外国语言与文学(Foreign Languages and Literatures)
<font size="4"><div>The study of foreign languages and literature provides valuable experience and a potential edge for future career development for our students. Scientists and engineers function in a global market: they rely on primary sources published in other languages, attend international consortia, and often find themselves interacting across national, cultural, and linguistic borders. Government and industry often give preference to job applicants who are proficient in a foreign language. MIT students are encouraged to work and study abroad in conjunction with university, private, and public organizations.</div><br /><div>The faculty of the FL&L Section, the language coordinators, and the Undergraduate Academic Administrator can provide assistance in choosing an appropriate program and granting transfer credit from overseas or domestic programs. MIT provides a unique perspective on foreign languages because of the opportunities available to integrate the study of natural languages with the latest technological advances in multimedia and interactive learning. FL&L-affiliated faculty are exploring and implementing methods in which multimedia technology can be used to make learning a foreign language a more authentic experience.</div><br /><div>Although MIT is known throughout the world for its programs in science and engineering, MIT is also an institution where the humanities, arts, and social sciences play an integral role in the educational mission. Together, they help to make MIT much more than just an institute of technology.</div><br /><div>对外国语言和文学的研究让我们的学生在未来的生涯规划中拥有潜在的优势。科学家和工程师们所必须面对的是全球的市场：他们所仰赖的资料来源以其他的语言出版、必须参加国际会议，有时必须在国家间、文化间和语言间进行沟通。政府和产业界通常会偏好拥有流利外文能力的申请者。麻省理工的学生被鼓励前往其它合作的外国大学、公私机构工作或是学习。</div><br /><div>外国语言与文化系所的教师、语言协调师、以及大学部学务管理者能够协助规划学生参与国内或是国外的计划。麻省理工学院对外国语言的研习提供了独特的角度，因为我们可以将自然语言的研究和最新的多媒体互动科技结合在一起。教师们与本系所合作来规划各种新的尝试，利用多媒体科技来强化学习外国语言的方法。</div><br /><div>虽然麻省理工学院是以科学和工程闻名，但人文、艺术和社会科学在我们的教育过程中依旧扮演重要的整合角色。这些不同的学科让麻省理工学院不只是一个单纯的科技教育机构。</div><br /></font><br /><font color="#ff0000" size="5">祝贺您发表的这篇文章被收录进大耳朵文章库，奖励15个金币，希望继续努力，发表更多更好的文章！您的支持就是对我们的鼓励！</font>2002春季课程：拉丁美洲研究导论
课程重点本课程包括口头和书面报告，以及地图测验研究指南和期末考试。
This course include oral and written assignments, as well as study guides for a map test and final exam.
课程描述
这门人文、艺术、社会与科学科目分散课程/沟通密集课程(HASS-D/CI)是麻省理工学院大学部拉丁美洲政治和社会入门课程，不需具备当地背景。全部课程（包括阅读、撰写报告、课堂参与和测验），与其他人文、艺术、社会与科学科目分散课程相似。这里大多数主题会在其他课程详细描述，包括∶21F.020 J（新大陆文学），21F.716（当代拉丁文学导论），21F.730（二十世纪拉丁美洲文学），21F.735（拉丁文学和电影进阶主题），21A.220（征服美洲），21H.802（现代拉丁美洲），3.982（古安地斯世界），3.983（中美洲古文明），17.508（政体交替）及17.554（拉丁美洲政治经济学）。
This HASS-D/CI course is designed as an introduction to Latin American politics and society for undergraduates at MIT. No background on the region is required. Overall workload (reading, writing, class participation, and examinations) is similar to that of other HASS-D courses. Many of the themes raised here are covered in greater detail in other courses: 21F.020J (New World Literature), 21F.716 (Introduction to Contemporary Hispanic Literature), 21F.730 (Twentieth-Century Hispanic American Literature), 21F.735 (Advanced Topics in Hispanic Literature and Film), 21A.220 (The Conquest of America), 21H.802 (Modern Latin America), 3.982 (The Ancient Andean World), 3.983 (Ancient Mesoamerican Civilization), 17.508 (Regime Change), and 17.554 (Political Economy of Latin America).
师资
讲师：
Chappell Lawson 教授
上课时数
教师授课：
每周2节
每节1.5小时
程度
大学部
回应
告诉我们您对本课程或“开放式课程网页”的建议<br /><font color="#ff0000" size="5">祝贺您发表的这篇文章被收录进大耳朵文章库，奖励15个金币，希望继续努力，发表更多更好的文章！您的支持就是对我们的鼓励！</font>
2002春季课程：拉丁美洲研究导论
教学大纲 :教学大纲 (英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)宗旨
这门人文、艺术、社会与科学科目分散课程/ 沟通密集课程(HASS-D/CI)是麻省理工学院大学部拉丁美洲政治和社会入门课程，不需具备当地背景。 全部课程（包括阅读、撰写报告、课堂参与和测验），与其他人文、艺术、社会与科学科目分散课程相似。这里大多数主题会在其他课程详细描述，包括∶ 21F.020 J （新大陆文学）， 21F.716（当代拉丁文学导论）， 21F.730（二十世纪拉丁美洲文学）， 21F.735（拉丁文学和电影进阶主题）， 21A.220 （征服美洲）， 21H.802（现代拉丁美洲）， 3.982（古安地斯世界）， 3.983（中美洲古文明）， 17.508（政体交替）及 17.554（拉丁美洲政治经济学）。
人文、艺术、社会与科学科目分散课程 / 沟通密集科目规范
因为这是人文、艺术、社会与科学科目分散课程 / 沟通密集科目，所以必须符合以下标准规范。包括三至五次书面报告（本课程三次），每次书面报告至少二十页。这些报告至少有一篇必须修改后再提交。人文、艺术、社会与科学科目沟通密集 科目必须进一步提供学生口头报告的机会，透过上台演讲、学生台下讨论或课堂参与等方式。为了保证充分注意每一名学生的书面和口头报告，人文、艺术、社会与科学科 沟通密集科目要求每班学生人数最多 18 名，除非该科目授课讲师只有一名，无法分班。这种情况下，填选此一科目的学生可增加至 25 名。
课程要求
要求包括每周课程阅读进度和观看录影带；积极参与课堂讨论、上台报告和课堂辩论；三篇短篇报告（其中二篇必须修改后再提交），一次随堂地图测验；以及一次三小时期末考试。
参考读本和录影带
每周阅读 75 到 130 页，或者平均约 100 页。读本包括来自各大出版社书目、文学作品及社会科学学术研究。本课程的主要参考书包括∶
• 随堂笔记
• Winn, Peter .《美洲∶拉丁美洲和加勒比海面貌改变》( Americas: The Changing Face of Latin America and the Caribbean)第二版，加州柏克莱大学出版社， 1995 。
• Spooner, Mary Helen.《狭长国家的军人∶智利皮诺契特政权》(Soldiers in a Narrow Land: The Pinochet Regime in Chile)，加州柏克莱大学出版社， 1994 。
Allende, Isabel. 《金色豪门》(The House of the Spirits)， 纽约∶ Bantam 书屋，1985。
我强烈推荐你购买所有上述书本，最后二本书的原文是西班牙文，（ 如果喜欢，可以自由选购和阅读原文）。不过，你也能在杜威图书馆和海登图书馆的书库内找到全部要求的读物。
如果你的母语不是英语，你仍应该努力以英语去读这些非文学作品。不过，对于文学作品（如 Garcia Marquez 和 Allende ）来说，可以自由以西班牙原文阅读。
每周还要观看很多录影带或电影，这是本课程的一部分。美洲(Americas)系列录影带部分由WGBH-Boston 制片，每片一小时。请注意智利战争(The Battle of Chile )电影很长，你应该提前规画时间。
作业要求
本课程第二周结束时会有一个 30 分钟地图测验（较晚选课的学生可以在课外进行地图测验，不扣分）。本测验范围涵盖拉丁美洲全部国家、主要城市和地理区域（如亚马逊河流域、安第斯山脉等）。本学期的课程，你也将写三篇不同题目的报告。缴报告的日期会在以下注明，报告题目必须在课程范围内。最后，学期结束前会有一次正式期末考试，时间三小时，包括全部课程资料。期末考试一半内容是名词解释和简答题，另一半内容是申论题。
课堂参与
我们希望你在整个学期参与课堂讨论。参与包括参考读本和电影的非正式课堂讨论、上台报告，以及正式的课堂辩论。 出席上课显然是课堂参与的必要条件。如果你真的无法上课，应该提前通知我。超过两次无故缺课将严重危及你的课堂参与评分。
此外，如果你未提前预习当天的课堂讨论，无论什么理由，请在开始上课前通知我。我会在课堂上随意“点名”提问，在小班制内无处可躲。再次声明，超过两次无故“未预习”将危及你的课堂参与评分。
我有个怪毛病，在每次非演讲式的课堂下课后记录每位学生课堂参与的分数。如果你的出勤记录是完美的，学期末最低的两次评分会被删除，如果你在这学期仅缺一次课，最低的那一次评分会被删除。
请注意，我们整学期课程将有一次正式的课堂辩论，一次即席课堂抽问，以及一次事前准备的上台报告。
给分标准
课堂参与（包括课堂辩论和抽问）占总分 30% 。三篇报告各占 15% ，地图测验 5% ，期末考试占 20%。
报告迟交，每迟交一天将扣字母三分之一级。如果你需要一次延期，请提前告诉我。提早一周以上申请延期一定会同意；前一天晚上才请求延期一定会被拒绝。
剽窃条款
写报告（或论文）时，你必须注记引述学术的出处和范围，交待你曾参考的书籍作者，你从哪里得到想法 ( 如同学、邀访学者等 ) 。你可以透过附注、参考书目或其他学术性工具方式交待。未明确告知你在研究或想法上引述他人是“剽窃”行为，被认为是最严重的学术过失，并且将被惩处。如果有任何关于应该如何引用文献证明你的想法来源的问题，在提交书面报告之前请先征询指导老师。
麻省理工学院的学术诚实政策可在下列连结找到∶
[url]http://web.mit.edu/policies/10.0.html[/url]
报告写作技巧
关于写报告的文体和实质技巧，可参见附在课程范围上的建议。报告格式的指导可在 [url]www.mit.writing.edu[/url] 找到。此外我采用密封姓名评分，因此请记得在报告结尾用一张纸条遮住你的名字。
书面报告资源
如果你想要获得写报告的协助，有广大资源可以使用。这些资源包括 麻省理工学院 校园写作中心、本课程写作老师、本课程助教、本课程网站，还有我。如果你还有任何问题或怀疑，请利用这些 。
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Syllabus (PDF)
Purpose
This HASS-D/CI course is designed as an introduction to Latin American politics and society for undergraduates at MIT. No background on the region is required. Overall workload (reading, writing, class participation, and examinations) is similar to that of other HASS-D courses. Many of the themes raised here are covered in greater detail in other courses: 21F.020J (New World Literature), 21F.716 (Introduction to Contemporary Hispanic Literature), 21F.730 (Twentieth-Century Hispanic American Literature), 21F.735 (Advanced Topics in Hispanic Literature and Film), 21A.220 (The Conquest of America), 21H.802 (Modern Latin America), 3.982 (The Ancient Andean World), 3.983 (Ancient Mesoamerican Civilization), 17.508 (Regime Change), and 17.554 (Political Economy of Latin America).
Criteria for HASS CI Subjects
Because this is a HASS-D CI subject, it must meet the following mechanical criteria. This includes at least 20 pages of writing divided among 3-5 assignments (in the case of this class, three). Of these assignments, at least one must be revised and resubmitted. HASS CI subjects must further offer students substantial opportunity for oral expression, through presentations, student-led discussion, or class participation. In order to guarantee sufficient attention to student writing and substantial opportunity for oral expression, the maximum number of students per section in a HASS CI subject is 18, except in the case of a subject taught without sections where the faculty member in charge is the only instructor. In that case, enrollments can rise to 25, if a writing fellow is attached to the subject.
Course Requirements
Requirements include weekly course readings and videos; active participation in class discussions, class presentations, and the class debate; three short papers (two of which must be revised and resubmitted); one in-class map test; and one three-hour final exam.
Readings and Videos
Weekly readings range from 75 to 130 pages, or about 100 pages on average. Readings include articles from the popular press, literary works, and scholarly research from the social sciences. Principal texts for the course include:
Course Reader.
Winn, Peter. Americas: The Changing Face of Latin America and the Caribbean. 2nd ed. Berkeley: University of California Press, 1995.
Spooner, Mary Helen. Soldiers in a Narrow Land: The Pinochet Regime in Chile. Berkeley: University of California Press, 1994.
Allende, Isabel. The House of the Spirits. New York: Bantam Books, 1985.
I strongly recommend that you purchase all of the above books, the last two of which were originally written in Spanish. (Feel free to buy and read them in the original, if you prefer.) However, you can also find all required readings on reserve in Dewey Library and Hayden Library.
If your first language is not English, you should still try to read the non-literary works in English. For literary works (such as García Márquez and Allende), however, please feel free to read them in the original Spanish.
Many weekly readings are accompanied by videos or films, which are an integral part of the course. Videos from the Americas series, produced in part by WGBH-Boston, are one hour each. Please note that the film The Battle of Chile is very long, so you should plan in advance appropriately.
Written Requirements
There will be a 30-minute map test at the end of the second week of the course. (Those students joining the course late can make up the map test outside of class with no penalty.) This test will cover all countries in Latin America, as well as major cities and geographical regions (e.g., the Amazon basin, the Andes, etc.). Over the course of the semester, you will also write three papers addressing different topics raised in the course of the semester. Due dates for the papers are noted below, and paper topics are attached to the syllabus. Finally, at the end of the semester during the official exam period, there will be a three-hour exam covering all course materials. Half of this exam will be based on identification and short answer questions; half will be based on an essay.
Class Participation
You are expected to participate in class discussion throughout the semester. Participation includes informal class discussion of the readings and films, in-class presentations, and a formal class debate. Attendance is obviously a prerequisite for class participation. If you must miss a class, you should notify me in advance. More than two unexcused absences will seriously jeopardize your class participation grade.
Also, please notify me at the beginning of the class if, for whatever reason, you are unprepared to participate in class discussion that day. I "cold call" people freely, so in a small class there is nowhere to hide. Again, more than two unexcused "unprepareds" will jeopardize your class participation grade.
My somewhat odd habit is to record class participation grades for each student after each non-lecture class. If your attendance record is perfect, the lowest two of these grades will be dropped at the end of the semester. If you miss only one class over the semester, the lowest of your grades will be dropped.
Please note that we will have one formal class debate, one extemporaneous class presentation, and one planned class presentation over the course of the semester.
Grading
Class participation (including the class debates and presentations) will count for 30% of the grade. The three papers will each count for 15%, the map test for 5%, and the final exam will count for 20%.
Papers that are late will be penalized by one-third of a letter grade for each day late. If you need an extension, please tell me ahead of time. Extensions requested a week or more in advance will be automatically granted; extensions requested the night before are virtually automatically denied.
Plagiarism Clause
When writing a paper (or an essay exam), you must identify the nature and extent of your intellectual indebtedness to the authors whom you have read or to anyone else from whom you have gotten ideas (e.g., classmates, invited lecturers, etc.). You can do so through footnotes, a bibliography, or some other kind of scholarly device. Failure to disclose your reliance on the research or thinking of others is PLAGIARISM, which is considered to be the most serious academic offense and will be treated as such. If you have any questions about how you should document the sources of your ideas, please ask your instructors before you submit your written work.
MIT's academic honesty policy can be found at the following link:
[url]http://web.mit.edu/policies/10.0.html[/url]
Hints on Writing Papers
For stylistic and substantive advice on writing your papers, see the hints attached to this syllabus. Guidance for formatting can be found at [url]www.mit.writing.edu.[/url] Also, I practice blind grading, so please make sure to put your name on a separate sheet at the end of the paper.
Resources on Writing
Extensive resources are available to you if you want help with writing. These resources include the MIT Writing Center on campus, the writing tutor for the course, the TA for the course, the course website, and me. Please take advantage of these if you have any questions or doubts!<br /><font color="#ff0000" size="5">祝贺您发表的这篇文章被收录进大耳朵文章库，奖励15个金币，希望继续努力，发表更多更好的文章！您的支持就是对我们的鼓励！</font>
2002春季课程：拉丁美洲研究导论
教学时程 :课 课程单元 课程活动 阅读资料 作业
1 教学时程
Introduction 导论和课程大纲浏览
Introductions and review of syllabus.
2 历史传统和当代现实
Historical Inheritances and Current Realities
拉丁美洲是一座“活生生的博物馆”，浏览当地资料
Latin America as a "living museum." Review of data on the region.
Márquez, Gabriel García. 〈伟大母亲的葬礼〉
Márquez, Gabriel García. "Big Mama's Funeral."
Winn, Peter. 着，《美洲：拉丁美洲和加勒比地区改变面貌》（柏克莱：加州大学出版社，1995）第一、二章：〈南方观察〉、〈帝国遗产〉，第2-83页。
Winn, Peter. "A View from the South " and "Legacies of Empire." Chap. 1 and 2 in Americas: The Changing Face of Latin America and the Caribbean. Pp. 2-83.
3 同上
Same as above 课堂讨论《伟大母亲的葬礼》
Class discussion of Big Mama's Funeral. 同上
Same as above
4 征服和奴隶制的传统
The Legacies of Conquest and Slavery 讲课：征服墨西哥
Lecture: The Conquest of Mexico Winn, Peter. 着，《美洲：拉丁美洲和加勒比地区改变面貌》（柏克莱：加州大学出版社，1995）第八章：〈肤色问题〉，第294-303页。
Winn, Peter. "A Question of Color." Chap. 8 in Americas: The Changing Face...
开始阅读Isabel Allende, 《金色豪门》（注意妇女的名字）
Isabel Allende, House of the Spirits. Begin reading. (Pay attention to the names of the women.)
地图测验
Map Test.
5 同上
Same as above 客座讲课：Melissa Nobles教授（政治学系，麻省理工）：〈钱财漂白：巴西种族、肤色和阶级〉。
Guest Lecture by Professor Melissa Nobles (Political Science, MIT): "Money Whitens: Race, Color, and Class in Brazil."
同上
Same as above
6 拉丁美洲开发和未开发
Development and Underdevelopment in Latin America 讲课：开发理论
Lecture: Theories of Development. Klaren, Peter F 着，〈消失的承诺：解释拉丁美洲未开发〉
Klaren, Peter F. "Lost Promise: Explaining Latin American Underdevelopment."
Frank, André Gunder 着，〈未开发的开发〉
Frank, André Gunder. "The Development of Underdevelopment."
Santos, Teodoro dos 着，〈依赖结构〉
Santos, Teodoro dos. "The Structure of Dependence."
Haber, Steven 着，〈进入工业化的障碍：墨西哥经济，1830-1940〉
Haber, Steven. "Assessing the Obstacles to Industrialization: The Mexican Economy, 1830-1940."
继续阅读Isabel Allende，《金色豪门》（确定读到关于chinchillas的故事）
Allende, Isabel. House of the Spirits. Continue reading. (Make sure to read the story about the chinchillas.)
7 同上
Same as above 结构性调整与市场导向再造(30分钟)
Structural adjustment and market-oriented reform (30 minutes). 同上
Same as above 即席上台演讲(50分钟)
Extemporaneous class presentations (50 minutes)
8 智利：开发、未开发和政治
Development, Underdevelopment, and Politics in Chile 讲课：智利历史，1970以前
Lecture: Chilean history to 1970.
阅读完毕Isabel Allende，《金色豪门》
Allende, Isabel. The House of the Spirits. Finish reading.
Valenzuela, Arturo 着，〈智利∶民主政权的起源、巩固和衰亡〉
Valenzuela, Arturo. "Chile: Origins, Consolidation, and Breakdown of a Democratic Regime."
电影：金色豪门（Isabel Allende小说好莱坞电影版）
Film: The House of the Spirits (Hollywood's version of Isabel Allende's novel)
9 同上
Same as above 课堂讨论《金色豪门》
Class discussion of The House of the Spirits. 同上
Same as above 第一篇报告（四页）应在第九堂课结束两天内缴齐
First paper (4 pages) due by two days after class #9
10 智利（和其他国家）军事统治
Military Rule in Chile (and elsewhere) 讲课：智利民族英雄Allende（阿叶德）覆亡
Lecture: The fall of Salvador Allende. Valenzuela, Arturo 着，〈智利∶民主政权的起源、巩固和衰亡〉
Valenzuela, Arturo. "Chile: Origins, Consolidation, and Breakdown of a Democratic Regime."
Spooner, Mary Helen 着，《狭长国家的军人：皮诺契特政权》(柏克莱：加州大学出版社，1994)：1-5, 56-77, 83-104, 113-159
Spooner, Mary Helen. Soldiers in a Narrow Land: The Pinochet Regime in Chile.
影片：智利战争（第一、二集）导演Patricio Guzmán。（请注意电影很长！）
Film: The Battle for Chile (Parts I and II) by Patricio Guzmán. [Please note that this film is quite long!]
11 同上
Same as above 讲课：拉丁美洲的官僚威权政治
Lecture: Bureaucratic-authoritarianism in Latin America.
同上
Same as above
12 智利（和其他国家）再民主化
Re-democratization in Chile (and elsewhere) 讲课：旧政体衰亡和过渡民主
Lecture: The breakdown of the Old Regime and Transition to Democracy.
Valenzuela, Arturo. 着，〈智利∶民主政权的起源、巩固和衰亡〉
Valenzuela, Arturo. "Chile: Origins, Consolidation, and Breakdown of a Democratic Regime."
Spooner, Mary Helen. 着，《狭长国家的军人：皮诺契特政权》(柏克莱：加州大学出版社，1994)：163-267
Spooner, Mary Helen. Soldiers in a Narrow Land: The Pinochet Regime in Chile.
Lembel, Pedro. 〈圣地牙哥各分区的足球和祈祷仪式〉
Lembel, Pedro. "Soccer and Devotion in the Barrios of Santiago."
Karl, Terry, 与 Philippe C. Schmitter.合着，〈民主是什么…不是什么〉
Karl, Terry, and Philippe C. Schmitter. "What Democracy is…and is Not."
13 同上
Same as above 讲课：民主是什么？智利民主吗？
Lecture: What is democracy? Is Chile democratic? 同上
Same as above 第一篇报告应在第十三堂课结束两天内缴齐
First paper rewrite due by two days after class #13
14 拉丁美洲军民关系
Civil-military Relations in Latin America 讲课：建立文人掌握军权
Lecture: Establishing Civilian Control Over the Military. Huntington, Samuel P 着，〈刑求问题〉和〈御林军问题〉
Huntington, Samuel P. "The Torturer Problem" and "The Praetorian Problem."
Mendez, Juan E. 着，〈为过去滥权负责〉
Mendez, Juan E. "Accountability for Past Abuses."
Moulian, Tomas 着，〈智利报告：逮捕以后〉
Moulian, Tomas. "Report on Chile: The Arrest and the Aftermath."
可酌情阅读关于皮诺契特案的附加文章
Additional articles on Pinochet case, as appropriate.
15 同上
Same as above 同上
Same as above 课堂讨论：起诉和惩罚或者宽容和忘记
Class Debate: prosecute & punish or forgive & forget?
