEARCHESANDTHOUGHTSONTHEPOLITICSTEACHINGSTATUSINSECONDARYSCHOOLS；PARTⅡTHEMEANINGANDSIGNIFICANCEOFTHERESEARCHES011THEINQUIRYPOLITICSTEACHINGINSECONDARYSCHOOLS，INCLUDINGTHEMEANING，CHARACTERS，PRINCIPLESANDSIGNIFICANCESOFTHESECONDARYSCHOOLPOLITICSⅡ

簡(jiǎn)介：2005屆專(zhuān)業(yè)碩士學(xué)位論文學(xué)校代碼遂6爹203S‘學(xué)號(hào)JS02080441饕憩瞬箍震謦任務(wù)型語(yǔ)言教學(xué)理論與中學(xué)英語(yǔ)教學(xué)實(shí)踐的整合院系處語(yǔ)堂隧專(zhuān)業(yè)麴直亟墓適≥研究方向墓亟塾堂洼指導(dǎo)教師韭壹蕉酗熬援2碩士研究生奎左2005年4月完成ABS仃ACTLANGUAGEISTHEMOSTIMPORTANTWAYOFCOMMUNICATIONTHEFINALGOALOFLANGUTGEISTODEVELOPLEARNERS’ABILITYINBOTHSPOKENFORMANDWRITTENONEENGLISHISTHEMOSTIMPORTANTINTERNATIONALCOMMUNICATINGWAYTHUSTODEVELOPSTUDENTS’ABILITYFORREALCOMMUNICATIONISTHESIGNIFICANTTASKOFTEACHINGENGLISHINSECONDARYSCHOOLSTASKBASEDLANGUAGETEACHING，ATEACHINGMETHODOFCOMMUNICATIONAPPROACHES，“WDSDEVELOPEDIN1990SASITFOCUSESONLEARNINGBYDOING，ITGRADUALLYBECOMESANINTERNATIONALTREADITEMPHASIZESTHATTEACHERS’TEACHINGPROCESSSHOULDBEBASEDONSTUDENTS’INTERESTS，EXPERIENCESANDKNOWLEDGELEVELITHELPSSTUDENTSFINISHALLKINDSOFREALTASKSINLIFEBYPARTICIPATINGINTHEVARIOUSCLASSACTIVITIESTHEPROCESSOFCOMPLETINGTASKSISIMPORTANTANDTHECOOPERATIONBETWEENTEACHERSANDSTUDENTSISALSONECESSARYITNOTONLYHELPSLEARNERSEXPERIENCETHEREALWORLD，PARTICIPATINGINVARIOUSTASKSANDCOMMUNICATEINTHEREALACTIVITIESBUTMAKESSTUDENTSGAINSENSEOFSUCCESSANDACQUISITIONASWELLTHISISASTUDENTCENTEREDTEACHINGMETHODITCANSTIMULATELEARNERS’LEARNINGMOTIVESANDENCOURAGETHEMTOUSEWHATTHEYLEARNINCLASSANDEVENTUALLYMASTERTHETARGETLANGUAGESTASKBASEDLANGUAGETEACHINGNOTONLYEMPHASIZESTHE_PRACTISINGAMOUNTOFLANGUAGE，BUTALSOEMPHASIZESTHEACCURACYOFLANGUAGESTHERESEARCHONTHETASKBASEDLANGUAGETEACHINGISGETTINGMOREANDMOREPOPULARESPECIALLYTHENEWTEACHINGCURRICULARANDSTANDARDAREPUTINTOPRACTICETHISESSAYFOCUSESONTHEBASICTHEORIESOFTASKBASEDLANGUAGETEACHING，MEANWHILEITALSOEMPHASIZESTHECOMBINATIONOFPRACTICEANDTHEORYITCOVERSTHEFOLLOWINGASPECTSTHECONCEPTSOFTASKS；THEBASICTHEORIESOFTASKEDBASEDLANGUAGETEACHINGSOMEPRACTICALTEACHINGDESIGNSFORSECONDARYSCHOOLSKEYWORDSTASKBASEDLANGUAGETEACHING；THEORIES；APPLIANCE；COMBINATION

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文論胡適的文學(xué)理論與批評(píng)姓名張超申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)中國(guó)現(xiàn)當(dāng)代文學(xué)指導(dǎo)教師卜召林20050401TALKABOUTTHELITERARYTHEORYCRITICISMOFHUSHIHUSHITOOKTHEVIEWOFHISTORYOFTHESOCIALDEVELOPMENTASTHEPOINTOFDEPARTMENT，EMPHASIZINGTHATTHECHARACTERISTICOFLITERARYDEVELOPMENTWASITSLINEARPROGRESSHEBELIEVEDTHATTHE1ITERATUREINTHEFUTUREWOULDBEDIFRERENTANDADVANCED，WHICHWASTHEINEVITABLERESULTOFTHEEVOLUTIONHEADVOCATEDTHATTHECONTENTOF1ITERATURESHOULDBEPUTINTOTHEVASTSOCIAL1IFEWHICHWASCONSIDEREDASTHESOURCEOFITANDTHEMOTIVEFORCEOFTHEVICISSITUDEHETHOUGHTTHATONLYBYPAYINGATTENTIONTOTHEONTHESPOTOBSERVATIONANDBLENDINGONE’SOWNSPECIALEXPERIENCECALLYOUREACHTHESTATETHATONECONLDOBSERVETHEREALITVOFOURSOCIETYANDGIVE丘EEREINTOONE’SOWNIMAGINATIONAFTERWHICHTHEEXCELLENTLITERARYWORKWOULDBECREATEDHUCONSIDEREDMUCHOFTHECHARACTERISTICOFTHEOBJECTSTHATWOULDRECEIVETHELITERARYWORKANDTHEIRPECULIARITYOFTHEWAYT11EVREEEIVEIT，PAYINGMUCHATTENTIONTOTHEREADER’SREACTINGFORCEOFTHELITERARYVERSIONANDTHEIMPOSSIBILITYOFTHEREEXPLANATIONINTHEACCEPTATIONOF1ITERATUREINORDERTOMAKELITERATUREASAT001OFAROUSINGTHEMASSESOFTHEPEOPLETOTAKEPARTINTHENATIONALREJUVENATIONCAMPAIGN，HUTRIEDHISBESTTOMAKETHEWRITINGSINTHEVERNACULARASTHOBASICMEDIUMOFALLTHEWRITTENCOMMUNICATIONHETURNEDTHEFUNCTIONOFLITERARYTRANSFOMMTIONTOINCREASETHEMEMBERSOFREADERGROUPAFTERREADINGTHELITERARYWORK，THEREADERSWOULDGETACLEARUNDERSTANDINGOFTHEREALITYOFCHIUAATTHATTIMEWHICHWOULDREACHTHEUTILITYAIMOFREMAKINGTHESOCIETYTHELITERARYCONCEPTOFHUEMPHASIZEDTHEOBJECTIVITYTHEACCURACYANDTHESCIENTIFICNATURE，CONSIDERINGTHELITERARYWORKASATOOL，MAKINGTHELITERARYCRITICISMEMEACIOUSWHETHERALITERARYWORKWASGOODORNOTWASBASEDONTHEEFFECTEXPRESSEDBYIT‘‘INSTRUMENT’’WASTHEMOSTIMPORTANTCRITERIAFORTHEFIXEDPOSITIONOFALITERARYWORKTHEFORNLOFCHINESELITERARYWORKSWASINCOMPLETEINHU’SEYESHEEMPHASIZEDTHELEARNINGFROMTHE“FIRSTRATE”MODELINTHEWESTLITERATUREHUSTRESSEDTHEMETHODOLOGYINTHELITERARYTHEORYANDCRITICISMHECONSIDEREDTHESCIENTISM，WHICHWASSYNTHESIZEDBYDUWEI’SPRAGMATISMCHINESETRADITIONALSINOLOGYMETHODANDTHESTUDYMETHODOFTHESCHOLARSINQINGDYNASTYTHEBESTGENERALIZATIONOFHU’SMETHODOLOGYWAS‘THECONCRETIZATIONANTITHEABSTRACTION”KEYWORDSHUSHI，LITERARYTHEORYLITERARYCRITICISM2

簡(jiǎn)介：英語(yǔ)寫(xiě)作教學(xué)在英語(yǔ)教學(xué)中的地位一直舉足輕重。盡管各種語(yǔ)言學(xué)理論層出不窮，但英語(yǔ)寫(xiě)作教學(xué)的方式與方法卻一直保持基本不變。法位語(yǔ)一直致力于從整體上研究語(yǔ)言，并且以一種新的視角對(duì)語(yǔ)言及各種人類(lèi)行為進(jìn)行歸類(lèi)與分析。本文試圖將法位學(xué)理論與作文教學(xué)結(jié)合，以期能夠?qū)ふ业揭环N更為有效的教學(xué)方法，進(jìn)而提高英語(yǔ)寫(xiě)作教學(xué)的效率。與此同時(shí)，加深對(duì)法位學(xué)這種語(yǔ)言學(xué)理論的理解與掌握。法位學(xué)的出現(xiàn)可溯源自傳教過(guò)程中的實(shí)踐活動(dòng)。通過(guò)對(duì)這些實(shí)踐活動(dòng)加以歸納，再將其上升為理論，便逐漸形成法位學(xué)的理論觀點(diǎn)。本文的研究方法便是基于該語(yǔ)言學(xué)理論。鑒于法位學(xué)理論源自各式實(shí)踐活動(dòng)，因此，有理由相信，法位學(xué)理論與本文提及的研究具有高度的適應(yīng)性與契合性。以外，由于法位語(yǔ)可以用于解釋一切人類(lèi)活動(dòng)，因此，該理論應(yīng)同樣適用于英語(yǔ)寫(xiě)作教學(xué)。本文的主要目的在于對(duì)法位學(xué)進(jìn)行基本的闡釋?zhuān)⑵渑c英語(yǔ)寫(xiě)作教學(xué)結(jié)合，并且已經(jīng)獲得一些具有積極意義的成果。這進(jìn)一步印證了法位學(xué)對(duì)本文從事研究項(xiàng)目的適用性。法位學(xué)，作為本文的基本理論框架，能夠從整體上把握作文教學(xué)的各方面，包括形式、意義、功能以及一切與作文主題相關(guān)的因素。而這是傳統(tǒng)的作文教學(xué)方法力所不能及的?；谝陨峡紤]，本文內(nèi)容安排如下第一章首先對(duì)英語(yǔ)寫(xiě)作進(jìn)行概述。然后陸續(xù)闡述了該篇論文的研究主題，目的以及從事該研究的原因，基本原理和所采用的方法。第二章對(duì)寫(xiě)作教學(xué)中所涉及的一些概念及術(shù)語(yǔ)進(jìn)行定義，并且概述了傳統(tǒng)的寫(xiě)作教學(xué)方法。這些方法分別側(cè)重于結(jié)構(gòu)，語(yǔ)篇，文體，修辭與寫(xiě)作步驟。同時(shí)還指出了現(xiàn)存教學(xué)方法的不足以及探討新教學(xué)方法的必要性。第三章主要介紹法位學(xué)。包括介紹法位學(xué)的起源，基本概念，理論構(gòu)成及其應(yīng)用。以外，還探討了其作為寫(xiě)作教學(xué)理論的可能性。并從概念與原理方面對(duì)該可能性加以驗(yàn)證。第四章詳細(xì)闡述了法位學(xué)與寫(xiě)作教學(xué)相結(jié)合的過(guò)程。首先對(duì)傳統(tǒng)教學(xué)方法進(jìn)行比較性分析，隨后在認(rèn)知與心理學(xué)基礎(chǔ)上對(duì)法位語(yǔ)在寫(xiě)作教學(xué)中的應(yīng)用加以詳細(xì)闡述。本章詳細(xì)闡述了在該章中所提出的九元框架，且在兩個(gè)層面上對(duì)其加以驗(yàn)證。