This paper is based on the author＇s work shop which provides educators with information on how to utilize ＂Soft Toy Theory＂. The workshop is based on a set of theoretical concepts taken from： psychology, play ther...This paper is based on the author＇s work shop which provides educators with information on how to utilize ＂Soft Toy Theory＂. The workshop is based on a set of theoretical concepts taken from： psychology, play therapy, and literacy theory which have been blended together to form a set of teaching approaches and lesson plan ideas that can be used in Literacy/English classes. The paper will also discuss the value of using ＂Story Sacks＂ to develop and raise levels of comprehension and understanding in extensive reading and reading programs. The application of ＂Soft Toy Theory＂ could also provide a positive social-psychological affect on the students. It is designed to creating bonding between teacher and student and student and student and to raise levels of self-esteem and enable the teachers to be able to access the thoughts and feelings of a child or young adu/t which can often be hard to discern from traditional direct question and answer sessions. ＂Soft Toy Theory＂ is a term that the author has adopted herself for using play, creativity, and art resources and soft toys to create dialogues in the Kindergarten and Elementary classroom： It is even possible to extend the use ＂Soft Toy Theory＂ to middle school, high school, and adult classrooms if the resources and topics and ＂tone＂ and tenor of teaching are appropriately adapted. Soft Toy Theory assumes that soft toys can include： actual soft toys, art resources, and other play resources： such as, sand, water, puppets, masks and clay. Story Sacks employ much of the theory that supports ＂soft toy usage＂ within the classroom. Story Sacks aim to provide inspiring resources whilst encouraging enjoyment and a greater comprehension of ＂real＂ books or ＂graded＂ readers. Additionally, Story Sacks can support extensive reading in the school and at home, and are a useful adjunct to Soft Toy Theory and supporting literacy activities in any classroom.展开更多
In the following is an article of dialogue between Professor Massimo Verdicchio and Professor Huang Kaihong.Professor Huang Kaihong,along with the help from Professor Wang Jinlong,carried out the interview on the topi...In the following is an article of dialogue between Professor Massimo Verdicchio and Professor Huang Kaihong.Professor Huang Kaihong,along with the help from Professor Wang Jinlong,carried out the interview on the topic of the relation between play theory and literature with Professor Massimo Verdicchio.On the one hand,Professor Huang Kaihong points out that play theory has been stemmed and developed from game theory but pushed forward a further step in its application to the analysis of literary works,while Professor Massimo Verdicchio regards play theory just as another approach to the appreciation of literary works.Both Professors agree on that literary works can be analyzed and appreciated from different perspectives,and they also discussed about something concerning the ethics in literature.The article ends with the correspondence via email between Professor Massimo Verdicchio and Professor Huang Kaihong on exchanging more personal opinions towards play theory’s crucial issues.展开更多
Joan Didion is an outstanding female writer who has achieved a distinctive position in contemporary literature.Her second novel,Play It As It Lays,is nominated for a National Book Award.Set in Hollywood and Las Vegas,...Joan Didion is an outstanding female writer who has achieved a distinctive position in contemporary literature.Her second novel,Play It As It Lays,is nominated for a National Book Award.Set in Hollywood and Las Vegas,it presents the alienated world through exquisite description of its protagonist Maria.Based on Erich Fromm’s Alienation Theory,this essay attempts to analyze the alienation in the novel from two aspects:first,the novel’s materialistic environment in the 1960s;second,the alienated relationship between spouses as well as between parents and children.展开更多
Famous Chinese Plays是英国汉学家哈罗德·阿克顿与美国戏剧学家L.C.阿灵顿于20世纪30年代合作翻译编撰的中国京剧经典曲目汇集。这部译作不仅融汇了两位译者作为汉学家对中国传统戏剧艺术形式——京剧的关注,也倾注了两人对中国...Famous Chinese Plays是英国汉学家哈罗德·阿克顿与美国戏剧学家L.C.阿灵顿于20世纪30年代合作翻译编撰的中国京剧经典曲目汇集。这部译作不仅融汇了两位译者作为汉学家对中国传统戏剧艺术形式——京剧的关注,也倾注了两人对中国戏剧文化的个性化审美体认。这种基于西方文化而又寻求突破传统的异质审美取向的审美模子,在译介中撷取中国传统戏剧文化养分的同时,也不自觉地融入了西方文化浓厚的受体因子的评介体系,既旨在向西方介绍中国传统艺术形式,也兼顾了西方文化体系对中国传统审美理念的个性化维度思考。展开更多
