ﾟ*✿･❀•۰๑ ✿花なちっぽみの❤私の人生❤.‧:❉:‧.⊹⊱✿◕‿◕✿⊰⊹･

 

 

好9没上来更新过文字鸟...没啥心情...

 

今晨〔01∶25 - 04∶09〕,和某人持续鸟02∶44∶41的一通电话...

让我当鸟回幸福小女人...kaka...

 

 

中文名称：我脑中的橡皮擦
英文名称：A Moment to Remember
别名：Nae meorisokui jiwoogae
发行时间：2004年11月05日
电影导演：李汉仪 John H. Lee
电影演员：郑宇成 Woo-sung Jung
　　　　　Jong-hak Baek
　　　　　孙艺珍 Ye-jin Son
　　　　　Sun Jin Lee
　　　　　Hie-ryeong Kim
　　　　　金重基 Jung-ki Kim
　　　　　Hang Lee
　　　　　Ji-hyun Seon
地区：韩国
语言：朝鲜语

导 演： 李汉仪 John H. Lee 

时 长： 117 分钟 
类 型： 剧情 爱情

 

剧情：韩国版初恋50次

　　哲洙在建筑公司当工人，他是一个私生子，虽然有妈妈，却没有享受过家庭的温暖，他的梦想是成为建筑师。秀真是富人家的千金，过着锦衣玉食的生活。秀珍有非常严重的健忘症，去便利店买东西时把东西和钱包都落在店里对她而言是家常便饭。一日她又如往常一样把可乐和钱包丢在了店里，想起来后立刻转身回店里取东西。就在她进店的一刻，她见到一个男人手里拿着杯可乐，这个男人浑身上下拉里邋遢，下巴上蓄着参差不齐的胡子，身上的衣服也有些破旧，一望便知是贫穷的流浪汉，秀珍认定自己的可乐被这个男人偷了，不由得气愤不已冲上前去抢过可乐一口气便喝了个干净，喝完还“嗝～嗝～”打了几个响嗝。秀真得意地把空可乐罐伸到流浪汉面前，转身向汽车站走去。刚上车，秀珍忽地又想起自己的钱包还没拿。重新回到便利店，小店职员看到秀真后把钱包和可乐递给她。直到这时秀真才认识到自己错怪了人家，但那个流浪汉早就没有了踪迹。
　　上天终于给了秀真说声抱歉的机会。秀真公司的展示场馆需要修理，来的正是便利店偶遇的男人，他叫哲洙。可哲洙似乎对秀真视而不见，只见他夺过秀真手中刚买好的可乐，一饮而尽，而且还示威似地打了几个嗝。傍晚，秀真下班途中遭到小偷抢劫，好在哲洙由此经过打跑恶人。两人的缘分就这样开始了。
　　随着一段时间的交往，二人都喜欢上了对方。由于出身贫寒，哲洙不敢轻易地表白和允诺。秀真采取了主动，居然向哲洙求婚，“我要和你结婚！”“你这个傻瓜，你到底看上我哪一点呢？”，哲洙最终欣然接受了秀真的“建议”，他们结婚了。
　　婚后的秀真，记忆开始逐渐消退，就象被橡皮擦擦去一样。她为哲洙准备的中饭只是两盒米饭，出门后连每天必走的回家的路也忘得干干净净。在哲洙的眼里，这一切都是秀真“可爱”的一部分，但秀真却开始忧虑。为了明确自己的病因，秀真到医院做了检查，得到了晴天霹雳一般的消息——她得了阿兹海默氏症，大脑在逐渐死亡。
　　秀真最终完全地失去了记忆，每天醒来，她都不认识身边的这个男人，每天晚上临睡前，都会发现自己爱上了这个陌生人……

 

