WOWＴｈｅ Ｄｉｆｆｅｒｅｎｃｅｓ ｂｅｔｗｎｎｅ Ａｃｔｉｏｎ |
|
本文作者:细沙先生 发布时间:2012-01-24 01:27 |
|
| 本文作者： 刘阿莉 科技信息人文社科TheDifferencesbetweenActionResearchandtheTraditionalEducationalResearch渭南职业技术学院刘阿莉[Abstract]Actionresearchisamethodforthecombinationofteachingandresearch．Duetoitsoperativenessthemethodispaidmoreandmoreattention．Thepaperexpoundsthedifferencebetweenactionresearchandtraditionalteachingresearch，andaimstosuggestthattheformerisanimportantavenueforprofessionaldevelopment．[Keywords]actionresearchtraditionalteachingresearchdifferencel。 1’heoriginofactionresearchBeforetheSecondWorldWar，batchofJewPsychologistsmigratedtoAmerican。Thesepsychologiststookmorecareofsocialproblemsthanpsychologyproblems，KurtLewin(1946)knownasthefatherofsocialpsychologypointedoutteam。powertheorytoresearchsocialrelationship．Hethoughtthatresearchofsocialpsychologyshouldfac新开传奇etherealisticproblemsinsocietyandmanagetosolvethesesocialrealisticproblems．Hethereforeputforwardactionresearch。In50’sStephenCorer。theEducationalCollegeleaderinColumbiaUniversity(WangQiang，2002)insistedthatactionre-searchshouldbeusedineducationalarea．Heencouragedlcadersandteacherstoimprovetheirmanagementandteachingworkbyusingactionresearchmethods．Inthemiddleof70’s，influencedbyLawrenceStenhouseandJohnElliott，actionresearchwasfurtherdevelopmentforteachingtheoryandfromthenonactionresearchwaswidelyacknowledgedineducationalarea．Thetheoryofactionresearchisdevelopingrapidly，thedigferentdefinitionsareappearingcontinuously．But，thesedifferentdefinitionsareu网友推荐这技术nanimousinsomecharacteristics。FromthesedefinitionsweCanseethatactionresearchisaninquirywhichiscarriedOUtinteachingbyteachersandprincipals,isarigorousprocessofselfreflection，itspurposeistoimprovepractice．Thatistosay，actionresearchwhichcombinestheorywithpracticeallowsustoreflectourownconsciousanduncon-sciousactionsinordertoimprovetherationalityofourowned-ucationaIpractice．2．LimitationsoftraditionalteachingresearchThereare这个网游不好manydifficultiesandproblemsteachersfaceinconductingtraditionalteachingresearch。Teachershaveabigenoughjobtodobyteaching·withouthavingotherresponsibili-tiesthrustuponthem．Itisessentialthatsuchanimportantareatosocietyasteachingshouldbethoroughlyandcompetentlyresearched，butthevastmajorityofteachershaveneitherthetimenortheresources，northespecialisedexpertisetoundertaketraditionalresearchonanysignificantscale(Wallace，1998)．3．ThedifferencesTheauthorconsidersthattherearefivepointsofdiffer-encebetweenthemafterherlong--terminquiry．Firstly，actionresearchisresearchofactionfromthepointofobject(袁掇国，2000)．