In modern computer games, ＂bots＂ - intelligent realistic agents play a prominent role in the popularity of a game in the market. Typically, bots are modeled using finite-state machine and then programmed via simple ...In modern computer games, ＂bots＂ - intelligent realistic agents play a prominent role in the popularity of a game in the market. Typically, bots are modeled using finite-state machine and then programmed via simple conditional statements which are hard-coded in bots logic. Since these bots have become quite predictable to an experienced games＇ player, a player might lose interest in the game. We propose the use of a game theoretic based learning rule called fictitious play for improving behavior of these computer game bots which will make them less predictable and hence, more a enjoyable game.展开更多
For centuries,educators and psychologists have advocated“play”as the ideal activity for the development of young children.Actually,play has been found currently to be the central pedagogy in the learning of young ch...For centuries,educators and psychologists have advocated“play”as the ideal activity for the development of young children.Actually,play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world.However,the quality of play-based pedagogy is becoming a key concern across countries.Scholars found that play is either too loosely framed to result in children’s optimal development;or it is too“teacherly”and looses the essence of play.The recent report released by OECD highlighted its concern about play in early childhood education and,urged international researchers and educators to make efforts to bridge the gap.Hong Kong is not an exception on the issue of play enactment.Though resources have been put in for the professional upgrading of early education teachers in the last two decades,the learning and teaching style is still didactic and there appears to be a misinterpretation of play-based pedagogy.The present paper attempts to explore the issue through early childhood teachers’conceptualization of“learning and teaching through play”with the aim of understanding the problem and shedding light for better ways to prepare teachers in this sector.展开更多
Embodiment studies, strong after decades, remain a fount of vitality for semiotics. We connect sophisticated representations to prior experiences of sensing and manipulating our physical bodies, but we sometimes negle...Embodiment studies, strong after decades, remain a fount of vitality for semiotics. We connect sophisticated representations to prior experiences of sensing and manipulating our physical bodies, but we sometimes neglect the complementary moment of letting the body go. General semiotics （and/or general semiology）, the encompassing framework such as Saussure imagined or Peirce proposed, has not yet theorized embodiment and disembodiment as universal and reciprocal. Semiotics needs to rediscover corporeality only because semiosis accomplished so much by disengaging from and erasing the body, often via play, games and abstraction, an advancement quintessentiaUy human though perhaps not uniquely so.展开更多
文摘This paper is based on the author＇s work shop which provides educators with information on how to utilize ＂Soft Toy Theory＂. The workshop is based on a set of theoretical concepts taken from： psychology, play therapy, and literacy theory which have been blended together to form a set of teaching approaches and lesson plan ideas that can be used in Literacy/English classes. The paper will also discuss the value of using ＂Story Sacks＂ to develop and raise levels of comprehension and understanding in extensive reading and reading programs. The application of ＂Soft Toy Theory＂ could also provide a positive social-psychological affect on the students. It is designed to creating bonding between teacher and student and student and student and to raise levels of self-esteem and enable the teachers to be able to access the thoughts and feelings of a child or young adu/t which can often be hard to discern from traditional direct question and answer sessions. ＂Soft Toy Theory＂ is a term that the author has adopted herself for using play, creativity, and art resources and soft toys to create dialogues in the Kindergarten and Elementary classroom： It is even possible to extend the use ＂Soft Toy Theory＂ to middle school, high school, and adult classrooms if the resources and topics and ＂tone＂ and tenor of teaching are appropriately adapted. Soft Toy Theory assumes that soft toys can include： actual soft toys, art resources, and other play resources： such as, sand, water, puppets, masks and clay. Story Sacks employ much of the theory that supports ＂soft toy usage＂ within the classroom. Story Sacks aim to provide inspiring resources whilst encouraging enjoyment and a greater comprehension of ＂real＂ books or ＂graded＂ readers. Additionally, Story Sacks can support extensive reading in the school and at home, and are a useful adjunct to Soft Toy Theory and supporting literacy activities in any classroom.