点评：重磅韩式催泪弹

　　李载汉导演的第二部电影《我脑海中的橡皮擦》自诩为继《情书》和《约定》之后的正统文艺片。韩国“正统文艺片”实际上指的就是催泪弹。相爱的恋人因为不治之症最终生离死别的情景在催泪文艺片中非常常见，而该片的设定很有创意，女主角患上了逐渐失去所有记忆的阿兹海默氏症。
　　文艺片的重中之重是男女主演，而郑宇成和孙艺珍这对俊男美女的组合无疑已经使电影成功了一半。郑宇成轮廓分明的脸，无论配上怎样的贫民服装，都会散发出别样的魅力。而电影为孙艺珍斥巨资打造的高档时装更是衬托出了她的娇柔与性感。二人陷入爱情时的甜蜜浪漫，命运逆转时的心酸哀伤，在他们的演绎之下，令观众的心情随着故事的发展不断地跌宕起伏。
　　导演注重影像之美，并充分地发挥了他的才能，因此与常见的文艺片不同，该部电影采用了多种电影技巧。影像的速度、光的利用、特写等都被融汇到其中，画面非常优美，使略显单调的情节增加了活力和可看度。但是，所采用的电影技巧有许多是广告片或MV中惯用的手法，使电影看起来更像是一部唱片MV，此种手法虽可以突出和增强两位主演的魅力，但却令人感到导演把所有的宝都压在了两位明星身上。
　　影片的题材谈不上新鲜，甚至可以说有一些陈腐，故事的构成不乏荒唐之处，细节处理方面也不尽人意。但无论是多么陈腐的故事，由不同的人演绎，就会呈现出别样的魅力。仅是郑宇成和孙艺珍扮演一对新婚夫妇，这一点就足以提起人们的兴趣，何况其中还有二人亲密甚至令人起鸡皮疙瘩的场面，二人泪雨滂沱的悲情戏，这一切都通过唯美的画面展现在眼前，就让人忍不住去品味了。

 

 

 

(轉自:http://lib.verycd.com/2005/02/15/0000039130.html)

 

 

Cultural Influences on the Educational Setting

XX大学外国语学院《跨文化交际学知识》学期论文

2003级英语（XX）专业(X)班

关XX 030524xxxx

任课教师：XXX

Abstract  The paper is designed to do a comparative study of the educational setting in the United States and other countries. The comparison is conducted in three aspects in learning styles, namely the cognitive styles, the communication and relational styles and the motivation styles. The result of the comparison shows that though the teaching of history is common to all cultures, the history the culture emphasizes is its own. Further examination revels that the United States has a multicultural educational system because of the immigration which is caused by the population explosion. This comparative analysis proves that educational settings are closely related to culture and ethnicity.

Key words  comparison, culture, educational systems

 

1. Introduction

The present paper attempts to do a cross-cultural research by investigating the diversities of educational systems and educational differences in what a culture emphasizes and how the content is taught. The Chinese have a saying, “By nature all men are alike, but by education widely different.” Therefore we believe it is important to examine the educational setting for three reasons. First, you can gain valuable insight into a culture by studying its perception and approach to education. For example, the simple proverb “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime” tells us the importance of education to the Chinese.¹ Second, since education is one of the largest professions in the United States, many students will be encountering members of diverse cultures in their classrooms. An awareness of the cultural variations in education will aid the understanding of specific communication behaviors in multicultural classrooms. Finally, as parents, or potential parents, it behooves them to know the manifestations of a culturally diverse classroom. The present paper will examine the similarities and differences in educational setting between the United States and other countries, with a view to improving intercultural education and to providing guidance for the students study in multicultural classrooms.

 

2. Preconditions for Education

Regardless of the culture, systems of formal and informal education seek to meet the perceived needs of societies. Thus, in every culture, schools serve a multiplicity of functions. First, they help fashion the individual. As children grow, their thinking and behavior are influenced by what they learn and the ways in which they learn. From a child’s view, education provides a way to certainty. It offers to every child a set of guidelines and values. The English philosopher Herbert Spancer wrote, “Education has for its object the formation of character.” Children are also shaped by school as they become aware of what they need to know in order to lead productive, successful, and satisfying lives.

Second, schools are a primary means by which a culture’s history and traditions are passed from generation to generation. Or as historian Will Durant said, “Education is the transmission of civilization.” To transmit civilization, schools teach the formal knowledge a culture deems necessary: language, history, government, science, art, music, and how to survive in society.

Third, the function of an educational system is to teach the informal knowledge of a culture. By the time children attend school, they have already been exposed to and internalized many of the basic values and beliefs of their culture. They have learned the rules of behavior that are considered appropriate for their role in the community and have begun to be socialized into that community.²  In school, children continue to treat one another, gender-role expectations, respect, and all of the other informal matters of culture.