這兩個(gè)層面分別是寫(xiě)作教學(xué)中圍繞主題的分析過(guò)程與對(duì)兩項(xiàng)傳AB耽MCTABSTRACT丁七‘協(xié)朗腸的GOFENGLLSHCO側(cè)困幼TION衍ITINGEC勸B韶B目ALONGHA劫I(mǎi)YANDB朋比即加月UCN“月BYAVADETYOFLIN腳STICTHEORIES，BUT觸BASLC娜DINGP血C1PLES陽(yáng)D叭舊YSOFSTO魷妞倒山GHAV茂M目匕月吐MOSTCO理沈肚比T苗，眾沼。山心HIS加加NDEDTOAP聲。朗BECWIN此拌RSPECTLVEOF娜尹E面CSINTHEHOPEOFTA上訪9目VANL巨GESOF此HOLI幣CDATL甘EAND，叨柱。畫(huà)。時(shí)EGORIZ呱IONOFTI五，叩懷。留H即DTO””SE血E伍CIED‘YOFEN薛SH協(xié)AC血GASWELASGAI州山GAD俄PER皿D曰RS?？贒INGOF娜沖ER苗CSASALIN別波ICTHEORYT五EBASIC價(jià)滋10ALEOF面SN煞睡ARCHISU坦TTAG口創(chuàng)ICSWA月ORIGINAT目偽峨見(jiàn)沙山即對(duì)么沁9助D。目EGORIZ血9加M即B引曰UT詞拼A比因以聲泊以翔IN面S10NA叮朋D。七LK加95IT臼吮UEVEDTOHA代址GHAPPLICABILITYANDTH世眾留IB讓ITYFORTHEP明扣SEOF面SRESE肚C瓦M(jìn)。比。VE‘由巴FOUNDEROF血STHEORYCLAIM目THATTHE切腳E面CTHEO甲ISANANPU4舊SETHEO叮SOP茂，阻口BLY，ITCANALSOBE可甲LIEDTO奴偽MP0SITION協(xié)明腸山9T七US，血田匆OREFTISD五七CLEDTO業(yè)。甲扭生由ONOF娜沖E面CS胡DAPPL如邑9面5煞巾RO朗HTOENGLI北州和51石ON麗TING此LATERRE日目TS加，。MOPOSITIVE血山邑95叨HLCHCO川云MITSFEASIBILITYANDEFI雙IV姍SFOR阮A(yù)SSIGNEDP夢(mèng)POSE，ITIS偽朋D吐口T阮切9口叨五CAPPROACHISABLETO址垃山E，AT，側(cè)TINGINITSAL出P留TS，INCL訓(xùn)如GFORL氏ME別山口9，丘M而嘰幼D公”VEALTH。刀ATICSUB川泊。CEORSUBJECTN均八ERWL五CHBASNOTBEENSYSTEM如C叨YB肛LDLEDINCONVEDTIONALAPPRO即HCSB留目ON即CHCO出IDERA6ONS，也EM幻NCONTENTSANDORG助血西ONS哪EXPRESEDIN此FOUO，幾NGSEQUENCINC玩甲TERL出ER加心OD朋INGENGLISH，廳LTINGINGENERUL，THEAU倉(cāng)LORPRESE創(chuàng)切THETHESISSTATEMER瓏山。D止比功司OROBJECTIV翩幼DSOLLEFORU垃5優(yōu)歇欲RCHASWEUASTHERATLO詞EANDMETHODO10GICALCO口舊IDERATLONSOF面5那，目址CILC加甲IERLISDEVOTEDTODE血血950刃QECODCEPTSANDTE口刀‘OFCOMPOSITIONWRIT噸，助DTHECONVENTIO幾ALAPPROACHESTO面SUNDE比止ING，INCL訓(xùn)如GSTNK燦RAL，DISCOURSAL，殉USTIC，比ETORICANDPROCED也ALAPPROACBES山。加日D餌拌明YOFTHEN

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文威廉斯文化研究視閾中的文學(xué)理論及意義姓名晏萍申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)文藝學(xué)指導(dǎo)教師于永順20080508威廉斯文化研究視閾中的文學(xué)理論及意義ABSTRACTSINCEWESTERNCULTURALSTUDYTHEORYCAMETOCHINA，IT’SBEENOVERTWENTYYEARS，AFTERCHINESETRANSFORMATIONANDCONSTRUCTION，THISORIGINALLYMARHALTHEORYCHANGEDINTOCONTEMPORARYPRACTICALLEARNING，ATTHESAMETIME，EXTENSIVECULTURALSTUDYORCULTUREFREESTUDYHASBEENRISING，THISPHENOMENONREFLECTSESPECIALLYINLITERARYSTUDYINTHATWAYWHATISCULTUREINTHEENDWHATISCULTURALSTUDYWHAT’STHERELATIONSHIPBETWEENCULTURALSTUDYANDLITERARYTHEORYITRYTOTAKERAYMONDWILLIAMSWHOWASTHELEADERINCULTURALSTUDYASANEXAMPLE，TODISCUSSTHELITERARYTHEORYUNDERWILLIAMS’CULTURALSTUDYANDITSMODEMSIGNIFICANCEFIRSTLYIGIVETHEDEFINITIONTOTHEWORD“CULTURE”，ANDEMPHASIZETHEINDETERMINATE、DIFFICULTYANDARGUMENTOFTHEDEFINITION；AFTERWARDS，TRACETOTHESOURCEOFCULTURALSTUDY’SHISTORYEXPOUNDCULTURALSTUDYPRODUCEDTHEESTABLISHMENTOFCONTEMPORARYCULTURALSTUDYCENTENDURINGEARLYDAYSOFTHECENTER，RAYMONDWILLIAMSW，ASKEYPERSON，HISTHEORYHASGOTPROFOUNDANDFARREACHINGINFLUENCEONWORLDWIDECULTURALSTUDYONTHEBASISOFINTRODUCINGMODEMWESTERNCULTURALSTUDY’SMORPHOLOGY，CLASSIFICATION，ANDTHREETHEORETICALCHARACTERISTICSPRACTICALNESS，POLITICALNESS、INTERDISCIPLINARALNESS，THEFOCALPOINTISTOANALYZEANDDISCUSSWILLIAMS’LITERARYTHEORYINHISCULTURALSTUDYFIRSTOFALL，SUMMARIZINGLYRECOMMEDRAYMONDWILLIAMS，POINTOUTHISLITERATUREBACKGROUNDWASPROFOUNDANDHISFAMILYBACKGROUNDWASWORKINGCLASS，WHICHINFLUENCEDHISTHEORYANDIDEOLOGYALOT，ANDTHEN，SUMMARIZEWILLIAMS’DEFINITIONTO‘CULTURE”，STRESSTHATTHEMOSTIMPORTANTTHEMEINHISDIFFERENTWORKSISCULTUREISWHOLESOCIALLIFE，THISISTHEBASISANDSTARTINGPOINTOFWILLIAMS’CULTURALTHEORY‘SECONDARYTHISPAPERTAKE‘‘CULTUREANDSOCIETY’，‘KEYWORDS’’，‘MARXISMANDLITERATURE”，F(xiàn)ORFOUNDATION，ANALYZEANDDISCUSSTHECOREIDEOLOGYOFWILLIAMS’CULTURALSTUDYCULTUREMATERIALISM，“CULTURALSOCIOLOGY’，ASWELLASTHEIMPORTANCEANDEXPANSIONTOLITERARYTHEORYINHISCULTURALSTUDYTHATIS，TOUSETEXTCLOSEREADINGTOBEINPROGRESSOFCULTURALSTUDYTHEREBYWILLIAMSBROADENTHEFIELDOFVISIONOFⅡ

簡(jiǎn)介：學(xué)校代碼10135論文分類(lèi)號(hào)學(xué)號(hào)20094011024研究生類(lèi)別全日制幽學(xué)芝占爹貉犬學(xué)碩士學(xué)位論文從“物性“向“心性”的轉(zhuǎn)移關(guān)于蘇軾畫(huà)學(xué)理論的探究FROM‘‘OBJECT’’TOTHE‘‘DISPOSITION’’OFTRANSFER__’_____RESEARCHONTHEARTTHEORYOFSUSHI學(xué)科門(mén)類(lèi)一級(jí)學(xué)科學(xué)科、專(zhuān)業(yè)研究方向申請(qǐng)人姓名指導(dǎo)教師姓名文學(xué)藝術(shù)學(xué)美術(shù)學(xué)中國(guó)古代繪畫(huà)美學(xué)田芳常存文教授二O一二年四月十日蘇軾，字子瞻，號(hào)東坡居士，四川眉山人。他是北宋時(shí)期著名的文學(xué)家、書(shū)法家和繪畫(huà)理論家，首先提出了“士人畫(huà)“，并開(kāi)創(chuàng)了“士人畫(huà)”的繪畫(huà)形式和風(fēng)格，對(duì)后世繪畫(huà)的發(fā)展產(chǎn)生了深遠(yuǎn)的影響。在當(dāng)時(shí)以宮廷繪畫(huà)占主導(dǎo)地位的時(shí)代，蘇軾能提出有別于宮廷繪畫(huà)的另一種不同的繪畫(huà)風(fēng)格，實(shí)在是需要勇氣的。這一繪畫(huà)思想一經(jīng)提出，經(jīng)過(guò)后世畫(huà)家的發(fā)展和繼承，產(chǎn)生了一種新的繪畫(huà)風(fēng)格就是“文入畫(huà)”。他的一些繪畫(huà)思想不僅在繪畫(huà)中得到發(fā)展，還在文學(xué)和書(shū)法中得到了應(yīng)用，在每個(gè)領(lǐng)域中達(dá)到了完美的融合。本文以從“物性“向“心性“的轉(zhuǎn)移為切入點(diǎn)，來(lái)對(duì)蘇軾畫(huà)學(xué)理論進(jìn)行探究。首先，通過(guò)對(duì)宮廷繪畫(huà)的代表性作品進(jìn)行分析，從而闡明宮廷繪畫(huà)表現(xiàn)“物性”的特點(diǎn)，進(jìn)而說(shuō)明宮廷繪畫(huà)的美學(xué)意義及特征；其次，通過(guò)對(duì)蘇軾的枯木竹石圖這一代表性作品的創(chuàng)作背景分析，來(lái)說(shuō)明蘇軾文入畫(huà)表現(xiàn)“心性“的特點(diǎn)，通過(guò)與宮廷繪畫(huà)作品進(jìn)行比較來(lái)體現(xiàn)蘇軾繪畫(huà)的畫(huà)學(xué)理論特點(diǎn)；第三，系統(tǒng)分析了蘇軾士入畫(huà)的理論成因；最后，說(shuō)明了蘇軾的士入畫(huà)及其畫(huà)學(xué)理論對(duì)后世繪畫(huà)的影響及意義。有鑒于此，全文由五個(gè)部分構(gòu)成一、緒論；二、從“物性“向“心性“轉(zhuǎn)變的表現(xiàn)；三、蘇軾士人畫(huà)的理論成因；四、對(duì)后世繪畫(huà)的影響及意義；五、小結(jié)。蘇軾的畫(huà)學(xué)理論主要是從“論畫(huà)以形似，見(jiàn)與兒童鄰’’、寓意于物與留意于物、常形不失見(jiàn)常理、“詩(shī)畫(huà)本一律，天工與清新“這四個(gè)方面來(lái)進(jìn)行闡釋?zhuān)睦L畫(huà)理論不僅如此。本文選取其重點(diǎn)理論進(jìn)行分析，進(jìn)一步說(shuō)明蘇軾的繪畫(huà)思想是在繼承前人繪畫(huà)理論的基礎(chǔ)上又有了新的發(fā)展和創(chuàng)新，追尋的繪畫(huà)準(zhǔn)則是“出新意于法度之中，寄妙理于豪放之外“的繪畫(huà)美學(xué)思想。他的繪畫(huà)思想和畫(huà)學(xué)理論，不僅對(duì)后世“文入畫(huà)“的發(fā)展產(chǎn)生了巨大的影響，而且對(duì)我們當(dāng)今藝術(shù)創(chuàng)作也有指導(dǎo)和借鑒的作用。

簡(jiǎn)介：青島大學(xué)碩士學(xué)位論文郁達(dá)夫文學(xué)理論批評(píng)探索姓名姬海英申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)中國(guó)現(xiàn)當(dāng)代文學(xué)指導(dǎo)教師曹安娜20070609指導(dǎo)教師曹安娜教授關(guān)鍵詞情緒表現(xiàn)；情調(diào)；文體結(jié)構(gòu)；話(huà)語(yǔ)；