文摘In the following is an article of dialogue between Professor Massimo Verdicchio and Professor Huang Kaihong.Professor Huang Kaihong,along with the help from Professor Wang Jinlong,carried out the interview on the topic of the relation between play theory and literature with Professor Massimo Verdicchio.On the one hand,Professor Huang Kaihong points out that play theory has been stemmed and developed from game theory but pushed forward a further step in its application to the analysis of literary works,while Professor Massimo Verdicchio regards play theory just as another approach to the appreciation of literary works.Both Professors agree on that literary works can be analyzed and appreciated from different perspectives,and they also discussed about something concerning the ethics in literature.The article ends with the correspondence via email between Professor Massimo Verdicchio and Professor Huang Kaihong on exchanging more personal opinions towards play theory’s crucial issues.
文摘Joan Didion is an outstanding female writer who has achieved a distinctive position in contemporary literature.Her second novel,Play It As It Lays,is nominated for a National Book Award.Set in Hollywood and Las Vegas,it presents the alienated world through exquisite description of its protagonist Maria.Based on Erich Fromm’s Alienation Theory,this essay attempts to analyze the alienation in the novel from two aspects:first,the novel’s materialistic environment in the 1960s;second,the alienated relationship between spouses as well as between parents and children.
文摘Famous Chinese Plays是英国汉学家哈罗德·阿克顿与美国戏剧学家L.C.阿灵顿于20世纪30年代合作翻译编撰的中国京剧经典曲目汇集。这部译作不仅融汇了两位译者作为汉学家对中国传统戏剧艺术形式——京剧的关注,也倾注了两人对中国戏剧文化的个性化审美体认。这种基于西方文化而又寻求突破传统的异质审美取向的审美模子,在译介中撷取中国传统戏剧文化养分的同时,也不自觉地融入了西方文化浓厚的受体因子的评介体系,既旨在向西方介绍中国传统艺术形式,也兼顾了西方文化体系对中国传统审美理念的个性化维度思考。
文摘In modern computer games, ＂bots＂ - intelligent realistic agents play a prominent role in the popularity of a game in the market. Typically, bots are modeled using finite-state machine and then programmed via simple conditional statements which are hard-coded in bots logic. Since these bots have become quite predictable to an experienced games＇ player, a player might lose interest in the game. We propose the use of a game theoretic based learning rule called fictitious play for improving behavior of these computer game bots which will make them less predictable and hence, more a enjoyable game.
文摘For centuries,educators and psychologists have advocated“play”as the ideal activity for the development of young children.Actually,play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world.However,the quality of play-based pedagogy is becoming a key concern across countries.Scholars found that play is either too loosely framed to result in children’s optimal development;or it is too“teacherly”and looses the essence of play.The recent report released by OECD highlighted its concern about play in early childhood education and,urged international researchers and educators to make efforts to bridge the gap.Hong Kong is not an exception on the issue of play enactment.Though resources have been put in for the professional upgrading of early education teachers in the last two decades,the learning and teaching style is still didactic and there appears to be a misinterpretation of play-based pedagogy.The present paper attempts to explore the issue through early childhood teachers’conceptualization of“learning and teaching through play”with the aim of understanding the problem and shedding light for better ways to prepare teachers in this sector.
文摘Embodiment studies, strong after decades, remain a fount of vitality for semiotics. We connect sophisticated representations to prior experiences of sensing and manipulating our physical bodies, but we sometimes neglect the complementary moment of letting the body go. General semiotics （and/or general semiology）, the encompassing framework such as Saussure imagined or Peirce proposed, has not yet theorized embodiment and disembodiment as universal and reciprocal. Semiotics needs to rediscover corporeality only because semiosis accomplished so much by disengaging from and erasing the body, often via play, games and abstraction, an advancement quintessentiaUy human though perhaps not uniquely so.
