簡介：江西師范大學碩士學位論文基于模型及建模觀的問題解決教學理論及實證研究姓名劉在芬申請學位級別碩士專業(yè)課程與教學論指導教師劉華祥20070501ABSTRACTCONTENTBASEDONTHESTUDYOFTHEINTERNALANDEXTERNALONPROBLEMSOLVINGANDMATHMATICALMODELINGINSTRUCTION，WEDEFINEWHATIS”GOODPROBLEM”，ANDGIVEDEFINITIONOFMODELSMODELINGPERSPECTIVEANDPROBLEMSOLVINGBASEDOILMODELSMODELINGPERSPECTIVEINTHISPAPERWEALSODISCUSSRULESOFITS’INTRUCTIONANDOFMODELTHATWHENSTUDENTSAREINTHEPROCESSOFPROBLEMWECARRIEDOATEXPERIMENTOFPROBLEMSOLVINGBASEDONMODELSMODELINGPERSPECTIVEFIRSTLY，TEACHERSHOULDCHOOSEDIFFERENTACCORDINGTODIFFERENTLEVELSTUDENTS，DEVELOPINTRUCTIONOFPROBLEMSOLVINGBASEDONMODELS＆MODELINGPERSPECTIVETOHELPSTUDENTSMASTERCONCEPUTALSYSTEMANDIMPROVETHEABILITIESOFPROBLEMSOLVINGWHILETHEYARECARRYINGTHOUGHPROBLEMSOLVINGANDCONSTRUCTINGMODELINEXPLORATIONANDCOOPERATIONSECONDLY，TEACHERSCANWEAVE“REALLIFE”PROBLEMCONTAINEDCONCEPTUALSYSTEM，SOTHATDEVOLEPSTUDENTS’THINKING’SCHARACTERANDPROMOTECHANGEOFTHEIRTHINKINGSOMERESULTSOFTHERESEARCHHAVEBEENPOINTED，ANDSOMEEXPECTATIONSOFTHEINSTRUCTIONOFPROBLEMSOVLINGBASEDONMODELSMODELINGPERSPECTIVEKEYWORDMODELSMODELING；PROBLEMSOLVING；CONCEPTUALSYSTEM；INSTRUCTION

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

簡介：2005屆專業(yè)碩士學位論文學校代碼遂6爹203S‘學號JS02080441饕憩瞬箍震謦任務型語言教學理論與中學英語教學實踐的整合院系處語堂隧專業(yè)麴直亟墓適≥研究方向墓亟塾堂洼指導教師韭壹蕉酗熬援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

