阅古与践今:赵孟頫“古意”观生成的两种路径

元代绘画极尽抒情写意之能事,与文人雅集所做诗词相得益彰元代在绘画上取得的成就相当程度上可归功于元初的一个重要艺术观念——“古意”观,这也影响了文人绘画史的评判与走向。“古意”观的提出者是一代宗师赵孟頫后人在回溯赵孟頫“古意”观之内涵时,常常忽略赵孟頫探索“古意”所经由之两种路径:赵孟頫一方面通过“经师训”和“阅记录”来透析“古”之绘画精华,另一方面则由绘画实践检验所学之效益形成“今”之绘画意蕴.因此,赵孟頫通过阅古和践今两种维度,使得“古意”之提出没有成为空谈,而是成为促成元代文人画特质形成的积极因素。

Discourse Intonation and Teacher Cognition

This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.