第二篇报告（四页）应在第十五堂课结束两天内缴齐
Second paper (4 pages) due by 4 days after class #15
16 宗教和宗教经验
Religion and Religious Experience
讲课：传统天主教、自由派神学、福音新教和非洲招魂术
Lecture: Traditional Catholicism, Liberation Theology, Evangelical Protestantism, and African Spiritism. Winn, Peter. 着，《美洲：拉丁美洲和加勒比地区改变面貌》（柏克莱：加州大学出版社，1995）第十章：〈权力和荣耀〉，p. 346-78
Winn, Peter. "The Power and the Glory." Chap. 10 in Americas: The Changing Face...
Levine, Daniel H., 与 Scott Mainwaring. 合着，〈拉丁美洲宗教和人民抗议〉。
Levine, Daniel H., and Scott Mainwaring. "Religion and Popular Protest in Latin America."
Burdick, John. 着，〈社会运动再思考：以巴西城市的基督教社区为例〉
Burdick, John. "Rethinking the Study of Social Movements: The Case of Christian Base Communities in Urban Brazil."
电影：美洲第八集奇迹还不够
Film: Americas Video #8: Miracles Are Not Enough.
17 选择革命
The Revolutionary Option 客座讲课：James Howe教授（麻省理工人类学系）：拉丁美洲的叛国
Guest Lecture: Prof. James Howe (Department of Anthropology, MIT): Rebellion in Latin America.
Winn, Peter. 着，《美洲：拉丁美洲和加勒比地区改变面貌》（柏克莱：加州大学出版社，1995）第七章：〈太阳之子〉第234-70页。
Winn, Peter. "Children of the Sun." Chap. 7 in Americas: The Changing Face...
Winn, Peter. 着，《美洲：拉丁美洲和加勒比地区改变面貌》（柏克莱：加州大学出版社，1995）第十三章：〈搞革命〉第492-549页。
Winn, Peter. "Making Revolution." Chap. 13 in Americas: The Changing Face...
Cragan, Margaret, 与 Peter Smith.合着，〈美洲革命形势〉
Cragan, Margaret, and Peter Smith. "The State of Revolution in the Americas."
Hoskin, Gary, 与 Gabriel Murillo Castano.合着，〈哥伦比亚可以应付吗？〉
Hoskin, Gary, and Gabriel Murillo Castano. "Can Colombia Cope?"
电影：美洲录影带：革命
Film: Americas Video: Revolution.
18 同上
Same as above 讲课：拉丁美洲革命的因果关系
Lecture: The Causes and Consequences of Revolution in Latin America. 同上
Same as above 第二篇报告修改后应在第十八堂课结束两天内缴齐
Second paper rewrite due two days after class #18.
19 哥伦比亚的革命、暴乱和法治
Revolution, Violence, and the Rule of Law in Colombia 讲课：拉丁美洲的法治：证明有钱之前有罪
Lecture: The rule of law in Latin America: Guilty until proven rich.
Winn, Peter. 着，《美洲：拉丁美洲和加勒比地区改变面貌》第471-485页。
Winn, Peter. Americas: The Changing Face of Latin America and the Caribbean. Pp. 471-485.
Hartlyn, Jonathan. 着，〈哥伦比亚：暴乱及和解政治〉
Hartlyn, Jonathan. "Colombia: The Politics of Violence and Accommodation."
Berquist, Charles. 着，〈工资战争和谈判和平：历史观点的当代危机〉
Berquist, Charles. "Waging War and Negotiating Peace: The Contemporary Crisis in Historical Perspective."
20 同上
Same as above 同上
Same as above 各分组进行约二小时关于哥伦比亚的课外讨论
Class Breakout groups on Colombian situation.
21 巴西的法治
The Rule of Law in Brazil 观赏电影中央车站
See the film Central Station. Holston, James, 与 Teresa P. R. Caldeira.合着，〈民主、律法和暴乱：巴西人民的分裂〉
Holston, James, and Teresa P. R. Caldeira. "Democracy, Law, and Violence: The Disjunctions of Brazilian Citizenship."
Holston, James. 着，〈律法混乱：巴西的土地和侵占〉
Holston, James. "The Misrule of Law: Land and Usurpation in Brazil."
电影：中央车站
Film: Central Station.
22 同上
Same as above 同上
Same as above 分组上台报告：巴西土地纷争应如何解决？
Group class presentations: How should land disputes in Brazil be resolved?
23 旧政权和墨西哥第二次革命
The Old Regime and the Second Mexican Revolution 讲课：1910革命和旧政权
Lecture: The Revolution of 1910 and the Old Regime. Camp, Roderic Ai 着，《墨西哥政治：威权主义衰亡》第21-52、179-205页。
Camp, Roderic Ai. Politics in Mexico: The Decline of Authoritarianism. Pp. 21-52, 179-205.
Krauze, Enrique 着，《权力传记：当代墨西哥史, 1810-1996》 第549-557、543-45页。
Krauze, Enrique. Mexico: Biography of Power: A History of Modern Mexico, 1810-1996. Pp. 549-557, 543-45.
Lawson, Chappell 着，〈墨西哥未完成的过渡：墨西哥的民主化和威权主义飞地〉
Lawson, Chappell. "Mexico's Unfinished Transition: Democratization and Authoritarian Enclaves in Mexico."
电影：Herodes法（西班牙文，无字幕）。
Film: La ley de Herodes. (In Spanish, no subtitles)
24 同上
Same as above 讲课：墨西哥的民主化和法治
Lecture: Democratization and the rule of law in Mexico. 同上
Same as above 第三篇报告（四页）应在第廿四堂课结束两天内缴齐
Third paper (4 pages) due by 2 days after class #24
25 期末考试重点摘要、复习和题目
Wrap-up, review, and questions on final exam 课堂讨论《伟大母亲的葬礼》
Class discussion of Big Mama's Funeral.
Márquez, Gabriel García 着，〈伟大母亲的葬礼〉
Márquez, Gabriel García. "Big Mama's Funeral."
Winn, Peter. Epilogue着，〈公元二千年拉丁美洲和加勒比地区：新千禧年？〉，摘自《美洲：拉丁美洲和加勒比地区改变面貌》第601-608页。
Winn, Peter. Epilogue: "Latin America and the Caribbean at 2000: A New Millenium?" In Americas: The Changing Face...Pp. 601-608
26 同上
Same as above 总结、复习与期末考问题
Wrap-up, Review, and Questions of the Final Exam.
同上
Same as above 最后一堂课五天后：期末考试周
Five days after last class: Final Examination Week<br /><font color="#ff0000" size="5">祝贺您发表的这篇文章被收录进大耳朵文章库，奖励15个金币，希望继续努力，发表更多更好的文章！您的支持就是对我们的鼓励！</font>
2002春季课程：拉丁美洲研究导论
相关阅读资料 :随堂笔记Texts
Allende, Isabel. 《金色豪门》，纽约∶Bantam书屋，1985。
Allende, Isabel. The House of the Spirits. New York: Bantam, 1986.
Spooner, Mary Helen. 《狭长国家的军人∶智利皮诺契特政权》加州柏克莱大学出版社，1994，第1-5、56-77、83-104、113-159、163-267页。
Spooner, Mary Helen. Soldiers in a Narrow Land: The Pinochet Regime in Chile. Berkeley: University of California Press, 1994, pp. 1-5, 56-77, 83-104, 113-159, 163-267.
Winn, Peter. 《美洲∶拉丁美洲和加勒比海面貌改变》第二版，加州柏克莱大学出版社，1995。
Winn, Peter. Americas: The Changing Face of Latin America and the Caribbean. 2nd ed. Berkeley: University of California Press, 1995.
延伸阅读
Additional Readings
可酌情阅读关于〈皮诺契特案〉的附加文章
Additional articles on "Pinochet case" as appropriate.
Berquist, Charles. 〈工资战争和谈判和平：历史观点的当代危机〉，摘自《哥伦比亚的暴力冲突，1990-2000：工资战争和谈判和平》，Charles Berquist, Ricardo Peñarda, 与 Gonzalo Sánchez G. 合编，Wilmington DE: SR Books, 2001, 第195-212页。
Berquist, Charles. "Waging War and Negotiating Peace: The Contemporary Crisis in Historical Perspective." In Violence in Colombia, 1990-2000: Waging War and Negotiating Peace. Edited by Charles Berquist, Ricardo Peñarda, and Gonzalo Sánchez G. Wilmington, DE: SR Books, 2001, pp. 195-212.
Burdick, John. 〈社会运动再思考：以巴西城市的基督教社区为例〉，摘自《拉丁美洲社会运动的形成》，Arturo Escobar 与 Sonia Alvarez编辑，Boulder CO: Westview, 1992, 第171-84页。
Burdick, John. "Rethinking the Study of Social Movements: The Case of Christian Base Communities in Urban Brazil." In The Making of Social Movements in Latin America. Edited by Arturo Escobar, and Sonia Alvarez. Boulder, CO: Westview, 1992, pp. 171-84.
Camp, Roderic Ai. 《墨西哥政治：威权主义衰亡》，纽约：牛津大学出版社, 1999，第21-52、179-205页。
Camp, Roderic Ai. Politics in Mexico: The Decline of Authoritarianism. New York: Oxford University Press, 1999, pp. 21-52, 179-205.
Cragan, Margaret, 与 Peter Smith. 〈美洲革命形势〉，摘自《美洲：新说法论文集》，Alfred Stepan编辑，纽约：牛津大学出版社，第79-102页。
Cragan, Margaret, and Peter Smith. "The State of Revolution in the Americas." In The Americas: New Interpretative Essays. Edited by Alfred Stepan. New York: Oxford University Press, pp. 79-102.
Frank, André Gunder. 〈未开发的开发〉，摘自《开发承诺：拉丁美洲变迁的理论》，Peter F. Klaren, 与 Thomas J. Bossert 编辑，Boulder, CO: Westview, 1986, 第111-23页。
Frank, André Gunder. "The Development of Underdevelopment." In Promise of Development: Theories of Change in Latin America. Edited by Peter F. Klaren, and Thomas J. Bossert. Boulder, CO: Westview, 1986, pp. 111-23.
Haber, Steven. 〈进入工业化的障碍：墨西哥经济，1830-1940〉 《拉丁美洲研究学报》 24 (1) (February 1992): 1-32.
Haber, Steven. "Assessing the Obstacles to Industrialization: The Mexican Economy, 1830-1940." Journal of Latin American Studies 24 (1) (February 1992): 1-32.
Hartlyn, Jonathan. 〈哥伦比亚：暴乱及和解政治〉，摘自《发展中国家的民主：拉丁美洲》，Larry Diamond, Juan J. Linz, 与 Seymour Martin Lipset编辑。Boulder, CO: Lynne Rienner, 1989, pp. 291-334.
Hartlyn, Jonathan. "Colombia: The Politics of Violence and Accommodation." In Democracy in Developing Countries: Latin America. Edited by Larry Diamond, Juan J. Linz, and Seymour Martin Lipset. Boulder, CO: Lynne Rienner, 1989, pp. 291-334.
Holston, James. 〈律法混乱：巴西的土地和侵占〉 《社会历史比较研究》 33 (4) (1991十月)，第695-725页。
Holston, James. "The Misrule of Law: Land and Usurpation in Brazil." Comparative Studies in Society and History 33 (4) (October 1991): 695-725.
Holston, James, 与 Teresa P. R. Caldeira. 〈民主、律法和暴乱：巴西人民的分裂〉，摘自《拉丁美洲后过渡时代民主的错误路线》，Felipe Aguero, 与 Jeffrey Stark 编辑。 Coral Gables, FL: North-South Center Press/University of Miami; Boulder, CO: Lynne Rienner Publishers, 1998.
