簡介：江西師范大學(xué)碩士學(xué)位論文基于模型及建模觀的問題解決教學(xué)理論及實(shí)證研究姓名劉在芬申請學(xué)位級別碩士專業(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”PROBLEMCONTAINEDCONCEPTUALSYSTEM，SOTHATDEVOLEPSTUDENTS’THINKING’SCHARACTERANDPROMOTECHANGEOFTHEIRTHINKINGSOMERESULTSOFTHERESEARCHHAVEBEENPOINTED，ANDSOMEEXPECTATIONSOFTHEINSTRUCTIONOFPROBLEMSOVLINGBASEDONMODELSMODELINGPERSPECTIVEKEYWORDMODELSMODELING；PROBLEMSOLVING；CONCEPTUALSYSTEM；INSTRUCTION

簡介：蠶鑭文誓碩士專業(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)教師姓名堡墨童專業(yè)學(xué)位名稱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

簡介：2005屆專業(yè)碩士學(xué)位論文學(xué)校代碼遂6爹203S‘學(xué)號JS02080441饕憩瞬箍震謦任務(wù)型語言教學(xué)理論與中學(xué)英語教學(xué)實(shí)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(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)理論與批評姓名張超申請學(xué)位級別碩士專業(yè)中國現(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

簡介：英語寫作教學(xué)在英語教學(xué)中的地位一直舉足輕重。盡管各種語言學(xué)理論層出不窮，但英語寫作教學(xué)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(jìn)行歸類與分析。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)而提高英語寫作教學(xué)的效率。與此同時(shí)，加深對法位學(xué)這種語言學(xué)理論的理解與掌握。法位學(xué)的出現(xiàn)可溯源自傳教過程中的實(shí)踐活動。通過對這些實(shí)踐活動加以歸納，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言學(xué)理論。鑒于法位學(xué)理論源自各式實(shí)踐活動，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，由于法位語可以用于解釋一切人類活動，因此，該理論應(yīng)同樣適用于英語寫作教學(xué)。本文的主要目的在于對法位學(xué)進(jìn)行基本的闡釋，并將其與英語寫作教學(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英語寫作進(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。第二章對寫作教學(xué)中所涉及的一些概念及術(shù)語進(jìn)行定義，并且概述了傳統(tǒng)的寫作教學(xué)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(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，還探討了其作為寫作教學(xué)理論的可能性。并從概念與原理方面對該可能性加以驗(yàn)證。第四章詳細(xì)闡述了法位學(xué)與寫作教學(xué)相結(jié)合的過程。首先對傳統(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)上對法位語在寫作教學(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)層面上對其加以驗(yàn)證。這兩個(gè)層面分別是寫作教學(xué)中圍繞主題的分析過程與對兩項(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(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。口DINGOF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(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學(xué)位級別碩士專業(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

簡介：學(xué)校代碼10135論文分類號學(xué)號20094011024研究生類別全日制幽學(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)于蘇軾畫學(xué)理論的探究FROM‘‘OBJECT’’TOTHE‘‘DISPOSITION’’OFTRANSFER__’_____RESEARCHONTHEARTTHEORYOFSUSHI學(xué)科門類一級學(xué)科學(xué)科、專業(yè)研究方向申請人姓名指導(dǎo)教師姓名文學(xué)藝術(shù)學(xué)美術(shù)學(xué)中國古代繪畫美學(xué)田芳常存文教授二O一二年四月十日蘇軾，字子瞻，號東坡居士，四川眉山人。他是北宋時(shí)期著名的文學(xué)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(fēng)格，對后世繪畫的發(fā)展產(chǎn)生了深遠(yuǎn)的影響。在當(dāng)時(shí)以宮廷繪畫占主導(dǎo)地位的時(shí)代，蘇軾能提出有別于宮廷繪畫的另一種不同的繪畫風(fēng)格，實(shí)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(fēng)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(xué)和書法中得到了應(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)，來對蘇軾畫學(xué)理論進(jìn)行探究。首先，通過對宮廷繪畫的代表性作品進(jìn)行分析，從而闡明宮廷繪畫表現(xiàn)“物性”的特點(diǎn)，進(jìn)而說明宮廷繪畫的美學(xué)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(diǎn)，通過與宮廷繪畫作品進(jìn)行比較來體現(xiàn)蘇軾繪畫的畫學(xué)理論特點(diǎn)；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(xué)理論對后世繪畫的影響及意義。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(xué)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(gè)方面來進(jìn)行闡釋，但他的繪畫理論不僅如此。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(zhǔn)則是“出新意于法度之中，寄妙理于豪放之外“的繪畫美學(xué)思想。他的繪畫思想和畫學(xué)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(dāng)今藝術(shù)創(chuàng)作也有指導(dǎo)和借鑒的作用。

簡介：青島大學(xué)碩士學(xué)位論文郁達(dá)夫文學(xué)理論批評探索姓名姬海英申請學(xué)位級別碩士專業(yè)中國現(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)；話語；

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

簡介：學(xué)校代碼10126分類號學(xué)號31342056編號論文題目基于符號學(xué)理論指導(dǎo)下的城市媒介形象建構(gòu)一以內(nèi)蒙古烏海市為例學(xué)院文學(xué)與新聞傳播學(xué)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(dǎo)教師張君浩201S年4月1S日基于符號學(xué)理論指導(dǎo)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(fù)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(jìn)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(dú)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(gè)城市的發(fā)展究竟應(yīng)該如何定位成一個(gè)讓人們可以通過城市的名字就可直接聯(lián)想到一個(gè)或幾個(gè)文化符號、如何通過大眾媒介傳達(dá)出最主要、最想廣而告之的信息，樹立一個(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。本文通過對傳統(tǒng)紙媒內(nèi)蒙古日報(bào)、烏海日報(bào)及新媒體“微烏海’’“烏海新聞”微信公眾平臺，微電影的研究，了解到烏海市在發(fā)展過程中，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，不斷增添新的符號來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(jìn)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(diǎn)、意義及形象塑造和維持的手段，結(jié)合符號學(xué)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(xué)理論；烏海市

