Linguistics is a necessary course for English-majors because it plays an important role in second language learning, teaching and research. It is significant, yet difficult to make this course comprehensible and inter...Linguistics is a necessary course for English-majors because it plays an important role in second language learning, teaching and research. It is significant, yet difficult to make this course comprehensible and interesting and get the students involved in and attracted by it. This paper intends to analyze and explore teachers' roles in the course of linguistics from the following aspects: as an explainer, as an activator, as a co-learner, as a question-finder and as an enabler. Some examples are taken to show how to make use of comparison, contrast, instance, discussion, and practice for classroom management. What's important for a teacher of linguistics is not only to understand linguistic theories and carry on linguistic research by him- or herself, but also to make his or her students get to know the nature of language and learn to do scientific studies of language by themselves.展开更多
After the founding of New China1, Zhao Puchu(赵朴初) was in charge of the overall affairs of the Buddhist Association of China. During Zhao Puchu’s tenure as the Association’s president, he placed a high premium on ...After the founding of New China1, Zhao Puchu(赵朴初) was in charge of the overall affairs of the Buddhist Association of China. During Zhao Puchu’s tenure as the Association’s president, he placed a high premium on Buddhist education and the cultivation of monastic talents. Throughout his career, he maintained strong enthusiasm and connection with the cause of developing and promoting Buddhist education in New China. Through a comprehensive collation and analysis of relevant historical documents, this article clarifies that Zhao Puchu is not only one of the founders of modern China’s Buddhist education system, but is also one of the main proponents of the revival of China’s Buddhist education in the “post-calamity” period. He is an advocate of the establishment of a three-tiered Buddhist education system consisting of elementary, intermediate and advanced levels;he is a leader in maintaining the integration of Xue(学, academic studies) and Xiu(修, spiritual practice), and monasticism(conglinhua 丛林化) of student monks’ lives to ensure the proper direction and development of Chinese Buddhist education system. Furthermore, he is a facilitator in the cultivation of many international monastic talents. This article further points out that there is an inseparable relationship between Zhao Puchu and the revitalization of China’s Buddhist education system during various periods of modern China, and therefore he should be remembered for his historic, creative, protective, rejuvenating and pioneering contributions to China’s Buddhist education system.展开更多
文摘Linguistics is a necessary course for English-majors because it plays an important role in second language learning, teaching and research. It is significant, yet difficult to make this course comprehensible and interesting and get the students involved in and attracted by it. This paper intends to analyze and explore teachers' roles in the course of linguistics from the following aspects: as an explainer, as an activator, as a co-learner, as a question-finder and as an enabler. Some examples are taken to show how to make use of comparison, contrast, instance, discussion, and practice for classroom management. What's important for a teacher of linguistics is not only to understand linguistic theories and carry on linguistic research by him- or herself, but also to make his or her students get to know the nature of language and learn to do scientific studies of language by themselves.
文摘After the founding of New China1, Zhao Puchu(赵朴初) was in charge of the overall affairs of the Buddhist Association of China. During Zhao Puchu’s tenure as the Association’s president, he placed a high premium on Buddhist education and the cultivation of monastic talents. Throughout his career, he maintained strong enthusiasm and connection with the cause of developing and promoting Buddhist education in New China. Through a comprehensive collation and analysis of relevant historical documents, this article clarifies that Zhao Puchu is not only one of the founders of modern China’s Buddhist education system, but is also one of the main proponents of the revival of China’s Buddhist education in the “post-calamity” period. He is an advocate of the establishment of a three-tiered Buddhist education system consisting of elementary, intermediate and advanced levels;he is a leader in maintaining the integration of Xue(学, academic studies) and Xiu(修, spiritual practice), and monasticism(conglinhua 丛林化) of student monks’ lives to ensure the proper direction and development of Chinese Buddhist education system. Furthermore, he is a facilitator in the cultivation of many international monastic talents. This article further points out that there is an inseparable relationship between Zhao Puchu and the revitalization of China’s Buddhist education system during various periods of modern China, and therefore he should be remembered for his historic, creative, protective, rejuvenating and pioneering contributions to China’s Buddhist education system.