Holston, James, and Teresa P. R. Caldeira. "Democracy, Law, and Violence: The Disjunctions of Brazilian Citizenship." In Fault lines of democracy in post-transition Latin America. Edited by Felipe Aguero, and Jeffrey Stark. Coral Gables, FL: North-South Center Press/University of Miami; Boulder, CO: Lynne Rienner Publishers, 1998.
Hoskin, Gary, 与 Gabriel Murillo-Castano. 〈哥伦比亚可以应付吗？〉 《民主期刊》 10 (1) (1999年一月): 36-50.
Hoskin, Gary, and Gabriel Murillo-Castano. "Can Colombia Cope?" Journal of Democracy 10 (1) (January 1999): 36-50.
Huntington, Samuel P.〈刑求问题〉与〈御林军问题〉，摘自《第三波：二十世纪末叶民主化》，Norman: University of Oklahoma Press, 1991, 第211-51页。
Huntington, Samuel P. "The Torturer Problem," and "The Praetorian Problem." In The Third Wave: Democratization in the Late Twentieth Century. Norman: University of Oklahoma Press, 1991, pp. 211-51.
Karl, Terry, 与 Philippe C. Schmitter. 〈民主是什么…不是什么〉 《民主期刊》 2 (3) (Summer 1991): 75-86.
Karl, Terry, and Philippe C. Schmitter. "What Democracy is…and is Not." Journal of Democracy 2 (3) (Summer 1991): 75-86.
Klaren, Peter F. 〈消失的承诺：解释拉丁美洲未开发〉，摘自《开发承诺：拉丁美洲变迁的理论》，Peter F. Klaren, 与 Thomas J. Bossert编辑。 Boulder, CO: Westview, 198，第3-33页。
Klaren, Peter F. "Lost Promise: Explaining Latin American Underdevelopment." In Promise of Development: Theories of Change in Latin America. Edited by Peter F. Klaren, and Thomas J. Bossert. Boulder, CO: Westview, 1986, pp. 3-33.
Krauze, Enrique. 《权力传记：当代墨西哥史，1810-1996》，纽约： HarperPerennial, 1997，第 549-557、543-45页。
Krauze, Enrique. Mexico: Biography of Power: A History of Modern Mexico, 1810-1996. New York: HarperPerennial, 1997, pp. 549-557, 543-45.
Lawson, Chappell. 〈墨西哥未完成的过渡：墨西哥的民主化和威权主义飞地〉 Estudios Mexicanos/Mexican Studies.2000年夏季号。
Lawson, Chappell. "Mexico's Unfinished Transition: Democratization and Authoritarian Enclaves in Mexico." Estudios Mexicanos/Mexican Studies. Summer 2000.
Lembel, Pedro. 〈圣地牙哥各分区的足球和祈祷仪式〉 《NACLA美洲报告》 32 (1) (1998 七月/八月)，第36-43页。
Lembel, Pedro. "Soccer and Devotion in the Barrios of Santiago." NACLA Report on the Americas 32 (1) (July/August 1998): 36-43.
Levine, Daniel H., and Scott Mainwaring. 〈拉丁美洲宗教和人民抗议〉，摘自《权力和人民抗议》，Susan Eckstein编辑，柏克莱：加州大学出版社，1989，第203-40页。
Levine, Daniel H., and Scott Mainwaring. "Religion and Popular Protest in Latin America." In Power and Popular Protest. Edited by Susan Eckstein. Berkeley: University of California Press, 1989, pp. 203-40.
Márquez, Gabriel García.〈伟大母亲的葬礼〉 (短篇，1962）) ，摘自《没人写信给上校和其他故事》，J. S. Bernstein英译，纽约： Harper Colophone, 1979, 第153-70页。
Márquez, Gabriel García. "Big Mama’s Funeral." (Short story, 1962) In No One Writes to the Colonel and Other Stories. Translated by J. S. Bernstein. New York: Harper Colophone, 1979, pp. 153-70.
Mendez, Juan E. 〈为过去滥权负责〉 《人权季刊》 19(2) (1997年五月)第255-82页。
Mendez, Juan E. "Accountability for Past Abuses." Human Rights Quarterly 19(2) (May 1997): 255-82.
Moulian, Tomas. 〈智利报告：逮捕以后〉 《NACLA美洲报告》 32 (6) (1999年五月/六月)第12-17页。
Moulian, Tomas. "Report on Chile: The Arrest and the Aftermath." NACLA Report on the Americas 32 (6) (May/June 1999): 12-17.
Santos, Teodoro dos. 〈依赖结构〉 《美洲经济评论》 60 (2) (1970年五月)第231-6页。
Santos, Teodoro dos. "The Structure of Dependence." The American Economic Review 60 (2) (May 1970): 231-6.
Valenzuela, Arturo. 〈智利∶民主政权的起源、巩固和衰亡〉，摘自《发展中国家的民主：拉丁美洲》，Larry Diamond, Juan Linz, 与 Seymour Martin Lipset合编。Boulder: Lynne Rienner, 1989，第194-240页。
Valenzuela, Arturo. "Chile: Origins, Consolidation, and Breakdown of a Democratic Regime." In Democracy in Developing Countries: Latin America. Edited by Larry Diamond, Juan Linz, and Seymour Martin Lipset. Boulder: Lynne Rienner, 1989, pp. 194-240.<br /><font color="#ff0000" size="5">祝贺您发表的这篇文章被收录进大耳朵文章库，奖励15个金币，希望继续努力，发表更多更好的文章！您的支持就是对我们的鼓励！</font>
2002春季课程：拉丁美洲研究导论
作业 :撰写报告的技巧： (英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)第一篇报告主题
关于经济发展的课堂讲课、史料读本、学术研究及小说作品（包括 《伟大母亲的葬礼》(Big Mama's Funeral)和《金色豪门》(House of the Spirits)），讨论伊比利殖民主义在拉丁美洲的遗产。你认为什么是在西班牙和葡萄牙统治下主要的文化、社会、经济或政治遗产？ 当代拉丁美洲哪些特色无法以殖民主义解释？你感觉拉丁美洲社会或政治的哪些概念不应归因于殖民主义？
第二篇报告主题
1970年代期间，智利、阿根廷、巴西和乌拉圭等国皆经历过一段严厉的军事统治期。1980年代期间，所有这些国家实际上都已过渡成有些类似民主政治体制。第八堂课至第十五堂课的阅读、电影和讲课，讨论智利和其他国家军事统治的遗产和民主化过程。哪些是民主化的主要障碍和挑战？政治过渡的过程是怎样完成的？“威权主义飞地”过去或现在留下哪些东西？
第三篇报告主题
许多政治学者、经济学者和社运人士曾经指称法治在拉丁美洲的基础相当脆弱。以智利、巴西、哥伦比亚及墨西哥为例，讨论你是否同意此看法。然后讨论在同样那些国家，如何改善法治不彰的情况。
即席课堂抽问
在讲到拉丁美洲经济发展的那周，你将被要求引用阅读书本的证据来解释和批评拉丁美洲不同的经济发展理论。你来上课前，应该先准备关于拉美地区经济发展为每一主要学派的实例和反例。
第一次辩论主题
题目∶智利当今的民主领导人是否应该为皮诺契特将军在军政府时代（1973-1990）践踏人权而起诉他？
队伍
一甲（正方）
一乙（反方）
二甲（正方）
二乙（反方）
评审
将举行两场辩论∶第一场是一甲和一乙对抗，第二场是一乙和二乙对抗。正方辩士立场系赞成起诉，反方立场则反对起诉。最后评审将给予每队各二分钟的判决。
每队的第一位辩士将发表两分钟的开场白，描述该队的整体立场；第二位辩士会有两分钟反驳对方的辩论；第三位辩士将被允许对于对方辩士进行三分钟交差质询，被质询者必须以简洁有力的回答支持该队立场。每队第四位辩士将有两分钟时间总结该队论点立场，辩解曾被指出的任何弱点，并指出对方立场的弱点。我们在举行第一场辩论后，接着将进行第二场辩论。时间允许的话，我们会开放全班进行讨论。
请注意我们将严格控制每次发言时间，所以你必须事前准备和演练发言内容。你也可以事先和队友商量拟定整体策略。多数情况下，这会需要预先考虑辩论立场的实力和弱点，可以从读本、电影和讲课整理关于智利的资料。
因为时间限制，我们会迅速开始。迟到将以严厉方式处罚。
分组讨论（关于哥伦比亚）
在Class#20，为了分析并提出关于哥伦比亚当前局势的建议，我们将把全班进行分组。每组将被要求回答三个问题∶
当前哥伦比亚面对的主要问题是什么？
哥伦比亚政府该做什么解决这些问题？
这些将被解决问题的前景是什么？
为准备这场分组讨论，你应该做大约二小时课外阅读，重点在最近的新闻报导。
分组上台报告
为了分组上台报告，班上同学将被分成几组。每组将被要求上台报告下列议题∶
巴西土地争论的历史渊源是什么？
谁是Jardim das Camelias土地的潜在主人，他们的所有权主张为何？
谁应该拥有Jardim das Camelias的土地？
巴西政府通常应如何判决土地所有权主张？
小组每个人应计划发言约三分钟。每队会拿到评分，每位上台发言者亦会拿到个别评分；本次上台报告的最后分数，将是以上两项评分的平均值。
即席课堂抽问
下一周，我们已排定“即席课堂抽问”。这些将以背诵方式进行，也许将占去下次上课全部时间。对于即席抽问来说，你将被要求随机回答下列五个问题之一，意谓你应该准备回答所有题目。你回答问题的时间应不超过二分钟，我们将严格控制时间，确保每人都有机会回答。有足够时间去说出二或三个重点，赶快准备！
题目如下：
依赖理论的主要原则是什么？
根据Harber，墨西哥为什么在十九世纪和二十世纪初发展缓慢？
从文化视角，解释在《金色豪门》(House of the Spirits)里灰鼠毛皮工业的失败。
从依赖视角，解释在《金色豪门》(House of the Spirits)里灰鼠毛皮工业的失败。
从新自由主义视角，解释在《金色豪门》(House of the Spirits)里灰鼠毛皮工业的失败。
每周课堂报告
在学期开始，你应该挑选某一周上台做心得报告，总结当周读书心得和课堂讨论的论文准备。报告重点在强调参考读本的要点并加深每位同学印象，然后尝试为课堂讨论订出问题。可以包括理论问题（例，种族身分在何种情况下变得具有政治意义）。不过，他们也可以是参考读本自订的问答题（例，学习巴西的种族十分有趣，这让我会想要知道古巴目前对于种族问题的立场，因为他们目前政策与巴西十九世纪的种族政策有些类似）。无论你的问题采取哪个方向，请准备三分钟讲稿。事前演练很重要，可以确保你在报告掌握要点，因此不忘记排演！
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Hints for Writing Papers (PDF)
First Paper Topic
Drawing on class lectures, historical readings, scholarly research on economic development, and works of fiction (including Big Mama's Funeral, and House of the Spirits), discuss the legacies of Iberian colonialism in Latin America. What do you think have been the main cultural, social, economic, or political legacies of Spanish and Portuguese rule? What features of modern Latin America cannot be explained by colonialism? Are there any aspects of Latin American society or politics that you feel are wrongly attributed to colonialism?
Second Paper Topic
During the 1970s, countries like Chile, Argentina, Brazil, and Uruguay experienced a period of harsh military rule. During the 1980s, virtually all of these countries made the transition to something resembling a democratic political system. Drawing on the readings, films, and lectures from Class #8 through Class #15, discuss the legacies of military rule and the process of democratization in Chile and elsewhere. What were the main obstacles and challenges to democratization? How complete was the process of political transition? What "authoritarian enclaves" remained or remain?