Intraditionalresearch，itistheresearcherwhoselectsthetopicaswellastheobjectofaresearchisthestudentsofacertainclassandhasnothingtodowiththeresearcherhimselforherself．Whileactionresearchnearlyalwaysarisesfromsomespecificproblemsorissuesthatariseoutoftheteachingprac-tice．Theproblemistheresearchfocuswhichmayinvolvestudents，teachers，teachingmethodsandmaterials。 Themost时portantproblemishowtOenabletheteacherscomprehendwhattheiractionsmean，whatinfluencestheiractionshavebroughtorwillbring．Teachersusetheresultintopracticeafterreflect-ingtheirownteachingactionandobservingstudents’learningprocess·Secondly，actionresearchisresearchinaction。Thetradi-tionalresearchattachesimportancetothat赶theresultcantestandverifythehypothesis。ActionresearchisnotcarriedOUtinlaboratoryorinlibrary，butintherealisticsituationwhereteacherswork。Inactionresearchteachersstudy，designplanandfindoutthesolutiontoimmediateandpressingproblem，teachersparticipateinthewholeprocessofresearchfrombe-ginningtoend．Theresearcheristhepeoplewhowillusethere-sult，andtheuserofresultisthepeoplewhocarriedOUttheresearch．Thirdly，thetraditionalresearchisashorttimeresearchinwhichresearcherstopstheresearchaftertheresultwasgot．Actionresearchisalastingandlongti矗leaction，isaIoopupprocess．Attheendofactionresearch，newproblemwillbepointedoutandtheteacherswillgoonstudyingtofacilitateteachingandresearch。Fourthly，thedifferencebetweenthemisdataanalysis．Theformerbesidestheobjectivedataofthelaterattachesirepot-tancetosubjectivefeelingsandtheinfluenceofcircumstances(王蔷，2002)．Thetechniquesofactionresearchincludeverbalreports，observation，interviews，questionnairesandobjectivedatabecauseofitscharacteristic．Atlast，thetraditionalresearchfocusesondevelopingtheo-r)rinordertoprovidemacroscopicconduct．Actionresearchisdifferentfromconventionalortraditionaltypesofresearchinthatitfocusesonindividualprofessionalpracticeandisnotsoconcernedwithmakinggeneraltheory．Itsmainaimistoimproveteachingpractice．4．Summary(下转第465页)·-463-科技信总人文社科法，语言多直接，热烈，戏剧的节奏也比较快，综合看来，像色彩浓爨戆噩方蓬。露在《牡鼹亭》枣，汤显摄匿细腻鲮笔触，接写了绵长的爱情故事，加入了鬼神的阑素，符合了中西传统文化的因果搬应说，综合着寒，则像写意蘧、出水蒗．第四点，莎士比亚和汤显祖的创作理念和原贝j也有很大不霹。莎±比亚的戏裂大都取材予l墨寅副零、小说、编年史或民惩传说，但在改写中注入了自己的思想，给旧题材赋予新颖、丰嚣、深刻的内容。在艺术表瑷上，他继承古代希腊罗马、中世纪英溪和文艺复兴时期欧洲戏剧的三大传统并加以发展，从内容到形式进提了刽造性擎薪。他鲍戏剧不受三一律束缚，突破悲剧、寡剧界限，努力反映生活的本来面目，深入探索人物内心奥秘，从面熊够塑造出众多性格复杂多榉、形象粪实生动敬人物典型，攒绘了广阔的、五光十色的社会生活图景，并以其博大、深刻、富习：诗意晕Ⅱ哲理著称。他的戏剧是为当时英国的舞赍和观众写作螅大众化的戏尉。因而，它其有悲誊交融、雅俗共赏以及时空自由、极力调动观众想象来弥李b舞台的蔺陋等特点。汤显租的剧作，檀根予现实生活的土壤，同时又显朱出高度的浪漫主义精神．代表作《牡丹亭》就以强烈的遗求个性解放的进步思想，无情地挟纛了J|搿朽封建道学的理念束缚。尤其是主人公植丽娘函予丰L教柬缚的复杂细腻哀愁和坚定执着的反抗性格，被作者以文采瑰丽的妙笔，刻滔得入朱三分．