簡介：曲阜師范大學碩士學位論文論胡適的文學理論與批評姓名張超申請學位級別碩士專業(yè)中國現(xiàn)當代文學指導教師卜召林20050401TALKABOUTTHELITERARYTHEORYCRITICISMOFHUSHIHUSHITOOKTHEVIEWOFHISTORYOFTHESOCIALDEVELOPMENTASTHEPOINTOFDEPARTMENT，EMPHASIZINGTHATTHECHARACTERISTICOFLITERARYDEVELOPMENTWASITSLINEARPROGRESSHEBELIEVEDTHATTHE1ITERATUREINTHEFUTUREWOULDBEDIFRERENTANDADVANCED，WHICHWASTHEINEVITABLERESULTOFTHEEVOLUTIONHEADVOCATEDTHATTHECONTENTOF1ITERATURESHOULDBEPUTINTOTHEVASTSOCIAL1IFEWHICHWASCONSIDEREDASTHESOURCEOFITANDTHEMOTIVEFORCEOFTHEVICISSITUDEHETHOUGHTTHATONLYBYPAYINGATTENTIONTOTHEONTHESPOTOBSERVATIONANDBLENDINGONE’SOWNSPECIALEXPERIENCECALLYOUREACHTHESTATETHATONECONLDOBSERVETHEREALITVOFOURSOCIETYANDGIVE丘EEREINTOONE’SOWNIMAGINATIONAFTERWHICHTHEEXCELLENTLITERARYWORKWOULDBECREATEDHUCONSIDEREDMUCHOFTHECHARACTERISTICOFTHEOBJECTSTHATWOULDRECEIVETHELITERARYWORKANDTHEIRPECULIARITYOFTHEWAYT11EVREEEIVEIT，PAYINGMUCHATTENTIONTOTHEREADER’SREACTINGFORCEOFTHELITERARYVERSIONANDTHEIMPOSSIBILITYOFTHEREEXPLANATIONINTHEACCEPTATIONOF1ITERATUREINORDERTOMAKELITERATUREASAT001OFAROUSINGTHEMASSESOFTHEPEOPLETOTAKEPARTINTHENATIONALREJUVENATIONCAMPAIGN，HUTRIEDHISBESTTOMAKETHEWRITINGSINTHEVERNACULARASTHOBASICMEDIUMOFALLTHEWRITTENCOMMUNICATIONHETURNEDTHEFUNCTIONOFLITERARYTRANSFOMMTIONTOINCREASETHEMEMBERSOFREADERGROUPAFTERREADINGTHELITERARYWORK，THEREADERSWOULDGETACLEARUNDERSTANDINGOFTHEREALITYOFCHIUAATTHATTIMEWHICHWOULDREACHTHEUTILITYAIMOFREMAKINGTHESOCIETYTHELITERARYCONCEPTOFHUEMPHASIZEDTHEOBJECTIVITYTHEACCURACYANDTHESCIENTIFICNATURE，CONSIDERINGTHELITERARYWORKASATOOL，MAKINGTHELITERARYCRITICISMEMEACIOUSWHETHERALITERARYWORKWASGOODORNOTWASBASEDONTHEEFFECTEXPRESSEDBYIT‘‘INSTRUMENT’’WASTHEMOSTIMPORTANTCRITERIAFORTHEFIXEDPOSITIONOFALITERARYWORKTHEFORNLOFCHINESELITERARYWORKSWASINCOMPLETEINHU’SEYESHEEMPHASIZEDTHELEARNINGFROMTHE“FIRSTRATE”MODELINTHEWESTLITERATUREHUSTRESSEDTHEMETHODOLOGYINTHELITERARYTHEORYANDCRITICISMHECONSIDEREDTHESCIENTISM，WHICHWASSYNTHESIZEDBYDUWEI’SPRAGMATISMCHINESETRADITIONALSINOLOGYMETHODANDTHESTUDYMETHODOFTHESCHOLARSINQINGDYNASTYTHEBESTGENERALIZATIONOFHU’SMETHODOLOGYWAS‘THECONCRETIZATIONANTITHEABSTRACTION”KEYWORDSHUSHI，LITERARYTHEORYLITERARYCRITICISM2

簡介：英語寫作教學在英語教學中的地位一直舉足輕重。盡管各種語言學理論層出不窮，但英語寫作教學的方式與方法卻一直保持基本不變。法位語一直致力于從整體上研究語言，并且以一種新的視角對語言及各種人類行為進行歸類與分析。本文試圖將法位學理論與作文教學結(jié)合，以期能夠?qū)ふ业揭环N更為有效的教學方法，進而提高英語寫作教學的效率。與此同時，加深對法位學這種語言學理論的理解與掌握。法位學的出現(xiàn)可溯源自傳教過程中的實踐活動。通過對這些實踐活動加以歸納，再將其上升為理論，便逐漸形成法位學的理論觀點。本文的研究方法便是基于該語言學理論。鑒于法位學理論源自各式實踐活動，因此，有理由相信，法位學理論與本文提及的研究具有高度的適應性與契合性。以外，由于法位語可以用于解釋一切人類活動，因此，該理論應同樣適用于英語寫作教學。本文的主要目的在于對法位學進行基本的闡釋，并將其與英語寫作教學結(jié)合，并且已經(jīng)獲得一些具有積極意義的成果。這進一步印證了法位學對本文從事研究項目的適用性。法位學，作為本文的基本理論框架，能夠從整體上把握作文教學的各方面，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英語寫作進行概述。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。第二章對寫作教學中所涉及的一些概念及術(shù)語進行定義，并且概述了傳統(tǒng)的寫作教學方法。這些方法分別側(cè)重于結(jié)構(gòu)，語篇，文體，修辭與寫作步驟。同時還指出了現(xiàn)存教學方法的不足以及探討新教學方法的必要性。第三章主要介紹法位學。包括介紹法位學的起源，基本概念，理論構(gòu)成及其應用。以外，還探討了其作為寫作教學理論的可能性。并從概念與原理方面對該可能性加以驗證。第四章詳細闡述了法位學與寫作教學相結(jié)合的過程。首先對傳統(tǒng)教學方法進行比較性分析，隨后在認知與心理學基礎(chǔ)上對法位語在寫作教學中的應用加以詳細闡述。本章詳細闡述了在該章中所提出的九元框架，且在兩個層面上對其加以驗證。這兩個層面分別是寫作教學中圍繞主題的分析過程與對兩項傳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IYANDB朋比即加月UCN“月BYAVADETYOFLIN腳STICTHEORIES，BUT觸BASLC娜DINGP血C1PLES陽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。時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價滋10ALEOF面SN煞睡ARCHISU坦TTAG口創(chuàng)ICSWA月ORIGINAT目偽峨見沙山即對么沁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。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ASSIGNEDP夢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訓如GSTNK燦RAL，DISCOURSAL，殉USTIC，比ETORICANDPROCED也ALAPPROACBES山。加日D餌拌明YOFTHEN