Third Paper Topic
A range of political scientists, economists, and civic activists have argued that the rule of law in Latin America is weak. Drawing on the cases of Chile, Colombia, Brazil, and Mexico, discuss whether or not you agree with the and in what sense. Then discuss what can be done to improve the rule of law in those same countries.
Extemporaneous Class Presentations
In the week on economic development in Latin America, you will be asked to explain and critique different theories of economic development in Latin America using evidence from the readings. You should come to class prepared to give examples and counter-examples for each main school of thought regarding economic development in the region.
First Debate Topic
Resolved: Chile's current democratic leaders should prosecute General Augusto Pinochet for his role in human rights abuses perpetrated under the military regime (1973-1990).
Teams
Team 1A (affirmative)
Team 1B (negative)
Team 2A (affirmative)
Team 2B (negative)
Judges
There will be two debates: one between Team 1A and Team 1B; the next between teams 1B and 2B. Speakers on the affirmative teams will defend prosecution; speakers on the negative teams will oppose it. Judges will then each render a 2-minute verdict.
The first speaker from each team will make a two-minute opening statement laying out her team's overall position. The second speaker from each team will then have two minutes to rebut the arguments made by the other teams. The third speaker from each team will then be allowed three minutes to cross-examine her counterpart on the opposing team, who must defend her team's position with brief and direct replies. The fourth speaker on each team will then have two minutes to summarize her team's arguments, addressing any weaknesses that have been exposed and pointing out weaknesses in the other team's positions. After we have held the first debate, we will move on to the second debate. Time permitting, we will then open up the class to general discussion.
Please note that we will time each presentation strictly, so that you should prepare and practice your comments in advance. You will also want to talk among your team members to iron out your overall strategy. In most cases, this will require anticipating the strengths and weaknesses of each side of the debate, drawing on your knowledge of the Chilean case from readings, films, and lectures.
Because of time constraints, we will begin promptly. Lateness will be penalized in a draconian fashion.
Breakout Groups on Colombia
On Class #20, we will divide the class into breakout groups in order to analyze and make recommendations about the current situation in Colombia. Specifically, each group will be asked to answer three questions:
What are the main problems confronting Colombia?
What should the Colombian government do to solve these problems?
What are the prospects that these problems will be resolved?
In preparation for this session, you should do approximately 2 hours of outside reading on their own, focusing on recent news reports.
Group Class Presentation
For the group presentation, everyone in the class will be divided into teams. Each team will be asked to present on the following issues:
What is the history of the Brazilian land dispute?
Who are the potential owners of the land in Jardim das Camelias, and what are their ownership claims?
Who should own the land in Jardim das Camelias?
How should the Brazilian government decide land claims in general?
Each person in each group should plan to speak for approximately 3 minutes. Each team will receive a grade, as will each individual speaker; your final grade for the session will be the average of the two grades.
Extemporaneous Class Presentations
For next week, we have scheduled "extemporaneous class presentations." These will be held in recitation, possibly spilling over into class the next morning. For these presentations, you will be called upon at random to answer one of the five questions on the attached list, meaning that you should be prepared to answer all of them). Your presentations should be no more than 2 minutes, and we will be strict with the time to make sure that everyone gets a chance to go. This is enough time to develop two or three good points; be ready!
The following questions are fair game:
What are the main tenets of dependency theory?
Why did Mexico develop slowly in the 19th and early 20th century, according to Haber?
Explain the failure of the chinchilla industry in House of the Spirits from a cultural perspective.
Explain the failure of the chinchilla industry in House of the Spirits from a dependency perspective.
Explain the failure of the chinchilla industry in House of the Spirits from a neoliberal perspective.
Weekly Class Presentations
At the beginning of the semester, you should pick a week in which you will make a presentation summarizing the week’s readings and teeing up issues for class discussion. Your goal should be to highlight the main points of the readings and thus refresh everyone’s memory, then try to identify questions for class discussion. These can be theoretical questions (for instance, under what circumstances do racial identities become politicized). But they can also be factual questions that build on the readings (for instance: "It was interesting to learn about race in Brazil; that makes me wonder how racial attitudes are conceived in Cuba, which had some of the same race policies as Brazil during the 19th century). Whichever direction you go with your questions, plan on speaking for 3 minutes. Practice is crucial here, to make sure your presentation is on point and focused, so don't forget to rehearse!
2002春季课程：拉丁美洲研究导论
测验:常识问答（第一堂课）Pop Quiz (First Day)
哪一国家是拉丁美洲最都市化的国家（例，居住十万人口以上城市者占总人口比例最高）？
Which is the most urbanized country in Latin America (i.e., where the largest percentage of people live in cities of more than 100,000)?
哪一国家拥有最高比例的原住民人口？
Which is the country with the highest percentage of indigenous people?
拉丁美洲寿命最长的执政党为何？
What is the longest ruling political party in the region?
哪一国家民主政体历时最久？
What country has been democratic the longest?
列举1830年后拉丁美洲四个主要国际战争中至少两个。
Name at least two of the four major international wars in South America since 1830?
哪一国家杀人犯罪率最高？
What country has the highest homicide rate?
哪一国家在一九八○、九○年代以最慢速度进行经济改革？
Which countries have been slowest to undertake economic reforms during the 1980s and 1990s?
哪一国家是石油输出国家组织OPEC会员国之一？
Which country is a member of OPEC?
哪一国家在贸易上最仰赖美国（与美国进行美元贸易所占比例最高？）
Which country is most dependent on the U.S. for trade (i.e., has the highest percentage of its dollar-volume trade with the U.S.)?
哪一国家人民平均寿命最高？
Which country has the highest life expectancy?
按人均所得计算，去年底哪一国家最富裕？
At the end of last year, which was the richest country in terms of GDP per capita?
哪一国家最贫穷？
The poorest?
哪一国家所得分配最不平等？
Which country has the most unequal distribution of income?
南美洲各国承认的“官方”语言有几种？
How many languages are recognized as "official" by countries in the continent of South America?
南美洲最多人口使用的官方语言为何？
Which of these languages is spoken by most people in South America?
西班牙语系美洲哪一国家新教徒比例最高？
Which country in Spanish-speaking America has the highest percentage of Protestants?
地图测验
Map Test
Peruvian-Ecuadorean disputed area
Beagle Islands (southern tip of South America)
Atacama Desert (Chile)
Altiplano (Bolivia)
South American rain forests
Central American rain forests
Falklands Islands (Islas Malvinas)
Hispaniola
Vieques (off Puerto Rico)
Straight of Magellan
Caribbean Sea
Gulf of Mexico
Gulf of California (a.k.a. Sea of Cortez)
Lake Titicaca
Lake Nicaragua
Panama Canal
Paranà River
Orinoco River
Amazon River
RÃo de la Plata
Sierra Madre
Sierra Maestra
Andes
Mt. Aconcagua
Baja Peninsula
YucatÃn Peninsula
Guajira Peninsula (Colombia/Venezuela)
Argentina
Belize
Bolivia
Brazil
Chile
Colombia
Costa Rica
Cuba
Dominican Republic
Ecuador
El Salvador
French Guyana
Grenada
Guatemala
Guyana
Haiti
Honduras
Jamaica
Mexico
Nicaragua
Panama
Paraguay
Peru
Puerto Rico
Suriname
Trinidad and Tobago
Uruguay
Venezuela
Capital cities of the above countries
Tijuana, Mexico
Ciudad JuÃrez, Mexico
Monterrey, Mexico
Guadalajara, Mexico
Veracruz, Mexico
Bluefields, Nicaragua
Cartegena, Colombia
CalÃ, Colombia
MedellÃn, Colombia
MaracaÃbo, Venezuela
Guayaquil, Ecuador
Cuzco, Peru
Córdoba, Argentina
Mendoza, Argentina
Mar del Plata, Argentina
SSão Paolo, Brazil
RÃo de Janiero, Brazil
Salvador, Brazil
Manaus, Brazil
期末考
Final Exam
考试分成两部分，一是申论题，另一是名词解释，两部分占相同比重。回答名词解释时必须合上书本和笔记，每题名词解释的答案必须一至二段，并且应先解释名词、置于上下文内及说明其重要性。（地图测验的名词解释例外，你必须先在地图找出位置，或者酌情在空白地图上做些记号）。回答申论题时可以打开书本和笔记，仅需从下列三个题目中随机挑选“一题”作答。你必须在教室上写完申论题，但可以利用随身带来的任何笔记或其他材料。我们建议你提前准备“全部”三题的详细要点。
The exam will have two parts: an essay component and an ID component. Both will be weighed equally. The ID portion of the exam will be closed book and closed note. ID answers should be 1-2 paragraphs each, and should identify the ID item, place it in context, and explain its importance. (The exception is items from the map test, for which you should just identify the place on the map or place something on the blank map, as appropriate). The essay portion of the exam, which will be open-book and open-note, will include only ONE topic from the list of three, chosen at random. You must write the essay in class, but you may use any notes or other materials you bring with you. We recommend that you prepare detailed outlines of all three questions in advance.
申论题题目
Essay topics
试想拉丁美洲（哥伦比亚、秘鲁、萨尔瓦多和智利等）革命运动及过去的叛乱活动，请对下列问题发表意见∶在何种情况下可能出现革命运动？就其目标、策略和社会支持基础而论，不同革命运动之间的主要相似性和差异性各是什么？从道德角度观察，你认为哪些叛乱活动较具正当性，哪些缺乏正当性？
Considering revolutionary movements in Latin America (Colombia, Peru, El Salvador, Chile, etc.), as well as historical rebellions, address the following questions: Under what circumstances are revolutionary movements likely to emerge? What are the main similarities and differences between different movements, in terms of their goal, tactics, and bases of social support? From a moral perspective, which insurgencies do you think are more justified and which are less so?
Gabriel Garcia Marquez（朱注：马奎兹）在作品里虚构的Macondo村庄经常被描述成拉丁美洲的缩影。Garcia Marquez准确描绘出哪些特征？他夸大了哪些？又轻描淡写或完全忽略了哪些？
Gabriel García Márquez’s fictitious village Macondo is often described as a microcosm of Latin America. Which features does García Márquez portray accurately? Which does he exaggerate? Which does he downplay or ignore altogether?
下一周，你发现自己在与最近刚从墨西哥度假回来的朋友交谈时，他（肤浅地）谈到墨西哥跟美国比较起来似乎穷酸一点，民主过渡好像亦未完成，并且欠缺法治基础。原因是，他觉得墨西哥人对于时间、权威和金融交易有一种不同的态度。正如他所言∶“他们总是谈论不确定的明天，每个人都想尽办法捞钱”。他是以什么角度来解释墨西哥的未开发现象和威权主义？你同意这个看法吗？你可以针对墨西哥和美国之间的差异提出什么其他解释吗？
Next week you find yourself talking with an acquaintance who has recently returned from vacation in Mexico. He remarks (boorishly) on how poor the country seems in comparison to the United States, how incomplete the democratic transition seems, and how weak the rule of law is. The reason, he feels, is that Mexicans have a different attitude toward time, authority, and financial dealings. As he puts it: "They are always talking about mañana, and everyone is on the take." What sort of an explanation is this for underdevelopment and authoritarianism in Mexico? Do you agree with this perspective? What other explanations might you offer for differences between Mexico and the United States?