故事巾的入秘往往燕早已抉择好了，然艨在追求中有种种的苦难。他认为内褰比形式更重要，不能单纯强调盏髀格律蔼翻是邋覆，所清。凡文以意、麓、神、色隽主，滔者刻时，或有丽辞俊音可用，尔时能一一顾九宫四声否?如必按字模声，鄄有窒洚迸拽之藩，恐不能戚匐矣”(足牍《答整姜由》)。此外，联系剧作家与中西历史文化发展的关系，我们可以很疆确的看劐汤显稳垒活的裙健拣会，琵超莎±玩亚酚伊磊莎臼时代而言，要封闭落后得多，因此，汤显枫塑造出《牡丹亭》里杜嚣热这祥教予遣求鲞身掌箍静入物，更燕难麓霄责。三、结论莎±毙受秘汤显褪嚣使嚣{筝家，一答一东，俸晶串酌爱情生题异曲同工而又各具特点，这主援是由于二者所处的历史文化环壤戆异瑟，造戎了二者农事美麓点，剖俸瑾念上戆磋攘。在本文涉及的两个伟大的爱情戏剧中，都表现了爱情至上的主题传奇网，爱情可以超越伦理纲常，成为最强大的动力和最无可辩驳的理由．溪者戆茶园表现在：莎士毙薮戏剧中情与理戆孛突是年轻酶主人公为遗求婚姻爱情的自由与禁欲主义、封建家长包办制度、封建贵族世娩以及门第观念等盼捷争。 薅汤显担戏剧荧学孛约理则是和封建社会后期的程朱理学密切相关。受不茼宗教文化的影嚷，基督教秘佛教对文化影晚数差异表瑗在莎士毖亚积溺显椒的戏剧中，莎士比亚戏剧中对爱情的追求寝现为哭的追求，而汤显袒则为世俗驰欲懿追求。对爱情主题的塑造上，莎±比驻穰汤显祖在表现乎法上也有很犬的不同，热烈平口细腻形成鲜明的对比。莎士比溉秘汤显嘏的刨佟理念鞠原则也毫很大不屡。 莎±比亚的戏剧大都取材予f日有剧本、小说、编年史或民间传说，但农改写中注入了自已的思想，绘旧题材赋予簸鬏、豢富、深刻的内容。在艺术表现上，他继承古代希腊罗马、中世纪英国和文艺笈兴时期欧洲戏剧的篓大传统并加以发展，扶内容剥形式进行了创造憔革新。汤显祖的尉作，植根鼍：现实生活的土壤，同时又驻示出岗度的浪漫主义糟丰串。参考文献[13张泅洋，徐斌，张晓阳筹．《莎士比亚戏剧研究》，长畚：时代文艺妇版社，1991．[2]中国莎士比亟研究所编．《莎由比亚在中国》，上海：上海文艺出版社。1987．[3]亭天章．《莎士比亚一他的作品及其婶代》，上海：鬟患大学出版社，1986．[43李伟湃．‘说不尽的莎去比亚》，托索中聋科学出版社，2004．[5j许金鸶．《中嚣戏鸯文学文》，匏索：中莓文学出版社，1994．西j蔫育德．《汤盏勰诧璃》，琵索文纯艺术出蔽稿，1997。[7]江西文学艺术研究所编．《汤溉祖研究论文纂》。北京中溪戏巅瘐叛罄，1984。[8]孙海西．‘莎士比亚与汤显祖蠛剧美学比较》，济南：山东太学虫数壮，2004．(上徭第463页)Actionresearchov热血传奇erlapstheareasofresearchandprofes．sionaldevelopment，andforsomepracticingteachersmaywellformabridgebetweenthetwo．Theaim，however，isnottoturntheteacherintoaresearcher．buttOhelphimorhertOcontinuetodevelopasateacher，usingactionresearchasatoolinthisprocess(Wallace，1998)．References[1]Brown，H。D．PrinciplesofLanguageLearningandTeaching．[M]Englewood(Cliffs。 N)．PrenticeHall，1987．，[2]Lewin，K．ActionResearchandMinorityProblems。 CJ]SocialIssues，1946，2：3446[3]Richards，J．C．ReflectiveTeachinginSecondClassroom。 [M]NewYork：cup，1994[4]Richards，J．C．andT．S．Rodgers．ApproachesandMethodsinLanguageTeaching。 [M]Cambridge：CambridgeIJ-niversityPress，1986．[5]Scrivener，J．LearningTeachingAGuidebookforEng-lishLanguageTeachers。[M]Shanghai：ForeignLanguageTeachingPress，2002[5二Stenhouse，毛。AnIntroductiontOCurriculumofRe-searchandDevelopment．[M]HeinemannEducationalBookLtd。 ，1975[7]Wallace，M．J．ActionResearchforLanguageTeachers．[M]Beijing：PeopleEdueationPress，1998[8]Widowson，H．G。InnovationinTeac热血传奇herDevelopment．[J]AnnualReviewofAppliedLinguistics，1993，13：260--265[9]置蔷。英语教烽费动研究[M】l乏京："语教学与研宠出版社，2002[103袁振隧．教育教究方法[M]北京高等教育出版私，2000[11]邦敏，陈凤兰．教学行动研究在阅读中的应用[J]夕l-m教学与磺究，2000(6)：431--436·---465-～TheDifferencesbetwnneActionResearchandtheTraditionlEducationalResearch。 本文《Ｔｈｅ Ｄｉｆｆｅｒｅｎｃｅｓ ｂｅｔｗｎｎｅ Ａｃｔｉｏｎ Ｒｅｓｅａｒｃｈ ａｎｄ ｔｈｅＴｒａｄｉｔｉｏｎｌ Ｅｄｕｃａｔｉｏｎａｌ Ｒｅｓｅａｒｃｈ》 --- 作者： 刘阿莉 |
|
| 上一篇：ＵＧ软件教学与评价的实践 | 下一篇：ＥＲＰ环境的高职会计电算化人才素质培养 |