簡(jiǎn)介：1多。分類(lèi)號(hào)UDC密級(jí)單位代碼10151基于語(yǔ)言經(jīng)濟(jì)學(xué)理論對(duì)上海世博中國(guó)展館簡(jiǎn)‘介漢譯英的研究韓佳彤指導(dǎo)教師高玉芬職稱(chēng)學(xué)位授予單位教授大連海事大學(xué)申請(qǐng)學(xué)位級(jí)別碩士學(xué)科專(zhuān)業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)論文完成日期2011年5JQ答辯日期2011年6月答辯委員會(huì)主席孚U●PJ鼻●FASTUDYONCHINESEENGLISHTRANSLATIONOFSHANGHAIEXPOPAVILIONINTRODUCTIONSFROMTHEPERSPECTIVEOFECONOMICSOFLANGUAGEATHESISSUBMITTEDTODALIANMARITIMEUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOF’MASTEROFARTSBYHANJIATONGLINGUISTICSANDAPPLIEDLINGUISTICSINFOREIGNLANGUAGESTHESISSUPERVISORPROFESSORGAOYUFENMARCH2011

簡(jiǎn)介：學(xué)校代碼10126分類(lèi)號(hào)學(xué)號(hào)31342056編號(hào)論文題目基于符號(hào)學(xué)理論指導(dǎo)下的城市媒介形象建構(gòu)一以?xún)?nèi)蒙古烏海市為例學(xué)院文學(xué)與新聞傳播學(xué)院專(zhuān)業(yè)新聞與傳播研究方向媒介經(jīng)營(yíng)管理姓名王雨佳指導(dǎo)教師張君浩201S年4月1S日基于符號(hào)學(xué)理論指導(dǎo)下的城市媒介形象建構(gòu)以?xún)?nèi)蒙古烏海市為例摘要城市作為人們居住、交流、貿(mào)易的聚集地，負(fù)載著眾多的文化符號(hào)以及商業(yè)符號(hào)，城市的出現(xiàn)是人類(lèi)精神文明進(jìn)步的體現(xiàn)，2010年上海世博會(huì)的主題“城市，讓生活更美好”，讓城市獨(dú)具特色的功能形象展現(xiàn)在大眾面前，而通過(guò)大眾媒介所呈現(xiàn)出的城市形象也引起了人們的關(guān)注。一個(gè)城市的發(fā)展究竟應(yīng)該如何定位成一個(gè)讓人們可以通過(guò)城市的名字就可直接聯(lián)想到一個(gè)或幾個(gè)文化符號(hào)、如何通過(guò)大眾媒介傳達(dá)出最主要、最想廣而告之的信息，樹(shù)立一個(gè)旗幟鮮明的媒介形象迫在眉睫，成為了不同城市共同的發(fā)展思路。本文通過(guò)對(duì)傳統(tǒng)紙媒內(nèi)蒙古日?qǐng)?bào)、烏海日?qǐng)?bào)及新媒體“微烏?！盀鹾Ｐ侣劇蔽⑿殴娖脚_(tái)，微電影的研究，了解到烏海市在發(fā)展過(guò)程中，為達(dá)到經(jīng)濟(jì)的可持續(xù)發(fā)展，不斷地進(jìn)行城市發(fā)展改革與轉(zhuǎn)型，逐漸更改著原有的城市符號(hào)，不斷增添新的符號(hào)來(lái)更加深化城市整體形象，有序地進(jìn)行城市形象的全面轉(zhuǎn)型，在這個(gè)轉(zhuǎn)型的過(guò)程中又通過(guò)大眾媒介議程設(shè)置的功能，將這些新的符號(hào)不斷的進(jìn)行頭條、大版面的宣傳，以便使新的文化符號(hào)深入市民內(nèi)心。本論文通過(guò)論述媒介形象的概念、特點(diǎn)、意義及形象塑造和維持的手段，結(jié)合符號(hào)學(xué)原理，對(duì)烏海市的幾大城市符號(hào)深入分析，展現(xiàn)了在傳統(tǒng)媒介、新媒體中烏海的媒介形象。關(guān)鍵字媒介形象城市媒介形象；符號(hào)學(xué)理論；烏海市

簡(jiǎn)介：分類(lèi)號(hào)密級(jí)公開(kāi)UDC碩士學(xué)位論文葉嘉瑩詞學(xué)理論探究學(xué)位申請(qǐng)人張靜學(xué)科專(zhuān)業(yè)文藝學(xué)指導(dǎo)教師鄧新華教授二○一二年六月三峽大學(xué)碩士學(xué)位論文I三峽大學(xué)學(xué)位論文原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果，除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的作品成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體均已在文中以明確方式標(biāo)明，本人完全意識(shí)到本聲明的法律后果由本人承擔(dān)。學(xué)位論文作者簽名張靜日期201264

簡(jiǎn)介：我國(guó)高等院校拓展訓(xùn)練課程教學(xué)理論的研究論文隨機(jī)驗(yàn)證編號(hào)BT6162718112770IV摘要摘要從1995年起拓展訓(xùn)練在中國(guó)企業(yè)培訓(xùn)領(lǐng)域異軍突起，其新穎的教學(xué)模式和教學(xué)內(nèi)容得到了教育界的廣泛關(guān)注。近年來(lái)，我國(guó)部分高校將拓展訓(xùn)練課程納入到體育課程體系中來(lái)，力圖通過(guò)拓展課程獨(dú)特的教學(xué)模式去實(shí)現(xiàn)新時(shí)期體育課程的教學(xué)目標(biāo)。本研究采用文獻(xiàn)資料法、問(wèn)卷調(diào)查法、訪談?wù){(diào)查及數(shù)理統(tǒng)計(jì)法對(duì)我國(guó)高等院校的拓展課程教學(xué)理論進(jìn)行了探討，并得出以下結(jié)論（1）拓展訓(xùn)練課程是指在設(shè)定的情景或特定的環(huán)境條件下，以提高參與者的能力和素質(zhì)為主要目的，以心理挑戰(zhàn)為主要手段，以團(tuán)隊(duì)學(xué)習(xí)為組織形式，以游戲?yàn)橹饕顒?dòng)形式和載體，積極促進(jìn)參與者身心健康，進(jìn)而使參與者不斷豐富知識(shí)、熟練技能、完善人格的一門(mén)以體驗(yàn)式學(xué)習(xí)思想為主導(dǎo)的新型體育課程。（2）在制定拓展課程教學(xué)目標(biāo)時(shí)應(yīng)1）根據(jù)拓展課程的功能制定目標(biāo)。2）根據(jù)體育教學(xué)搭載文件制定教學(xué)目標(biāo)。3）根據(jù)本校學(xué)生專(zhuān)業(yè)特點(diǎn)和知識(shí)結(jié)構(gòu)制定教學(xué)目標(biāo)。4）根據(jù)體育學(xué)科的特點(diǎn)制定教學(xué)目標(biāo)。5）在陳述目標(biāo)時(shí)要做到清晰、具體。（3）本研究將揭示拓展項(xiàng)目類(lèi)屬聚合及其基本規(guī)律的理論界定為拓展項(xiàng)群理論據(jù)教學(xué)目標(biāo)主導(dǎo)因素、場(chǎng)地器材主導(dǎo)因素以及風(fēng)險(xiǎn)程度主導(dǎo)因素將拓展項(xiàng)目分為三個(gè)項(xiàng)群。