期末考试“名词解释”
ID items for final exam
从以下“名词解释”表单内随机挑选20题：
20 IDs will be drawn at random from the list below:
Latin America as a Living Museum
The Conquest
Hernán Cortés
Aztecs
Machu Picchu
encomienda
latifunda
"obedezco pero no cumplo"
hacienda
mestizo
commodity cycles
monoculture economy
Macondo
Corporatism
Debt crisis
Clientelism
Cultural arguments for underdevelopment
Racist arguments for underdevelopment
Dependency Theory
Core
Periphery
Stages of dependency
MNC’s
Imperialism
Import substituting industrialization (ISI)
Neoliberal arguments for underdevelopment
Comparative advantage
Hyperinflation
Neoliberalism
Structural adjustment
Virgin of Guadalupe
Pentacostalism
Evangelical Protestantism
Assembly of God
Liberation theology
Movimento dos sem terra
Leonardo Boff
Camilo Torres
Ernesto Cardenal
Archbishop Oscar Romero
Vatican II
Medellin Conference of Bishops
Christian base communities (Comunidades eclesiales de base, CEBs)
"protestant ethic" argument
Exorcism
African spiritism
orixás
Candomblé
Santería
Umbanda
Kardac
Ché Guevara
foco movement (foquismo)
Marxist
Sendero Luminoso (Shining Path)
Sandinista National Liberation Front (FSLN)
FMLN
M-19
MIR
ELN
MRTA
Lori Berenson
Alberto Fujimori
Fernando Henrique Cardoso
Andrés Pastrana
César Gaviria
Pablo Escobar
The Extraditables
FARC
pasta base
Chaco region
Medellín Cartel
Cali Cartel
paramilitares
Arturo Alessandri
Eduardo Frei
Esteban Trueba
Pedro Tercero García
The House of Spirits
Barrabás (in The House of Spirits)
Clara Del Valle (in The House of Spirits)
Alba Trueba (in The House of Spirits)
Blanca Trueba (in The House of Spirits)
Pedro Segundo García (in The House of Spirits)
Tres Marías (in The House of Spirits)
Salvardor Allende
Unidad Popular/Popular Unity
Christian Democratic Party (of Chile)
Statute of guarantees
Carlos Pratts
September 19, 1973
Chilean junta
Rule of law
Bureaucratic authoritarianism
Augusto Pinochet
carabineros
DINA
CNI
caravan of death
comando conjunto
Manuel Rodríguez Patriotic Front
Chilean Plebiscite
Gustavo Leigh
Coalition for the "No"
Manuel Contreras
National Stadium in Santiago
degollados
General Sergio Arellano Stark
General René Schneider
Patria y Libertad
coup d’état
democratic consolidation
democratic transition
democracy
Radical Party in Chile
Battle of Chile
"nunca más"
Samuel Huntington’s "torturer problem"
Samuel Huntington’s "praetorian problem"
Barras bravas
military prerogatives
civilian control of the military
truth commissions
desaparecidos
Authoritarian enclaves
Josué (from Central Station)
Dona Dora (from Central Station)
Bom Jesús da Silva, Bahia (from Central Station)
The "misrule of law" (from Holston)
Jardím das Camelias
Machismo
Export-processing zones
Maquiladoras
NGOs
Comedores populares or ollas communes
"Color line"
Brazil as a "racial democracy"
Social construction of race
2002春季课程：拉丁美洲研究导论
相关资源更进一步可参考...
你可以利用全球资讯网找到更多相关拉丁美洲政治和社会的资讯。部分网址如下：
You can find a great deal of information related to Latin American politics and society on the World Wide Web. Some useful addresses are:
哈佛大学David Rockefeller拉丁美洲学习中心：[url]www.fas.harvard.edu/~drclas/[/url]。本网站提供了波士顿地区与拉丁美洲相关的最新活动记录（讲稿、研讨会、音乐会等）。它也同时提供对拉丁美洲资料库的存取，这是一项该中心所提供、全面追踪最新活动的服务。
David Rockefeller Center for Latin American Studies, Harvard University: [url]www.fas.harvard.edu/~drclas/.[/url] This site offers up-to-the-minute information about Boston area events related to Latin America (lectures, seminars, concerts, etc.). It also provides access to the Latin America Database, a comprehensive news monitoring service sponsored by the Center.
麻省理工外国语言与文学系网站中收罗了各地杂志与线上新闻中的各式文章。请点选“Publications”，再选“Spanish”。
MIT Foreign Languages and Literature homepage has various articles from regional magazines and newspapers on-line. Click on "Publications," then on "Spanish."
联合国拉丁美洲暨加勒比经济委员会ECLAC：[url]www.eclac.cl[/url]
United Nations Economic Commission on Latin America and the Caribbean (ECLAC): [url]www.eclac.cl[/url]
美洲国家组织：[url]www.oas.org//[/url]
Organization of American States: [url]www.oas.org/[/url]
美洲开发银行IADB：[url]www.iadb.org[/url]
Inter-American Development Bank (IADB): [url]www.iadb.org[/url]
美国中央情报局CIA全球资料库：[url]www.odci.gov/cia/publications/factbook/[/url]。包含所有国家基本分类资讯。
United States Central Intelligence Agency (CIA), The World Factbbook: [url]www.odci.gov/cia/publications/factbook/.[/url] Contains basic declassified information on all countries.
民主中心：[url]www.democracyctr.org[/url]。全球相关民主资讯。
Democracy Center: [url]www.democracyctr.org.[/url] Information on democracy throughout the world.
自由之家：[url]www.freedomhouse.org/[/url]。全球相关政治、人民、媒体和经济自由的资讯。
Freedom House: [url]www.freedomhouse.org/.[/url] Information on political, civil, media, and economic freedom around the world.
拉丁线上新闻网（英、西语）：[url]http://www.lasculturas.com/lib/libEngNews.htm[/url]。
Latino On-Line News Network (Spanish and English): [url]http://www.lasculturas.com/lib/libEngNews.htm[/url]
文化遗产：[url]www.cs.org[/url]。
Cultural Survival: [url]www.cs.org[/url]
Univisión，迈阿密的西班牙语电视网。他们的半小时新节目于每天6:30 p.m.播送，10:30 p.m.重播。
Univisión, the Spanish-language television station from Miami. Their half-hour news program is broadcast daily at 6:30 p.m. and then again at 10:30 p.m.
地方WGBH公共电视台La Plaza节目，报导拉丁美洲和美国拉丁裔社区相关消息。播出时间：每周六6:30 p.m.第2频道，及每周三 10:30 p.m. 第44频道。[url]www.wgbh.org/La[/url] Plaza.。
Local public television station (WGBH): La Plaza, a program that features documentaries on Latin America and the Latino community in the U.S. Their programs air Saturdays at 6:30 p.m., Channel 2 and on Wednesdays at 10:30 p.m., Channel 44. [url]www.wgbh.org/La[/url] Plaza.
2004春季课程：国际妇女之声
2004春季课程：国际妇女之声(International Women's Voices, Spring 2004)课程重点
课堂上将提出许多构成课堂讨论的思考性问题范例。另外,参考书目包括必读与选读的阅读资料。
A number of sample thought questions, which frame class discussions, are provided. In addition, the bibliography of readings includes both required and recommended readings.
课程描述
国际妇女之声有几个目标。 它透过来自亚洲,非洲,中东,拉丁美洲和北美洲的当代妇女作家向学生介绍多种作品。 重点放在非西方作家的作品。 之所以会选择这些作品，主要是想鼓励学生透过阅读这些作品，去思考这些作品如何反映出其不同的文化遗产，而且就某种程度上而言，我们得以发现一种超越民族文化的女性之声。 藉由课堂授课和阅读, 学生了解这些作者描述的每个国家的历史和文化。 这门课程的主题，是在研究每位作家如何受到殖民主义,宗教,国家形成和语言的影响。 另外,学生也检视女性在父系文化内的社会化模式；以及作者她们在那些想像世界中, 如何消弭或厘清她们所虚拟的角色人物在爱情,职业,身分,性别角色,婚姻和政治…等领域中交错的关系。
International Women’s Voices has several objectives. It introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America. The emphasis is on non-western writers. The readings are chosen to encourage students to think about how each author’s work reflects a distinct cultural heritage and to what extent, if any, we can identify a female voice that transcends national cultures. In lectures and readings distributed in class, students learn about the history and culture of each of the countries these authors represent. The way in which colonialism, religion, nation formation and language influence each writer is a major concern of this course. In addition, students examine the patterns of socialization of women in patriarchal cultures, and how, in the imaginary world, authors resolve or understand the relationship of the characters to love, work, identity, sex roles, marriage, and politics.
2004春季课程：国际妇女之声
教学大纲 :课程目标国际妇女之声有几个目标。 它透过来自亚洲,非洲,中东,拉丁美洲和北美洲的当代妇女作家向学生介绍多种作品。 重点放在非西方作家的作品。 之所以会选择这些作品，主要是想鼓励学生透过阅读这些作品，去思考这些作品如何反映出其不同的文化遗产，而且就某种程度上而言，我们得以发现一种超越民族文化的女性之声。 藉由课堂授课和阅读, 学生了解这些作者描述的每个国家的历史文化。 这门课程的主题，是在研究每位作家如何受到殖民主义,宗教,国家形成和语言的影响。 另外,学生也检视女性在父系文化内的社会化模式；以及作者她们在那些想像世界中, 如何消弭或厘清她们所虚拟的角色人物在爱情,职业,身分,性别角色,婚姻和政治…等领域中交错的关系
上这堂课，学生需要不断的沟通与讨论。除了成为更会思考的读者之外,我们也期许学生能成为一位有能力且富有自信的写作能手。 学生可以在做他们的作业时，同时修改他们的报告。 学生上这堂课将有许多机会发言及辩论。藉此训练，学生可以培养口头报告技巧。该技巧乃是未来成功的基本条件，一旦他们离开麻省理工学院，仍得以受用。 本班最多只收25个学生，每个学生都会实际参与课堂上的讨论。
先修条件
这门课程没有先修条件限制。 只要是喜欢阅读而且对本身以外的文化有兴趣的大学生都可以选这门课。
主要作业的摘要
从学期一开始到结束，上这门课的学生必须针对每次阅读缴交简短的读书心得报告。 这些心得报告将被读取但不计分。 课表旁边如果有标注3 个星号，表示要交这些心得报告的日期。 写心得报告让学生可以整理她们的想法与回应，以便参加课堂上的讨论; 因此,缴交心得报告当天必须于上课时缴交,不可迟交。 除非有充分正当的理由,否则不交报告的学生就会被扣分。 读书心得报告应避免写作品的摘要大纲。 以下几点为阅读及撰写心得报告须注意的地方：
你对作品有何回应？它使你感动吗？你讨厌它,喜欢它还是对它没感觉？ 你的回应内容会不会受到你的性别、国籍影响吗？教育背景上的其它因素会对你的回应产生影响吗？
就相同主题而言，这些女性作者的个人和／或政治意见是否不同于男性作者？
作者是怎样看待性别角色、阶级、种族、宗教、性和性偏好？
对作品中主要角色的生活而言，孩童扮演着怎样的角色？
上这堂课的同学本学期须缴交4 份较长的论文(每份约 5-6 页)。 前3 份论文的初稿须依照课程表的日期交出，而论文指导教授将针对各位论文的初稿开会讨论。然后各位重写论文初稿并依照课表的日期缴交。虽然各位无需缴交第四份论文之初稿，但各位仍可在交论文前与指导教授讨论该份论文之撰写事宜。
本课程将进行分组。每组都将负责教一堂课。 在授课之前，各组须先研读讨论所指定的读物，并且概述该组的授课大纲。同时，每组还须在书籍讨论之前，先将该阅读资料的“思考问题”准备好，然后在课堂讨论时发给每个同学。教授会在各组敲定其教学计划前，指导每组加以完成。每组应该上图书馆取得作者的参考书目且／或是他们的文化背景，然后发给其他同学。上这门课学生不必缴交该组所负责的书籍之日志索引。.
