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小学语文教材风波修辞析

作　者: 康潇潇
导　师: 刘亚猛
学　校: 福建师范大学
专　业: 英语语言文学
关键词: 修辞受众情感修辞人格争议点
分类号: G623.2
类　型: 硕士论文
年　份: 2011年
下　载: 17次
引　用: 0次
阅　读: 论文下载

内容摘要

随着网络的普及与人们参与社会事务的意识增强,近年国内热点事件引起了社会各方的热烈讨论和观点碰撞。自前年开始,浙江名为第一线的教师团体公开对国内主要出版社出版的小学语文教材质量进行了细致严厉的质疑,对此,两大出小学语文教材版社分别在网上和期刊上给予了回应,引起了社会的广泛关注和讨论。本文以此作为例子,尝试从西方修辞学的角度对双方的修辞行为作出分析,进而希望人们能够增强修辞意识,促使社会公共事务的讨论朝着健康良好的方向发展。本文认为,是否具有“受众中心”意识,了解受众在面临某一修辞形势时的思想和心理状态,是否把握激发与修辞目的相关的受众情感感受的修辞技巧,并能相应地投射出适切的修辞人格,是赢得修辞交锋的关键。本文首先介绍了中国公共争议的现状和小学语文教材风波以及论文以修辞视角解析此次风波的必要性,接着对修辞在的实践传统和相关理论进行简要介绍。最后,在这些理论的指导下,我们对本文所关注的公共事件进行修辞分析。

全文目录

中文摘要 2-3Abstract 3-4中文文摘 4-6Contents 6-8Chapter One Introduction 8-18 1.1 The Overall Situation of Public Debates in China 8-10 1.2 Brief Introduction of Controversy over Textbooks of Elementary Chinese 10-14 1.2.1 Controversy over Chinese Textbooks in General 11-12 1.2.2 An overview of Controversy over Textbooks of Elementary Chinese in General 12-14 1.3 The Significance of Rhetorically Analyzing the Controversy over the Textbooks of Elementary Chinese 14-18Chapter Two Rhetoric 18-28 2.1 Rhetoric in General 18-24 2.1.1 Rhetoric-Pervasiveness of Persuasiveness 18-20 2.1.2 Definition of Rhetoric 20-21 2.1.3 Aristotle's Rhetoric as Techne--Three Artistic Proofs 21-24 2.2 Argument in General 24-27 2.2.1 Rhetorical Argumentation 24-26 2.2.2 Hermagoras's Stasis 26-27 2.3 Conclusion 27-28Chapter Three Rhetorical Analysis of Actions of the Front-line and the ThreePublishing Houses 28-57 3.1 Stasis:Exchanges of Argumentation 28-34 3.1.1 The First Round of Argumentation on the Part of the Front-line 28-29 3.1.2 The First Round of Argumentation on the Part of the Three Publishing Houses--Editors of Jiangsu Education Press 29-31 3.1.3 The First Round of Argumentation on the Part of the Three Publishing Houses--Zhen Yu,An Associate Researcher of People's Education Press 31-32 3.1.4 The Second Round of Argumentation on the Part of the Front-line 32-33 3.1.5 Summary 33-34 3.2 Discursive Manners of the Front-line 34-47 3.2.1 Ethos Projection of the Front-line 34-36 3.2.2 Ethos to Build Authority 36-43 3.2.3 Ethos Dissociating from Authority 43-46 3.2.4 Summary 46-47 3.3 Pathos-Emotion Incitation 47-51 3.3.1 First,the Front-line Generates Emotion of Anger 47-49 3.3.2 Second,the Front-line Generates Emotion of Fear 49-50 3.3.3 Third,the Front-line Generates Emotion of Pity 50-51 3.3.4 Summary 51 3.4 Conclusion 51-53 3.5 Rhetorical Analysis of the Three Publishing Houses 53-57Conclusion 57-61References 61-66攻读学位期间承担的科研任务与主要成果 66-68Acknowledgement 68-70个人简历 70-71

小学语文教材风波修辞析

内容摘要

全文目录

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