拓展課程教學(xué)內(nèi)容的選擇應(yīng)從以下幾個(gè)方面進(jìn)行考慮1）教學(xué)目標(biāo)。2）場(chǎng)地器材等教學(xué)資源配置。3）學(xué)生的身心發(fā)展水平和專(zhuān)業(yè)特點(diǎn)。（4）拓展訓(xùn)練課程的理論基礎(chǔ)及原理包括教育學(xué)、心理學(xué)、體育科學(xué)（學(xué)校體育、運(yùn)動(dòng)人體科學(xué)運(yùn)動(dòng)保健、體育游戲）、社會(huì)學(xué)、管理學(xué)（組織行為學(xué)）、戶(hù)外運(yùn)動(dòng)、避險(xiǎn)求生知識(shí)等不同學(xué)科不同領(lǐng)域的知識(shí)和內(nèi)容。在拓展訓(xùn)練課程的教學(xué)過(guò)程中除了體現(xiàn)體驗(yàn)式學(xué)習(xí)的基本思想外，應(yīng)突出其作為體育課程的基本特點(diǎn)，無(wú)論是在教學(xué)模式的選擇、教學(xué)方法的運(yùn)用以及教學(xué)原則的貫徹上都應(yīng)以體育教學(xué)的基本特點(diǎn)為主。（5）狹義的拓展教學(xué)評(píng)價(jià)是以學(xué)生為評(píng)價(jià)對(duì)象，專(zhuān)指對(duì)學(xué)生在拓展課程學(xué)習(xí)過(guò)程中在知識(shí)與技能、過(guò)程與方法、情感態(tài)度以及價(jià)值觀等方面給予的判斷或評(píng)價(jià)。以教學(xué)目標(biāo)為導(dǎo)向的拓展課程的教學(xué)評(píng)價(jià)體系的一級(jí)指標(biāo)分為1社會(huì)適應(yīng)。2情感態(tài)度。3）身體健康。4）知識(shí)認(rèn)知。5運(yùn)動(dòng)技能五個(gè)維度。并我國(guó)高等院校拓展訓(xùn)練課程教學(xué)理論的研究論文隨機(jī)驗(yàn)證編號(hào)BT6162718112770VIABSTRACTOUTWARDBOUNDHASBEGUNTOBEPOPULARINTRAININGCOURSEFCHINESEENTERPRISESSINCE1995THEEVIDENTTRAININGEFFECTWASWIDELYPAIDATTENTIONOWINGTOTHEIGINALTEACHINGMODECONTENTWHICHISGOODFPSYCHOLOGICALWELLBEINGSOCIALADAPTABILITYOUTWARDBOUNDWASINTEGRATEDINTOCHINAPHYSICALEDUCATIONCURRICULUMSYSTEMINAPTIONOFCHINAACADEMIESINRECENTYEARSTHEACTIONWASTOSTRIVEFACHIEVINGNEWERATEACHINGTARGETTHROUGHUNIQUETEACHINGMODEPOSITIVEEFFECTTHEPAPERAPPLIESLITERATUREREVIEWCASESTUDYLIVEOBSERVATIONHIERARCHYANALYSISQUESTIONNAIREINTERVIEWMATHEMATICALSTATISTICSINRESEARCHINGOUTWARDBOUNDTEACHINGTHEYINCHINAACADEMIESTHERESULTASFOLLOWS（1）OUTWARDBOUNDISANEWTYPEOFCOURSEGIVENPRIITYTOEXPERIENCEDLEARNINGIDEAINCERTAINSCENECIRCUMSTANCEWHICHISAIMINGTOUPGRADETHEPARTICIPANTSKILLSCAPABILITIESBYMEANSOFALCHALLENGEGANIZEDBYTEAMWKSHAPEDINGAMESINDERTOBEMEPHYSICALLYMENTALLYHEALTHYKNOWLEDGEABLESKILLFULPERFECTPERSONALITY（2）THEESSENTIALFUNCTIONSOFOUTWARDBOUNDCOURSEINCHINAACADEMYINCLUDEINHEALTHEDUCATIONSKILLTRAININGSOCIALADAPTABILITY（3）OUTWARDBOUNDCOURSEISBASEDONPSYCHOLOGYMANAGEMENTACADEMYPHYSICALEDUCATIONSOCIOLOGYOUTDOMOVEMENTSKILLSEEKINGFSAFETHEPAPERISTODISCLOSETHEESSENTIALRULEOFCLUSTERINGPOLYMERIZATIONINOUTWARDBOUNDWHICHISNAMEDBYTHETHEYOFOUTWARDBOUNDITEMCLUSTERINGTHETHEYISDIVIDEDINTO3CATEGIESIENTEDFIELDEQUIPMENTIENTEDVENTURELEVELIENTEDTHECONTENTSOFOUTWARDBOUNDCOURSESHOULDTAKETEACHINGTARGETTEACHINGRESOURCECOLLOCATIONBODYMINDDEVELOPMENTLEVELTHEMAJACTERISTICINTOCONSIDERATION

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文韋勒克文學(xué)理論研究姓名李陽(yáng)申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)文藝學(xué)指導(dǎo)教師劉雨20050501ABSTRACTTHEDISSERTATIONREVIEWSTHEWELLEK’SLITERARYTHEORYFROMTHEBACKGROUNDOFTHE20‘“CENTURYLITERARYCRITICISM，STARTINGWITHTHEHACKLEOFHISTHEORYRESOURCES，ANDINDICATESDEFINITELYTHATTHEPHENOMENOLOGYISWELLEK’STHEORETICALBASIS，STRUCTURALISTLINGUISTICS、RUSSIANFORMALISMANDNEWCRITICISMISTHESTANDFROMWHICHWELLEKESTAHLISHEDHISTHEORETICALSYSTEMTHESECONDPARTDWELLSONTHELITERARYNOUMENONINCLUDINGSTRUCTURALONTOLOGYANDLITERARYESSENCEINWELLEK’SOPINION，THEWORKSOFARTSISTHESTRUCTURECOMPOSEDOFDENOTMIONSANDMEANINGSSTRUCTUREISNOTONLYTHEBASISBUTALSOTHECORECONCEPTOFWELLEK’STHEORYINADDITION，WELLEKASCRIBEDTHELITERARYESSENCESTOAESTHETIC、FICTIVEANDIMAGINARYCHARACTERBYCOMPARINGTHISSTRUCTUREWITLLTHEOTHERSYMBOLICSTRUCTURESTHETHIRDPARTFOCUSESONTHEDISCUSSIONABOUTINTRINSICANDEXTRINSICSTUDYTHEEXTRINSICSTUDYISABOUTTHEEXPERIENTIALEXISTENCE，HOWEVERTHEINTRINSICSTUDYISSUCHONEASTHESTRUCTUREWELLEKDECLAREDSOLEMNLYTHATTHEEXTRINSICSTUDYWILLLEADTOTHEFAILUREOFLITERARYRESEARCH，ANDTHEBESTAPPROACHOFLITERARYRESEARCHISTHEINTRINSICSTUDYHEDIVIDEDTHEWORKSOFARTSINTOTWOPARTSBREADTHWISEMATERIALANDSTRUCTURE，ANDTHREELEVELSLENGTHWAYSBASEDONTHEPONDERINGOFTHEINTRINSICANDEXTRINSICSTUDYTHELITERARYHISTORYISTHEDEVELOPMENTHISTORYOFTHELINGUISTICSTRUCTUREINTHEEND，THEDISSERTATIONREVALUATESTHEMERITSOFWELLEK’STHEORY，INFACT，THEWORKSOFLITERARYTHEORYCHANGEDTHETHINKINGMODE，ANDPLAYEDANIMPORTANTROLEINPROVOKINGTHEINTERNALREVOLUTIONINOURACADEMYATHESAMETIME，THEDOMESTICSCHOLARSEXERTSUCHENTHUSIASMANDCREATIVITYTHATCONSTRUCTOURLITERARYSTUDY111EDISSERTATIONANALYSESHISTHEORETICAL10CALIZATIONASWELLASHISMERITSKEYWORDSWELLEK；LITERARYTHEORY；INTRINSICSTUDY；EXTRINSICSTUDY；VALUELIMITATIONII

簡(jiǎn)介：武漢科技大學(xué)碩士學(xué)位論文基于文體學(xué)理論提高英語(yǔ)專(zhuān)業(yè)學(xué)生交際能力的應(yīng)用研究以高級(jí)英語(yǔ)課程為例姓名張哲申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師耿殿磊20081110武漢科技大學(xué)碩士學(xué)位論文第1I頁(yè)ABSTRACTINTHEPAST20YEARSALSO，MANYCHINESETEACHERSOFENGLISHHAVEEXPERIMENTEDININCORPORATINGSTYLISTICTHEORIESTOENGLISHTEACHINGV／SAV／STHETRADITIONRIDDENGRAMMARTRANSLATIONMETHODTHATHASPROVEDINADEQUATEHOWEVERTHERESEARCHUNDERTAKENINTHATRESPECT，TENTATIVEASITIS，SUFFERSSOMEDRAWBACKSTAKEFOREXAMPLEONEMAINTHRUSTOFTHERESEARCHEFFORTSTHATINAPPLYINGSTYLISTICSWITHTHEAIMOFIMPROVINGSTUDENTS’COMMUNICATIVECOMPETENCERESEARCHINTHISFILEDISBELIEVEDTOBEFLAWEDINATLEASTTWOASPECTSFORONE，MANYEXPLORATIONSAREOVERSIMPLIFIEDRATHERTHANTHOROUGH；FORANOTHERMANYSTOPATRECOMMENDINGTHEORETICALMODESTPROPOSALSINSTEADOFINVENTINGSOLUTIONSTOTHEPROBLEMTHEREOFBYSAYDESIGNINGFEASIBLESTRATEGIESFORREALLIFEPRACTICETHELATTERISEXACTLYWHATTHISTHESISISINTENDEDTOPURSUETHEEXPLORATIONINTHISTHESISFORANEWAPPROACHTOIMPROVINGSTUDENTS’COMMUNICATIVECOMPETENCEINENGLISHTEACHINGUNDERGOESSEVERALSTEPSATTHEOUTSETAFTERINTRODUCTIONPART，THETHESISCLARIFIESTHEDEFINITIONSOFSTYLISTICSANDCOMMUNICATIVECOMPETENCE，BASEDONWHICHITESTABLISHESTHELINKSBETWEENTHETWOCONCEPTSSTYLISTICS，勰ALINGUISTICSTUDYOFSTYLE，AIMSTOENABLETHELEARNERTOPERFORMAPPROPRIATELANGUAGEUSEONTHECONSIDERATIONOFSTYLEWITHTHETASKOFDESCRIBINGLANGUAGEFEATURESOFDIFFERENTSTYLESCOMMUNICATIVECOMPETENCE，THOUGHOFTENTIMESDEFINEDVARIABLYISGENERALLYACCEPTEDTOBETHECOMBINATIONOFGRAMMARCOMPETENCESOCIOLINGUISTICCOMPETENCE，DISCOURSECOMPETENCEANDSTRATEGICCOMPETENCETHECONNECTIONSBETWEENSTYLISTICSANDCOMMUNICATIVECOMPETENCEAREEXPRESSEDMAINLYINTWOASPECTS1THEDESCRIBEDLANGUAGEFEATURESOFSTYLESARECLOSELYRELATEDTOGRAMMARCOMPETENCE；AND2BOTHSTYLISTICSANDCOMMUNICATIVECOMPETENCEEMPHASIZETHEAPPROPRIATEUSEOFLANGUAGEINCHAPTERTHREE，THETHESISPROCEEDSTOANALYZETHENECESSITYANDFEASIBILITYOFAPPLYINGSTYLISTICSINTEACHINGENGLISHTOENGLISHMAJORSFROMTHEPERSPECTIVESOFMATERIALSFEATURES，TEACHINGRESOURCEANDTHEORETICALSUPPORT，嬲WELLASCOURSENEEDS，TEACHINGCONSTRAINTSANDTEACHINGSYLLABUS，RESPECTIVELYCHAPTERFOURSUMMARIZESTHEUSEFULSTYLISTICKNOWLEDGEFROMTHELEVELSOFLANGUAGESTRUCTURESANDTHECONCEPTOFCONTEXTTHEN，F(xiàn)ORTHEPURPOSEOFPROVIDINGPRACTICALSTRATEGIESOFTEACHING，CHAPTERFIVEFIRSTINTRODUCESTHEPROPORTIONALSYLLABUS硒THEGUIDETOFRAMEWORKDESIGNTHEPROPORTIONALSYLLABUSISGROUNDEDWITHTHEPRINCIPLEOFLANGUAGEUSE，ANDISTIGHTLYCONNECTEDTOSTYLISTICSANDCOMMUNICATIVECOMPETENCE，THUSLAYSTHELEGITIMATEBASEFORADOPTINGTHESYLLABUSINCOURSEDESIGNINGINWHATFOLLOWSCHAPTERFIVEOFTHETHESISDESCRIBESTHEPRINCIPLESOFFRAMEWORKDESIGNWITHABIDANCEOFTHEPROPORTIONALSYLLABUSTHETHESISTHENPROCEEDSTOACASESTUDYOFATYPICALCOURSECOMMONLYDELIVEREDTOTHETHIRDYEARENGLISHMAJORS

簡(jiǎn)介：山東大學(xué)碩士學(xué)位論文時(shí)空意識(shí)與中國(guó)文學(xué)理論的現(xiàn)代性以錢(qián)中文、余虹的現(xiàn)代性言說(shuō)為出發(fā)點(diǎn)姓名沈壯娟申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)文藝學(xué)指導(dǎo)教師譚好哲20030513ABSTRACTWHENAPHENOMENONOFTHEWORLDISSTUDIEDLOCATINGINTHECOORDINATESOFTIMEANDSPACE，THERESULTSWILLBEAFFECTEDBYTHECONCRETECONNOTATIONOFTIMEANDSPACE．TIMESPACECONSCIOUSNESSISTHECOORDINATESBYWHICHPEOPLECOGNIZETHINGS．THEDIVERSITYOFTIMESPACECONSCIOUSNESSRESULTSINDIFFERENTRECOGNITIONOFTHINGS．ALONGWITHTHERAPIDCHANGESOFSOCIETY，ECONOMYANDCULTUREINCHINAINTHERECENT20YEARS，PEOPLD3STIMESPACECONSCIOUSNESSISALSOCHANGINGRADICALLY．THISMAKESPEOPLECOGNIZETHINGSINNEWCOORDINATES．SINCE199D；，THEREHAVEBEENMANYTHEORETICALHOTSPOTSINTHEAREAOFCHINESELITERARYTHEORY，SUCH船APHASIA，THETRANSFORMATIONOFCLASSICALLITERARYTHEORY，GLOBALIZATION,WHICHARECONSEQUENTIALPRODUCTSWHENSCHOLARSSTUDYLITERARYTHEORYBASEDONCHANGINGTIMESPACECONSCIOUSNESS．THEREFORE，ITISVERYIMPORTANTFORCOGNITIONANDPRACTICETOKEEPANAWARENESSOFTIMESPACECONSCIOUSNESSWHICHISTHECOORDINATESINWHICHLITERARYPHENOMENAARESTUDIED．INTHISPAPERITISCONSIDEREDTHATTHEDISCUSSIONONTHEMODERNITYOFCHINESELITERARYTHEORYWITHINCHINESESCHOLARSINTHERECENTTENYEARSISTHEFOCUSREFLECTIONOFTHECHANGESANDCONFLICTOFTIMESPACECONSCIOUSNESS．THEREFORETHEFOCUSOFTHISARTICLEISLOCATEDONTHEREVIEWOFTIMESPACECONSCIOUSNESSTHATEXHIBITSINDIFFERENTVIEWPOINTSOFMODEMITYOFCHINESELITERARYTHEORYSINCE19902K．ACCORDINGTOTHEARGUMENTATIONOFTHISISSUE，THISPAPERGIVESTHECHANGESANDCONFLICTSOFTIMESPACECONSCIOUSNESSAINTENSIVEREADINGANDSTUDYBYCHOOSINGTHEMAINTEXTSOFTHISISSUETHETEXTSOFQIANZHONGWENANDYUHONG，INTHERANGEOFVIEWPOINTSOFMODERNITYOFCHINESELITERARYTHEORYANDINTHECONCRETESOCIALCONTEXT．ITISCONCLUDEDTHATTHEREHAVEBEENTWODIFFERENTTIMESPACECONSCIOUSNESSCOORDINATESINTHEREALMOFCHINESELITERARYTHEORYONETAKESTIMEASMAINAXIS，THEOTHERSPACE．THEAPPEARANCEOFTHEDIFFERENTHOTSPOTSINSTUDIESOFCHINESELITERARYTHEORY，INCLUDINGTHE3