课程型式
每次上课时间约一到一个半钟头。每次上课都会简短讲授作者所陈述的国家之历史、地理及政治背景。课堂授课也会带到作者的写作风格和作者在她自己国家的文学史所占的地位。若该堂课有排定授课小组报告，该组将主持课堂约45分钟。大部分上课时间都是在讨论 ? 不是全班一起讨论就是各组向全班回报其讨论结果。讨论的形式将于上课中发布。
评分的基础
因为课堂讨论是本课程重点,学生最好每堂课都出席。 无故缺席将自动扣分
因为此人文艺术社会科学推广课程是以讨论沟通为重的学科，所以没有期末考试。
活动 百分比
出席率 20%
报告 50%
授课小组 10%
心得日志 20%
其他上课注意事项:
如果各位觉得上课跟不上进度，要立刻让我知道，而不是到了学期末才告诉我，这样就太迟了。另外，对于课程方面有任何意见，如教学方式、教学组织等等，可以来找我谈或是将你的意见附在你的心得作业上。
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Course Objectives
International Women's Voices has several objectives. It introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America. The emphasis is on non-western writers. The readings are chosen to encourage students to think about how each author's work reflects a distinct cultural heritage and to what extent, if any, we can identify a female voice that transcends national cultures. In lectures and readings distributed in class, students learn about the history and culture of each of the countries these authors represent. The way in which colonialism, religion, nation formation and language influence each writer is a major concern of this course. In addition, students examine the patterns of socialization of women in patriarchal cultures, and how, in the imaginary world, authors resolve or understand the relationship of the characters to love, work, identity, sex roles, marriage and politics.
This class is a communication intensive course. In addition to becoming more thoughtful readers, students are expected to become a more able and more confident writers. Assignments are designed to allow for revision of each paper. The class will also offer opportunities for speaking and debating so that students can build oral presentation skills that are essential for success once they leave MIT. The class is limited to 25 students and there is substantial classroom discussion.
Prerequisites
There are no prerequisites for this course. It is meant for undergraduates who like to read and who are curious about cultures other than their own.
Summary of Major Assignments
Throughout the semester students are asked to submit short reading response essays on every work. These essays will be read, but not graded. Three asterisks on the syllabus indicate days on which these short responses must be submitted. One purpose of the responses is to get your thoughts and reactions together for class discussion; therefore, they must be submitted when you come to class - not a few days or an hour later. Unless you have a convincing excuse, failure to turn-in a response paper will lower your grade. These response papers should avoid summarizing the works. Here are some things to consider while reading and writing the short responses:
What is your reaction to the work? Does it move you? Do you hate, love or feel indifferent toward it? Is your reaction based on gender? On nationality? What else in your own education has influenced your reaction?
How is the author's vision shaped by her culture? By gender?
Do the personal and/or political views differ from those of male authors whose works you have read on the same theme?
What is the author's view of sex roles, class, race, religion, sexuality, and sexual preference?
What role do children play in the lives of the main characters?
There will be four longer papers (5-6 pages) required in the course of the semester. For the first three papers you will submit the first version of the paper on the date indicated on the syllabus. Our writing tutor will have conferences with you regarding your first versions. Then you will re-write the paper for submission on the date indicated on the syllabus. There is no required draft for the fourth paper but you are welcome to meet with the tutor before it is submitted.
The class will divide itself into groups. Each group will be responsible for teaching one class. The group will meet to discuss the reading and to outline its teaching plan; the group will prepare "thought questions" on the reading and distribute them at the class meeting prior to discussion of the book. Teaching groups will meet with the instructor before they finalize their teaching plans. Groups should obtain and distribute bibliography on the author and/or the culture under discussion through library work. Students are not required to submit a journal entry on the book for which their teaching group is responsible.
Course Format
Each class is 1-1/2 hours. There will be short lectures to provide background on the history, geography and politics of the countries represented by the authors. Lectures will also contextualize the author's style and place in the literary history of her country. When teaching group presentations are scheduled, students will lead 45 minutes of the class. Most class time will be spent in discussion - either with the whole group - or with the class divided into smaller groups that report back to the whole. Frameworks for these discussions will be distributed in class.
Basis for Grade
Students are expected to attend all classes since class discussion is central to the course. Unexcused absences will automatically lower your grade.
Since this HASS-D subject is communication intensive there is no final exam.
ACTIVITIES PERCENTAGES
Class Participation 20%
Papers 50%
Teaching Group 10%
Response Journals 20%
Other General Course Guidelines
If at any time during the semester you find yourself having trouble with work for the class, let me know right away - not at the end when it is too late. If you have any suggestions regarding any aspect of the course - how it is taught, organized, etc. - feel free to let me know either by seeing me or by attaching a note to your journal.
2004春季课程：国际妇女之声
教学时程 :课 课程单元 重要日期
1 绪论
Introduction
影片〈隐藏的革命〉
Film "A Veiled Revolution"
2 《远观宣礼塔》
Distant View of the Minaret
3 《远观宣礼塔》(续)
Distant View of the Minaret (cont.)
4 《站在零点的女人》
Woman at Point Zero
授课组
Teaching Group
5 《站在零点的女人》(续)
Woman at Point Zero (cont.) 缴交第一份报告初稿
First version of first paper due
6 《如此长信》
So Long a Letter
7 《如此长信》(续)
So Long a Letter (cont.) 缴交第一份报告初稿
Final version of first paper due
8 《不安之地》
Nervous Conditions
授课组
Teaching Group
9 《不安之地》(续)
Nervous Conditions (cont.)
10 Nilafer Gole ∶“蒙着面纱的妇女∶伊斯兰教和现代社会之间的禁忌∶ 来自法国,土耳其和伊朗的个案”
Nilafer Gole: "Veiled Women: The Forbidden Agents between Islam and Modernity: Cases from France, Turkey and Iran"
11 《不安之地》 (续)
Nervous Conditions (cont.)
12 《中国短篇故事》
Chinese Short Stories
授课组
Teaching Group
13 中国电影
Chinese Film 缴交第二份报告初稿
First version of second paper due
14 《大羚羊和秧鸡》
Oryx and Crake
授课组
Teaching Group
15 《大羚羊和秧鸡》 (续)
em>Oryx and Crake (cont.) 缴交第二份报告
Final version of second paper due
16 务必出席麦格丽特．亚特伍德演讲 地点在克雷斯吉
Required presence at Margaret Atwood Presentation at Kresge
17 麦格丽特．亚特伍德授课
Margaret Atwood in Class
18 《中国的好女人》
The Good Women of China
授课组
Teaching Group
19 《中国的好女人》(续)
The Good Women of China (cont.)
20 金色豪门—电影
House of the Spirits
授课组
Teaching Group
21 金色豪门(续)
House of the Spirits (cont.) 缴交第三份报告初稿
First version of third paper due
22 金色豪门(续)
House of the Spirits (cont.)
23 金色豪门(续)
House of the Spirits (cont.)
24 缴交第三份报告
Final version of third paper due
25 日本电影
Japanese Films
26 《厨房》
Kitchen
授课组
Teaching Group
27 〈月光阴影〉
Moonlight Shadows
28 最后上课日
Last Day of Class
最终讨论
Final Discussion
29 缴交最后一份报告
Last paper due
2004春季课程：国际妇女之声
相关阅读资料:课堂指定与建议读物Readings by Class Session
课 课程单元 阅读资料
1 绪论
Introduction
影片〈隐藏的革命〉
Film "A Veiled Revolution" 必读教材
Required Readings
Rifaat，Alifa. 〈远观宣礼塔〉纽约：Quartet Books,1983
Rifaat, Alifa. Distant View of the Minaret. New York: Quartet Books, 1983.
补充阅读
Supplementary Readings
Allende, Isabel. 〈宽容的皮诺契〉《纽约时报》( 1999 年1月17日)∶25-27.
Allende, Isabel. "Pinochet Without Hatred." The New York Times (January 17, 1999): 25-27.
Garibay, Ricardo，〈Pablo Neruda 的丧礼〉纽约∶Entelechy 出版公司,1973. ( 葬礼的记录副本)
Garibay, Ricardo. "Pablo Neruda's Funeral." New York: Entelechy Press Corp., 1973. (transcript of recording of funeral)
2 《远观宣礼塔》
Distant View of the Minaret 必读教材
Required Readings
《远观宣礼塔》 (续)
Distant View of the Minaret. (cont.)
补充阅读
Supplementary Readings
Crossette , Barbara. 〈测试容忍度的极限以达成文化融合：自由是否意味着认可抵制西方的宗教仪式？〉《纽约时报》( 1999 年3月6日)∶A15 和A17
Crossette, Barbara. "Testing the Limits of Tolerance as Cultures Mix: Does Freedom Mean Accepting Rituals that Repel the West?" The New York Times (March 6, 1999): A15, and A17 .
Inda, Jules." 〈面纱后的辩论〉《Utne 读本》 (1992 年3 月/4月)∶23-24.
Inda, Jules. "Behind the Veil Debate." Utne Reader (March/April 1992): 23-24.
Lerner, George. 〈对我们而言，妇女的解放运动就是揭开心灵面纱〉《进步》 ( 1992 年4月)∶32-35 .
Lerner, George. "To Us, Women's Liberation is the Unveiling of the Mind." The Progressive (April 1992): 32-35.
Thompson, Ginger,〈被威胁割除外阴的女人在美国没有庇护〉，《纽约时报》( 1999 年4月25日)∶27-28
Thompson, Ginger. "No U.S. Asylum for a Woman Threatened with Genital Cutting." The New York Times (April 25, 1999): 27-28.
3 《远观宣礼塔》 (续)
Distant View of the Minaret (cont.) 必读教材
Required Readings
El Saadawi，Nawal.《站在零点的女人》纽泽西∶Zed Books,,1983 。
El Saadawi, Nawal. Woman at Point Zero. New Jersey: Zed Books, 1983.
4 《站在零点的女人》
Woman at Point Zero
授课组
Teaching Group 必读教材
Required Readings
Ba, Mariama.《如此长信》 。 牛津：海涅曼,1989 。
Ba, Mariama. So Long a Letter. Oxford: Heinemann, 1989.
补充阅读
Supplementary Readings
Ahmed, Leila. 《在伊斯兰教里的女性和性别：一场现代辩论的历史根源》 。 纽哈芬：耶鲁大学出版社,1992 。
Ahmed, Leila. Women and Gender in Islam: Historical Roots of a Modern Debate. New Haven: Yale University Press, 1992.
Dallal，Jenine Abboushi. 〈西方主义的威胁破坏: 阿拉伯小说家如何被迫为西方写作〉《伊斯兰世界》(1998年4月24日)∶8-9.
Dallal, Jenine Abboushi. "The Perils of Occidentalism: How Arab Novelists are Driven to Write for Western Readers." The Islamic World (April 24, 1998): 8-9.
Gocek，Fatma Muge和Shiva Balaghi 合编。《中东地区的性别重建》。 纽约：哥伦比亚大学出版社,1994 。
Gocek, Fatma Muge, and Shiva Balaghi, eds. Reconstructing Gender in the Middle East. New York: Columbia University Press, 1994.
5 《站在零点的女人》(续)
Woman at Point Zero (cont.) 必读教材
Required Readings
《如此长信》(续)
So Long a Letter. (cont.)
6 《如此长信》
So Long a Letter 补充阅读
Supplementary Readings
Esonwanne, Uzo 所著 〈启发认识论和“审美认知”：Mariama Bâ 所著的《如此长信》〉。 《“为母”的政治学：在非洲文学里的女性,身分和抵抗》。页82-100.
Esonwanne, Uzo. "Enlightenment Epistemology and 'Aesthetic Cognition': Mariama Bâ's So Long a Letter." The Politics of (M)Othering: Womanhood, Identity, and Resistance in African Literature. pp. 82-100.