簡介：遼寧師范大學碩士學位論文威廉斯文化研究視閾中的文學理論及意義姓名晏萍申請學位級別碩士專業(yè)文藝學指導教師于永順20080508威廉斯文化研究視閾中的文學理論及意義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

簡介：學校代碼10135論文分類號學號20094011024研究生類別全日制幽學芝占爹貉犬學碩士學位論文從“物性“向“心性”的轉(zhuǎn)移關(guān)于蘇軾畫學理論的探究FROM‘‘OBJECT’’TOTHE‘‘DISPOSITION’’OFTRANSFER__’_____RESEARCHONTHEARTTHEORYOFSUSHI學科門類一級學科學科、專業(yè)研究方向申請人姓名指導教師姓名文學藝術(shù)學美術(shù)學中國古代繪畫美學田芳常存文教授二O一二年四月十日蘇軾，字子瞻，號東坡居士，四川眉山人。他是北宋時期著名的文學家、書法家和繪畫理論家，首先提出了“士人畫“，并開創(chuàng)了“士人畫”的繪畫形式和風格，對后世繪畫的發(fā)展產(chǎn)生了深遠的影響。在當時以宮廷繪畫占主導地位的時代，蘇軾能提出有別于宮廷繪畫的另一種不同的繪畫風格，實在是需要勇氣的。這一繪畫思想一經(jīng)提出，經(jīng)過后世畫家的發(fā)展和繼承，產(chǎn)生了一種新的繪畫風格就是“文入畫”。他的一些繪畫思想不僅在繪畫中得到發(fā)展，還在文學和書法中得到了應用，在每個領(lǐng)域中達到了完美的融合。本文以從“物性“向“心性“的轉(zhuǎn)移為切入點，來對蘇軾畫學理論進行探究。首先，通過對宮廷繪畫的代表性作品進行分析，從而闡明宮廷繪畫表現(xiàn)“物性”的特點，進而說明宮廷繪畫的美學意義及特征；其次，通過對蘇軾的枯木竹石圖這一代表性作品的創(chuàng)作背景分析，來說明蘇軾文入畫表現(xiàn)“心性“的特點，通過與宮廷繪畫作品進行比較來體現(xiàn)蘇軾繪畫的畫學理論特點；第三，系統(tǒng)分析了蘇軾士入畫的理論成因；最后，說明了蘇軾的士入畫及其畫學理論對后世繪畫的影響及意義。有鑒于此，全文由五個部分構(gòu)成一、緒論；二、從“物性“向“心性“轉(zhuǎn)變的表現(xiàn)；三、蘇軾士人畫的理論成因；四、對后世繪畫的影響及意義；五、小結(jié)。蘇軾的畫學理論主要是從“論畫以形似，見與兒童鄰’’、寓意于物與留意于物、常形不失見常理、“詩畫本一律，天工與清新“這四個方面來進行闡釋，但他的繪畫理論不僅如此。本文選取其重點理論進行分析，進一步說明蘇軾的繪畫思想是在繼承前人繪畫理論的基礎(chǔ)上又有了新的發(fā)展和創(chuàng)新，追尋的繪畫準則是“出新意于法度之中，寄妙理于豪放之外“的繪畫美學思想。他的繪畫思想和畫學理論，不僅對后世“文入畫“的發(fā)展產(chǎn)生了巨大的影響，而且對我們當今藝術(shù)創(chuàng)作也有指導和借鑒的作用。

簡介：青島大學碩士學位論文郁達夫文學理論批評探索姓名姬海英申請學位級別碩士專業(yè)中國現(xiàn)當代文學指導教師曹安娜20070609指導教師曹安娜教授關(guān)鍵詞情緒表現(xiàn)；情調(diào)；文體結(jié)構(gòu)；話語；

簡介：1多。分類號UDC密級單位代碼10151基于語言經(jīng)濟學理論對上海世博中國展館簡‘介漢譯英的研究韓佳彤指導教師高玉芬職稱學位授予單位教授大連海事大學申請學位級別碩士學科專業(yè)外國語言學及應用語言學論文完成日期2011年5JQ答辯日期2011年6月答辯委員會主席孚U●PJ鼻●FASTUDYONCHINESEENGLISHTRANSLATIONOFSHANGHAIEXPOPAVILIONINTRODUCTIONSFROMTHEPERSPECTIVEOFECONOMICSOFLANGUAGEATHESISSUBMITTEDTODALIANMARITIMEUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOF’MASTEROFARTSBYHANJIATONGLINGUISTICSANDAPPLIEDLINGUISTICSINFOREIGNLANGUAGESTHESISSUPERVISORPROFESSORGAOYUFENMARCH2011