 

3. Educational Differences

Most cultures that have formal educational systems teach much the same content – reading, mathematics, writing, and so forth – but educational difference can be found in what a culture emphasizes and how the content is taught. Although the teaching of history is common to all cultures, the history the culture emphasizes is its own. For the United States, the history of the Industrial Revolution might be taught. In Mexico, the focus could be on the impact of Spanish invasion on that country. Likewise, the teaching of language is common to all cultures, but the language emphasized is its own. By teaching a culture’s history and language to school children, a society is reinforcing its values, beliefs and prejudices. Each culture, whether consciously or unconsciously, tends to glorify its historical, scientific, and artistic accomplishments and to minimize the accomplishments of other cultures. In this way, schools in all cultures, whether they intend to or not, teach ethnocentrism. For instance, the next time you look at a world map, notice that the United States is prominently located in the center – unless, of course, you are looking at a Chinese or Russian map. Many students in the United States, if asked to identify the great books of the world, would likely produce a list of books by Western, white, male authors. This attitude of subtle ethnocentrism, or the reinforcing of the values, beliefs, and prejudices of the culture, is not a uniquely American pheromone.

Inasmuch as cultures vary in what they emphasize, it is not be surprised to learn that there is cultural diversity in how students participate in the learning process. In some cultures, teachers talk or lecture a great deal of the time, whereas in others students do most of the talking, silence and minimal vocal participation characterize some classrooms, whereas others tend to be noisy and active. In many cultures, students recite and then write down what their teacher has said rather than using individual textbooks. This is particularly true in countries where the economy does not permit the luxury of textbooks.

As we examine the specific aspects of what and how cultures teach, it will of course, be impossible to include every cultural educational system. Fortunately, we need not cover them all in order to make the point: culture influences education. To this end, we explore the educational systems of the United States and other countries to see what and how cultures teach. Throughout these examples, the influence of culture on the learning styles, as well as the values and beliefs of the society, will be evident.

 

4. Multicultural Education in the United States

As we know that the world is now facing a major population explosion. With the increasing number of births, the population projection for 2025 is 8.3 billion people. The United States is not immune to the effects of this population explosion. Immigration policies have made it possible for many diverse people to call the United States “home”. According to the Census Bureau, in 1994, 8.7 percent of Americans were born in other countries, the highest percentage since before W.W.Ⅱ. ”³ this means that four in five legal immigrants to the United States have been of non-European ancestry.

The schools in the United States have been greatly affected by the combination of population and immigration increases, especially in the field of learning style. Aristotle once wrote, “To learn is a natural pleasure, not confined to philosophers, but common to all men.” To that, we add that how we learn is influenced by culture. That is, learning styles vary from culture to culture. And more important, these styles often present challenges in the multicultural classroom. A learning style is particular way that an individual receives and processes information.⁴ The strong link between cultured and learning is evidenced by research indicating that culture and ethnicity have a greater influence on cognitive style than does social class.⁵ This section examines cultural variations in cognitive, relational and motivational styles.

4.1. Cognitive Styles

Trial and error versus “watch then do.”  In the United States, students learn how to solve problems and reach conclusions by trail and error. They practice over and over, expecting and accepting mistakes, until they become skilled.⁶ “In other cultures, individuals are expected to continue to watch how something is done as many times and for as long as necessary until they feel they can do it.”⁷ This “watch then do” is characteristic of many Native American students.

Tolerance versus intolerance for ambiguity.  Some cultures are open-minded about contradictions, differences, and uncertainty. Other cultures prefer a structured, predicable environment. In the United States, there is a low tolerance for ambiguity in the classroom. As such the school day is highly structured and students move from subject to subject based on the clock. We saw, through the example the Mexican classroom, which not all cultures function in this way. What is taught in the classroom is also affected by the level of tolerance or intolerance for ambiguity. For example, American culture emphasizes right/wrong, correct/incorrect, yes/no answers, whereas cultures in India have a high tolerance for ambiguity and never regard truth in absolute terms.

4.2. Communication and Relational Styles

Participatory versus passive learning.  In some cultures, students are taught to participate actively in the learning process by asking questions and engaging in discussion. In other cultures, the teacher holds all the information and disseminates it to the students, who passively listen and take notes. Many Hispanic, Asian, and Pacific Rim cultures expect their students to learn by listening, watching(observing), and imitating. However, critical thinking, judgmental questioning, and active initiation of discussion are expected from students in the American school system.