簡介：分類號密級公開UDC碩士學(xué)位論文葉嘉瑩詞學(xué)理論探究學(xué)位申請人張靜學(xué)科專業(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)表或撰寫過的作品成果。對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

簡介：我國高等院校拓展訓(xùn)練課程教學(xué)理論的研究論文隨機(jī)驗(yàn)證編號BT6162718112770IV摘要摘要從1995年起拓展訓(xùn)練在中國企業(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，我國部分高校將拓展訓(xùn)練課程納入到體育課程體系中來，力圖通過拓展課程獨(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、問卷調(diào)查法、訪談?wù){(diào)查及數(shù)理統(tǒng)計(jì)法對我國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顒有问胶洼d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、熟練技能、完善人格的一門以體驗(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)生專業(yè)特點(diǎn)和知識結(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)動人體科學(xué)運(yùn)動保健、體育游戲）、社會學(xué)、管理學(xué)（組織行為學(xué)）、戶外運(yùn)動、避險(xiǎn)求生知識等不同學(xué)科不同領(lǐng)域的知識和內(nèi)容。在拓展訓(xùn)練課程的教學(xué)過程中除了體現(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)評價(jià)是以學(xué)生為評價(jià)對象，專指對學(xué)生在拓展課程學(xué)習(xí)過程中在知識與技能、過程與方法、情感態(tài)度以及價(jià)值觀等方面給予的判斷或評價(jià)。以教學(xué)目標(biāo)為導(dǎo)向的拓展課程的教學(xué)評價(jià)體系的一級指標(biāo)分為1社會適應(yīng)。2情感態(tài)度。3）身體健康。4）知識認(rèn)知。5運(yùn)動技能五個(gè)維度。并我國高等院校拓展訓(xùn)練課程教學(xué)理論的研究論文隨機(jī)驗(yàn)證編號BT6162718112770VIABSTRACTOUTWARDBOUNDHASBEGUNTOBEPOPULARINTRAININGCOURSEFCHINESEENTERPRISESSINCE1995THEEVIDENTTRAININGEFFECTWASWIDELYPAIDATTENTIONOWINGTOTHEIGINALTEACHINGMODECONTENTWHICHISGOODFPSYCHOLOGICALWELLBEINGSOCIALADAPTABILITYOUTWARDBOUNDWASINTEGRATEDINTOCHINAPHYSICALEDUCATIONCURRICULUMSYSTEMINAPTIONOFCHINAACADEMIESINRECENTYEARSTHEACTIONWASTOSTRIVEFACHIEVINGNEWERATEACHINGTARGETTHROUGHUNIQUETEACHINGMODEPOSITIVEEFFECTTHEPAPERAPPLIESLITERATUREREVIEWCASESTUDYLIVEOBSERVATIONHIERARCHYANALYSISQUESTIONNAIREINTERVIEWMATHEMATICALSTATISTICSINRESEARCHINGOUTWARDBOUNDTEACHINGTHEYINCHINAACADEMIESTHERESULTASFOLLOWS（1）OUTWARDBOUNDISANEWTYPEOFCOURSEGIVENPRIITYTOEXPERIENCEDLEARNINGIDEAINCERTAINSCENECIRCUMSTANCEWHICHISAIMINGTOUPGRADETHEPARTICIPANTSKILLSCAPABILITIESBYMEANSOFALCHALLENGEGANIZEDBYTEAMWKSHAPEDINGAMESINDERTOBEMEPHYSICALLYMENTALLYHEALTHYKNOWLEDGEABLESKILLFULPERFECTPERSONALITY（2）THEESSENTIALFUNCTIONSOFOUTWARDBOUNDCOURSEINCHINAACADEMYINCLUDEINHEALTHEDUCATIONSKILLTRAININGSOCIALADAPTABILITY（3）OUTWARDBOUNDCOURSEISBASEDONPSYCHOLOGYMANAGEMENTACADEMYPHYSICALEDUCATIONSOCIOLOGYOUTDOMOVEMENTSKILLSEEKINGFSAFETHEPAPERISTODISCLOSETHEESSENTIALRULEOFCLUSTERINGPOLYMERIZATIONINOUTWARDBOUNDWHICHISNAMEDBYTHETHEYOFOUTWARDBOUNDITEMCLUSTERINGTHETHEYISDIVIDEDINTO3CATEGIESIENTEDFIELDEQUIPMENTIENTEDVENTURELEVELIENTEDTHECONTENTSOFOUTWARDBOUNDCOURSESHOULDTAKETEACHINGTARGETTEACHINGRESOURCECOLLOCATIONBODYMINDDEVELOPMENTLEVELTHEMAJACTERISTICINTOCONSIDERATION

簡介：東北師范大學(xué)碩士學(xué)位論文韋勒克文學(xué)理論研究姓名李陽申請學(xué)位級別碩士專業(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)理論提高英語專業(yè)學(xué)生交際能力的應(yīng)用研究以高級英語課程為例姓名張哲申請學(xué)位級別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(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(xué)碩士學(xué)位論文時(shí)空意識與中國文學(xué)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(diǎn)姓名沈壯娟申請學(xué)位級別碩士專業(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