簡介：學校代碼10126分類號學號31342056編號論文題目基于符號學理論指導下的城市媒介形象建構(gòu)一以內(nèi)蒙古烏海市為例學院文學與新聞傳播學院專業(yè)新聞與傳播研究方向媒介經(jīng)營管理姓名王雨佳指導教師張君浩201S年4月1S日基于符號學理論指導下的城市媒介形象建構(gòu)以內(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，負載著眾多的文化符號以及商業(yè)符號，城市的出現(xiàn)是人類精神文明進步的體現(xiàn)，2010年上海世博會的主題“城市，讓生活更美好”，讓城市獨具特色的功能形象展現(xiàn)在大眾面前，而通過大眾媒介所呈現(xiàn)出的城市形象也引起了人們的關(guān)注。一個城市的發(fā)展究竟應該如何定位成一個讓人們可以通過城市的名字就可直接聯(lián)想到一個或幾個文化符號、如何通過大眾媒介傳達出最主要、最想廣而告之的信息，樹立一個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。本文通過對傳統(tǒng)紙媒內(nèi)蒙古日報、烏海日報及新媒體“微烏?！盀鹾Ｐ侣劇蔽⑿殴娖脚_，微電影的研究，了解到烏海市在發(fā)展過程中，為達到經(jīng)濟的可持續(xù)發(fā)展，不斷地進行城市發(fā)展改革與轉(zhuǎn)型，逐漸更改著原有的城市符號，不斷增添新的符號來更加深化城市整體形象，有序地進行城市形象的全面轉(zhuǎn)型，在這個轉(zhuǎn)型的過程中又通過大眾媒介議程設(shè)置的功能，將這些新的符號不斷的進行頭條、大版面的宣傳，以便使新的文化符號深入市民內(nèi)心。本論文通過論述媒介形象的概念、特點、意義及形象塑造和維持的手段，結(jié)合符號學原理，對烏海市的幾大城市符號深入分析，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；符號學理論；烏海市

簡介：分類號密級公開UDC碩士學位論文葉嘉瑩詞學理論探究學位申請人張靜學科專業(yè)文藝學指導教師鄧新華教授二○一二年六月三峽大學碩士學位論文I三峽大學學位論文原創(chuàng)性聲明本人鄭重聲明所呈交的學位論文，是本人在導師的指導下，獨立進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人或集體已經(jīng)發(fā)表或撰寫過的作品成果。對本文的研究做出重要貢獻的個人和集體均已在文中以明確方式標明，本人完全意識到本聲明的法律后果由本人承擔。學位論文作者簽名張靜日期201264

