托马斯?曼是德国批判现实主义的主要代表人物，他的文学思想主要表现在他的小说创作之中，然而，他作为杰出的批判现实主义小说家曾经专门论述过小说艺术或者叙述体文体。他认为，小说或叙述体文学具有巨大的生命力和创造力，叙述体文学的审美特征就在于整体性、客观性、嘲讽性、距离性（静观性）。他论述了叙述体文学的表征———客观的嘲讽，表明了他的批判现实主义的文学思想，而这种批判现实主义的嘲讽性是非常注意创作中的细节真实和整体真实的统一的。他论述了叙述体文学从古代诗体的史诗到现代散文体的小说的发展，并且指出这种发展的关键在于“内向化”原则，阐述了小说与现代生活、现代市民的密切关系，从而阐发了小说的现代性特质。

A major representative of German Critical Realism, Thomas Mann′s literary thought is mainly reflected in his no-vels.However, as an outstanding novelist of critical realism, he also discourses on the art of novel or the narrative style.He thinks that the novel or narrative literature has great vitality and creativity and the aesthetic characteristics of narrative litera-ture include integrity, objectivity, irony and distance( disinterested contemplation) .His discussion of objective Irony, which reveals the critical realist bent of his literary thought, attaches great importance to the unity between the creation of details and the unification of the whole piece.He also traces the development of narrative literature from ancient verse epics to mod-ern prose fiction and points out the principle of“introversion” as essential to such development.He elaborates on the close relationship between the novel and modern life and modern citizenry, thus highlighting the modernity of th

"幸福感"是指人们根据内化了的社会标准对自己生活质量的整体性、肯定性进行评估,对生活的满意度及其各个方面进行全面评价之后产生的积极性情感占优势的一种心理状态。在本文中幸福感指农民对其生存环境、物质生活、民族文化以及梦想追求的一种主观感受。以《龙脊》《白裤子》《流浪诗人》和《文化守护者》等为例,本论文从影像题材、叙述视角、创作主体、人物形象等方面探讨影像中农民幸福感叙述变迁,认为农民追求幸福的方式由出走向回归转变,反映了基层农民的"中国梦"。

“Sense of happiness” refers to the comprehensive and positive evaluation to their ow n life quality according to the internalized social standards ,which is a psychological state with active e‐motion in priority produced after comprehensively assessing the degree of satisfaction for life and all aspects of people .In this paper ,the sense of happiness refers to subjective feelings to living condition , material life ,national culture and ideal aspiration of the immigrant workers .Taking Long Ji ,W hite Pants ,Wandering Poet and Guardian of Culture as examples ,this paper will discuss the changes of narration in sense of happiness for immigrant workers from the image theme ,narrative perspective , the creation main body ,the characters and so on ,to show that the ways of pursuing happiness by the immigrant workers are changed from leaving home to coming back ,which is a reflection of “China Dream” of the grass‐root class .

社会主义现代化是20世纪八十年代思想解放运动的总体性思想,八十年代散文的时间叙事在意识形态叙述、历史批判精神、哲学探索意识等方面,都包含了对社会主义现代化的总体性追求。首先,八十年代散文无论是对特定时间的隐喻与讴歌,还是厚今薄古意识,都是放置在社会主义现代化建设历程中进行考察。其次,八十年代散文的历史精神超越了十七年散文,十七年散文的历史精神呈现出明显的二元思维模式,八十年代散文的历史叙述是一个由事件填充的完整的时空体,八十年代散文的反思意识、比较意识和整体意识集中体现了历史批判精神。再次,八十年代散文虽然继承了十七年散文的经验方式,但在对时间的哲学思考方面也取得了一定的成就,集中表现在对时间的本源追问以及对时间规律的思考。

The socialist modernization was the totality idea of the ideological emancipation movement in eighty years, because the time narrative of the prose in eighty years which included the ideological narrative, the spirit of historical criticism, the philosophy con-sciousness etc, were on the totality pursuit of the socialist modernization. Firstly, the prose in eighty years which both metaphoring or ex-tolling the specific time, and having the consciousness of which laid more stress on the present than on the past, was placed on the con-struction process of socialist modernization. Secondly, the history spirit of the prose in eighty years were beyond seventeen years, because the history spirit of the prose in seventeen years were clearly demonstrated with binary oppositional thinking model, the history narrative of the prose in eighty years was an full time-space which was filled with some events, and the reflective consciousness, comparative con-sciousness and integral consciousness of th

与当前比较流行的教育叙事概念不同，从比较宏观的角度诠释了校本教育叙事涉及范围，所包括的内容，进而阐述其意义。校本教育叙事无处不在，有教育就有叙事，是教育过程中所有涉及教学环境与活动、氛围、精神、人物风貌、制度、实物和事件等，或者说校本文化各单个组成分个体、层次或集体的叙述与呈现，其具有概括性和普遍性。为了更好地满足校本教育叙事研究，使之能够接“地气”，实现其研究作用、目的和意义，也为了适应教育现实的需要，在此比较粗略地提出了校本教育叙事的四种形式与表达：校本文化建设与养成、教育理念、教育环境、教与学，这体现了校本教育叙事的整体性、团体性和个体性，为教育叙事研究的具体、多样性开拓更宽的平台。

Quite different from the general understanding of school-based education narrative, a comparatively macro interpretation of its range and contents and its significance are proposed in this paper. Existing everywhere, school-based education narrative presents a whole process of education including its spirit, environment, atmosphere, activity, personnel feature, institution, material objects and events involved. Or all the elements are narrated individually, hierarchically and collectively. Then, by practical education narrative research and reality, four forms and expressions are put forward. They are campus cultural nurturance and development, education idea and objective, educational environment and teaching and learning, which display the integrity, collectivity and individuality of the narrative. In turn, it is supposed to make research on the narrative more concretely and diversely.