Reflectivity versus impulsivity.  Culture influence how long students think about a question before arriving at a conclusion. In the United States, students are taught to make quick responses to questions. “Impulsive students respond rapidly to tasks; they are the first ones to raise their hands to answer the teacher’s question and the first ones to complete a test.” In other cultures, students are reflective and seek answers slowly. In cultures that emphasize reflectivity, if on guesses or errs, it is an admission of not having taken enough time to find the correct answer. This can result in a painful loss of face. Asian and Native Americans are example of students who are taught to examine all sides of an issue and all possible implications before answering.⁸

4.3. Motivation Styles

Learning on demand versus learning what is relevant or interesting.  “All cultures require children to learn many things whether thy want to or not.”⁹ However, some cultures emphasize learning what is useful and interesting rather than learning information for the sake of learning. The Japanese culture, for example, requires that all students memorize information such as dates, complex sequences, and lengthy formulas in mathematics, science, and social studies. Each student is also required to learn how to play a musical instrument, regardless of his or her musical ability, and instruction often begins in fist grade.¹⁰ In contrast, the Native American cultures stress the importance of learning what is relevant and useful. Native American students:

Prefer to learn information that is personally interesting to them; therefore, interest is a key factor in their learning. When these students are not interested in a subject, they do not control their attention and orient themselves to learning an uninteresting task. Rather, they allocate their attention to other ideas that are more personally interesting, thus appearing detached from the learning situation.¹¹

 

5. A Summary

To sum up the results from the investigation of the educational settings in different cultures, we find that, though educational systems in most cultures teach much the same content, they differ a lot in what a culture emphasizes and how the content is taught: schools in the United States are becoming increasingly more diverse.

This cross-cultural analysis supports the view that educational settings are closely related to culture and ethnicity. Educational setting is always established by a cultural norm. Besides, every country or area has its own educational setting that varies from culture and culture. We believe the careful study of educational settings in different cultures will help providing guidance for the students study in multicultural classrooms, thus improving intercultural education.

 

Cultural Configurations, J. Roberts & S. Akinsanya, Eds. (New York: David McKay, 1976).

References∶

1.       J. Henry, “A Cross-Cultural Outline of Education,” in Educational Patterns and Cultural Configurations, J. Roberts & S. Akinsanya, Eds. (New York: David McKay, 1976).

2.        M. Saville-Troike, A Guide to Culture in the Classroom (Rosslyn, VA: National Clearinghouse for Bilingual Education, 1978).

3.       S. Headden, “One Nation, One Language,” U.S. News & World Report, 25 September 1995, 38-42.

4.       C.I. Bennett, Comprehensive Multicultural Education: Theory and Practice (Boston: Allyn & Bacon, 1986).

5.       S.S Stodolsky & G. Lesser, “Learning Patterns in the Disadvantaged,” in Challenging the Myths: The Schools, the Blacks, and the Poor (Cambridge, MA: Harvard Education Review, 1971); S. Nieto, Affirming Diversity: The Sociopolitical Context of Multicultural Education (New York: Longman, 1992); E.R. Hollins, J.E. King, & W.C. Haymen, Teaching Diverse Populations: Formulating a Knowledge Base (New York: State University of New York Press, 1994); J.A. Banks, “Ethnicity, Class, Cognitive and Motivational Styles: Research and Teaching Implications,” Journal of Negro Education, 57(1988), 452-466.

6.       L. Stefani, “The Impact of Culture on Classroom Communication,” in Intercultural Communication: A Reader, 8^th ed., L.A. Samovar & R.E. Porter, Eds. (Belmont, CA: Wadsworth, 1997).

7.       Grossman, 1995,270.

8.       Grossman, 1995.

9.       Grossman, 1995,273.

10.    M. White, The Japanese Educational Challenge: A Commitment to Children (New York: Free Press, 1987).

11.    B.J. Walker, J. Dodd, & R. Bigelow, “Learning Preferences of Capable American Indians of Two Tribes,” Journal of American Indian Education (1989 Special Issue), 63-71.

 

 

 

 

絕對破紀錄…

七個鍾…三餐…KFC…M仔…大和…

 

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个个都系度讨论...阿妈睇紧...个个群都讨论ing...

阵阵噶吆喝声...欢呼声...

我根本听唔入...

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learn 2 forget & luv myself...