簡介：我國高等院校拓展訓練課程教學理論的研究論文隨機驗證編號BT6162718112770IV摘要摘要從1995年起拓展訓練在中國企業(yè)培訓領(lǐng)域異軍突起，其新穎的教學模式和教學內(nèi)容得到了教育界的廣泛關(guān)注。近年來，我國部分高校將拓展訓練課程納入到體育課程體系中來，力圖通過拓展課程獨特的教學模式去實現(xiàn)新時期體育課程的教學目標。本研究采用文獻資料法、問卷調(diào)查法、訪談調(diào)查及數(shù)理統(tǒng)計法對我國高等院校的拓展課程教學理論進行了探討，并得出以下結(jié)論（1）拓展訓練課程是指在設(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，以團隊學習為組織形式，以游戲為主要活動形式和載體，積極促進參與者身心健康，進而使參與者不斷豐富知識、熟練技能、完善人格的一門以體驗式學習思想為主導的新型體育課程。（2）在制定拓展課程教學目標時應1）根據(jù)拓展課程的功能制定目標。2）根據(jù)體育教學搭載文件制定教學目標。3）根據(jù)本校學生專業(yè)特點和知識結(jié)構(gòu)制定教學目標。4）根據(jù)體育學科的特點制定教學目標。5）在陳述目標時要做到清晰、具體。（3）本研究將揭示拓展項目類屬聚合及其基本規(guī)律的理論界定為拓展項群理論據(jù)教學目標主導因素、場地器材主導因素以及風險程度主導因素將拓展項目分為三個項群。拓展課程教學內(nèi)容的選擇應從以下幾個方面進行考慮1）教學目標。2）場地器材等教學資源配置。3）學生的身心發(fā)展水平和專業(yè)特點。（4）拓展訓練課程的理論基礎(chǔ)及原理包括教育學、心理學、體育科學（學校體育、運動人體科學運動保健、體育游戲）、社會學、管理學（組織行為學）、戶外運動、避險求生知識等不同學科不同領(lǐng)域的知識和內(nèi)容。在拓展訓練課程的教學過程中除了體現(xiàn)體驗式學習的基本思想外，應突出其作為體育課程的基本特點，無論是在教學模式的選擇、教學方法的運用以及教學原則的貫徹上都應以體育教學的基本特點為主。（5）狹義的拓展教學評價是以學生為評價對象，專指對學生在拓展課程學習過程中在知識與技能、過程與方法、情感態(tài)度以及價值觀等方面給予的判斷或評價。以教學目標為導向的拓展課程的教學評價體系的一級指標分為1社會適應。2情感態(tài)度。3）身體健康。4）知識認知。5運動技能五個維度。并我國高等院校拓展訓練課程教學理論的研究論文隨機驗證編號BT6162718112770VIABSTRACTOUTWARDBOUNDHASBEGUNTOBEPOPULARINTRAININGCOURSEFCHINESEENTERPRISESSINCE1995THEEVIDENTTRAININGEFFECTWASWIDELYPAIDATTENTIONOWINGTOTHEIGINALTEACHINGMODECONTENTWHICHISGOODFPSYCHOLOGICALWELLBEINGSOCIALADAPTABILITYOUTWARDBOUNDWASINTEGRATEDINTOCHINAPHYSICALEDUCATIONCURRICULUMSYSTEMINAPTIONOFCHINAACADEMIESINRECENTYEARSTHEACTIONWASTOSTRIVEFACHIEVINGNEWERATEACHINGTARGETTHROUGHUNIQUETEACHINGMODEPOSITIVEEFFECTTHEPAPERAPPLIESLITERATUREREVIEWCASESTUDYLIVEOBSERVATIONHIERARCHYANALYSISQUESTIONNAIREINTERVIEWMATHEMATICALSTATISTICSINRESEARCHINGOUTWARDBOUNDTEACHINGTHEYINCHINAACADEMIESTHERESULTASFOLLOWS（1）OUTWARDBOUNDISANEWTYPEOFCOURSEGIVENPRIITYTOEXPERIENCEDLEARNINGIDEAINCERTAINSCENECIRCUMSTANCEWHICHISAIMINGTOUPGRADETHEPARTICIPANTSKILLSCAPABILITIESBYMEANSOFALCHALLENGEGANIZEDBYTEAMWKSHAPEDINGAMESINDERTOBEMEPHYSICALLYMENTALLYHEALTHYKNOWLEDGEABLESKILLFULPERFECTPERSONALITY（2）THEESSENTIALFUNCTIONSOFOUTWARDBOUNDCOURSEINCHINAACADEMYINCLUDEINHEALTHEDUCATIONSKILLTRAININGSOCIALADAPTABILITY（3）OUTWARDBOUNDCOURSEISBASEDONPSYCHOLOGYMANAGEMENTACADEMYPHYSICALEDUCATIONSOCIOLOGYOUTDOMOVEMENTSKILLSEEKINGFSAFETHEPAPERISTODISCLOSETHEESSENTIALRULEOFCLUSTERINGPOLYMERIZATIONINOUTWARDBOUNDWHICHISNAMEDBYTHETHEYOFOUTWARDBOUNDITEMCLUSTERINGTHETHEYISDIVIDEDINTO3CATEGIESIENTEDFIELDEQUIPMENTIENTEDVENTURELEVELIENTEDTHECONTENTSOFOUTWARDBOUNDCOURSESHOULDTAKETEACHINGTARGETTEACHINGRESOURCECOLLOCATIONBODYMINDDEVELOPMENTLEVELTHEMAJACTERISTICINTOCONSIDERATION

簡介：東北師范大學碩士學位論文韋勒克文學理論研究姓名李陽申請學位級別碩士專業(yè)文藝學指導教師劉雨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

簡介：武漢科技大學碩士學位論文基于文體學理論提高英語專業(yè)學生交際能力的應用研究以高級英語課程為例姓名張哲申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師耿殿磊20081110武漢科技大學碩士學位論文第1I頁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

簡介：山東大學碩士學位論文時空意識與中國文學理論的現(xiàn)代性以錢中文、余虹的現(xiàn)代性言說為出發(fā)點姓名沈壯娟申請學位級別碩士專業(yè)文藝學指導教師譚好哲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