Nnaemeka, Obioma ，〈都市的空间，女性的地位∶身为Mariama Bâ 小说里迹象的一夫多妻制〉。《“为母”的政治学：在非洲文学里的女性,身分和抵抗》。" The Politics of (M)Othering: Womanhood, Identity, and Resistance in African Literature.” , 页162-191.
Nnaemeka, Obioma. "Urban Spaces, Women's Places: Polygamy as Sign in Mariama Bâ's Novels." The Politics of (M)Othering: Womanhood, Identity, and Resistance in African Literature. pp. 162-191.
7 《如此长信》(续)
So Long a Letter (cont.) 必读教材
Required Readings
Dangarembga，Tsitsi 所著, 《不安之地》。 伦敦：女性出版社,2001 。
Dangarembga, Tsitsi. Nervous Conditions. London: Women's Press, 2001.
8 《不安之地》
Nervous Conditions 必读教材:
Required Readings
《不安之地》 (续)
Nervous Conditions. (cont.)
补充阅读:
Supplementary Readings
Basu, Biman 所著 〈使陷入困境并且转义：在Tsitsi Dangaremba 的《不安之地》里的跨国理智的讽喻〉 《国际英语文学回顾》第28期第3 篇( 1997 年7月)∶7-24.
Basu, Biman. "Trapped and Troping: Allegries of the Transnational Intellectual in Tsitsi Dangaremba's Nervous Conditions." ARIEL: A Review of International English Literature 28, no. 3 (July 1997): 7-24.
Gorle, Gilian所著 〈打场耀眼的胜仗∶Tsitsi Dangarembga 的《不安之地》谈到的语言和权力。〉 Tsitsi Dangarembga 的《不安之地》:语言与权力, 页179 , 和192。
Gorle, Gilian. "Fighting the Good Fight: What Tsitsi Dangarembga's Nervous Conditions Says About Language and Power." Tsitsi Dangarembga's Nervous Conditions: Language and Power. pp. 179, and 192.
Moyana, Rosemary所著〈Tsitsi Dangarembga 的《不安之地》：在女性主义传统里的尝试〉。《Zambezia》 。 1994，XXI(1)， 页23-42.
Moyana, Rosemary. "Tsitsi Dangarembga's Nervous Conditions: an Attempt in the Feminist Tradition." Zambezia. 1994, XXI (1), pp. 23-42.
Nair, Supriya 。 〈《不安之地》中忧郁的女性∶理智的疯子〉《非洲文学研究》。 页130-139.
Nair, Supriya. "Melancholic Women: The Intellectual Hysteric(s) in Nervous Conditions." Research in African Literatures. pp. 130-139.
Uwakweh, Pauline A. 〈拆穿父系社会的假面具∶Tsitsi Dangarembga的《不安之地》表达的解放特质之声〉。《非洲文学研究》。页75-84.
Uwakweh, Pauline A. "Debunking Patriarchy: The Liberational Quality of Voicing in Tsitsi Dangarembga's Nervous Conditions." Research in African Literatures. pp. 75-84.
9 不安之地 (续)
Nervous Conditions (cont.) 必读教材:
Required Readings
《不安之地》 (续)
Nervous Conditions. (cont.)
11 《不安之地》 (续)
Nervous Conditions (cont.) 必读教材
Required Readings
Altman, David, 所著 〈只给中国妇女听〉《基督教科学箴言报》, 10月11日1995.
Altman, David. "For Chinese Women's Ears Only." The Christian Science Monitor. 11 Oct. 1995.
Barlow, Tani E., 所编《现代中国的性别政治∶写作与和女权主义》 ，英国杜伦 公爵大学出版社,1993 ,
Barlow, Tani E., ed. Gender Politics in Modern China: Writing and Feminism. Durham: Duke University Press, 1993.
书评∶〈中国的好女人：隐藏之声音〉《纽约人》, 《出版人周刊》以及《柯克斯书评》
Book Reviews: "The Good Women of China: Hidden Voices." The New Yorker, Publisher's Weekly, and Kirkus Review.
中国历史：历代大事纪：1921-迄今.
Chinese History: Time line: 1921- present.
Dai, Jinhua 与 Mayfair Yang, 〈与Huang Shuqing的对话〉《地位》 英国杜伦：公爵大学出版社,1995 , 页790-805.
Dai, Jinhua, and Mayfair Yang. "A Conversation with Huang Shuqing." Positions. Durham: Duke University Press, 1995, pp. 790-805.
Liu, Kang与Tang Xiobing, 合编，〈现代中国的政治,思想意识和文学论述〉英国杜伦：公爵大学出版社,1993
Liu, Kang, and Tang Xiobing, eds. Politics, Ideology and Literary Discourse in Modern China. Durham: Duke University Press, 1993.
Liu, Lydia 〈女性身体和民族主义论述∶重游生与死〉， Inderpal Grewal与 Caren Kaplan 合编《霸权四散∶后现代和跨国女性主义者之实践》，明尼阿波利斯，明尼苏达大学出版社,页37-62.
Liu, Lydia. "The Female Body and Nationalist Discourse: The Field of Life and Death Revistied." In Scattered Hegemonies: Postmodernity and Transnational Feminist Practices. Edited by Inderpal Grewal, and Caren Kaplan. Minneapolis: Univ. of Minnesota Press, pp. 37-62.
孔子, 论语 (选读)
Confucius. The Analects. (Selections)
Teng, Jinhua Emma. 〈如何在西方的高等学校培养“传统的中国妇女”∶重要评论〉《迹象》 (秋季号，1996)∶115-151.
Teng, Jinhua Emma. "The Construction of the 'Traditional Chinese Woman' in the Western Academy: A Critical Review." Signs (Autumn, 1996): 115-151.
Wolf, Wolf, Margery与Roxanne Witke 合编, 《中国社会的妇女》 史丹佛：史丹佛大学出版社,1975 ,
Margery, and Roxanne Witke, eds. Women in Chinese Society. Stanford: Stanford University Press, 1975.
〈中国的妇女∶被自由市场抛弃的人〉《线上的革命工人》
"Women in China: Free Market Outcasts." Revolutionary Worker Online.
Yang, Gladys., 〈杏喈性作家Chen Rong的作品“中年”〉《中国文学》, 卷10. 北京,中国,1980 ,
Yang, Gladys. "A New Woman Writer Chen Rong and Her Story 'At Middle Age.'" In Chinese Literature. Vol. 10. Beijing, China, 1980.
12 《中国短篇故事》
Chinese Short Stories
授课组
Teaching Group 必读教材
Required Readings
Yang, Gladys., 〈杏喈性作家Chen Rong的作品“中年”〉《中国文学》, 卷10. 北京,中国,1980 ,
Yang, Gladys. "A New Woman Writer Chen Rong and Her Story 'At Middle Age'." In Chinese Literature 10, 1980. Beijing, China.
13 中国电影
Chinese Film 必读教材
Required Readings
Atwood, Margaret《大羚羊和秧鸡》，多伦多：McClelland & Stewart特,2003 ,
Atwood, Margaret. Oryx and Crake. Toronto: McClelland & Stewart, 2003.
影片
Film
《活着》, 由张艺谋执导,
To Live. Directed by Zhang Yimou.
《人鬼情》, 由Huang Shuqing 执导,
Woman, Demon, Human. Directed by Huang Shuqing.
14 《大羚羊和秧鸡》
Oryx and Crake
授课组
Teaching Group 必读教材
Required Readings
《大羚羊和秧鸡》 (续)
Oryx and Crake. (cont.)
15 《大羚羊和秧鸡》 (续)
Oryx and Crake (cont.) 必读教材
Required Readings
《大羚羊和秧鸡》 (续)
ryx and Crake. (cont.)
17 麦格丽特．亚特伍德授课
Margaret Atwood in Class 必读教材
Required Readings
Xinran ,《中国好女人》, 纽约：名流书局,2002 ,
Xinran. The Good Women of China. New York: Pantheon Books, 2002.
18 《中国好女人》
The Good Women of China
授课组
Teaching Group 必读教材
Required Readings
Xinran ,《中国好女人》(续)
The Good Women of China. (cont.)
19 《中国好女人》(续)
The Good Women of China (cont.) 必读教材
Required Readings
Allende, Isabel. 《金色豪门》 纽约：班顿书局,1986 ,
Allende, Isabel. House of the Spirits. New York: Bantam Books, 1986.
20 金色豪门—电影
House of the Spirits
授课组
Teaching Group 必读教材
Required Readings
《金色豪门》 , (续)
House of the Spirits. (cont.)
21 《金色豪门》(续)
House of the Spirits (cont.) 必读教材
Required Readings
《金色豪门》 , (续)
House of the Spirits. (cont.)
22 金色豪门 (续)
House of the Spirits (cont.) 必读教材
Required Readings
《金色豪门》(续)
House of the Spirits. (cont.)
23 金色豪门 (续)
House of the Spirits (cont.) 必读教材
Required Readings
《金色豪门》(续)
House of the Spirits. (cont.)
25 日本电影
Japanese Films 必读教材
Required Readings
吉本芭娜娜, 《厨房》，纽约∶丛树出版社,1993 ,
Yoshimoto, Banana. Kitchen. New York: Grove Press, 1993.
补充阅读
Supplementary Readings
Carter, Albert H.〈《厨房》 评论〉《短篇小说之研究》(1993)∶614-615.
Carter, Albert H. "Review of Kitchen." Studies in Short Fiction (1993): 614-615.
Gelb, Joyce与Marian Lief Palley,合编 《日本和朝鲜的女性∶传承与更替》，费城∶天普大学出版社, 1994.
Gelb, Joyce, and Marian Lief Palley, eds. Women of Japan aned Korea: Continuity and Change. Philadelphia: Temple University Press, 1994.
Fujimura-Fanselow，Kumiko 和Atsuko Kameda合编 《日本女性：杏喈性主义者过去,现在和将来的观点》，市立纽约大学女权主义者出版品1995
Fujimura-Fanselow, Kumiko, and Atsuko Kameda, eds. Japanese Women: New Feminist Perspectives on the Past, Present and Future. New York: City University of New York Feminist Press, 1995.
Garrison, Deborah. 〈Day-O!〉 《纽约人68期》 (1993年1月25日): 109
Garrison, Deborah. "Day-O!" New Yorker 68 (January 25, 1993): 109.
（编者注：“Day-O”乃是珊德拉（Sandra Day-O’Connor）之middle name，她是美国社会的知名人士，在1981年提名成为美国最高法院的法官。 不仅如此，她也是美国最高法院，现任的九名大法官中惟一做过州参议员的人。）
Iwao, Sumiko. 《日本女性：传统形象与改变中的事实》，剑桥：哈佛大学出版 1993
Iwao, Sumiko. The Japanese Woman: Traditional Image and Changing Reality. Cambridge: Harvard University Press, 1993.
Kristof, Nicholas D.〈日本女人的暴力漫画〉，《纽约时报》 (1995年11月5日): 1与6 版
Kristof, Nicholas D. "In Japan, Brutal Comics for Women." The New York Times (November 5, 1995): 1, and 6.
Kusaka，Kimindo , 〈日本女性想要完全平等吗？〉，《经济观点》( 1984 年6月)∶19-21.
Kusaka, Kimindo. "Do Japanese women Want Total Equality?" Economic Eye (June, 1984): 19-21.
Strauss, Neil. 〈结合美丽与痛苦的日本电视节目〉，《纽约时报》( 1998 年7月14日)：2版 Section E.
Strauss, Neil. "A Japanese TV Show That Pairs Beauty and Pain." The New York Times (July 14, 1998): 2. Section E.
Tolbert, Kathryn 〈要工作还是当主妇：日本女人难做的决定〉，《国际先驱论坛报》( 2000年8 月15日)
Tolbert, Kathryn. "Career or Motherhood: Harsh Choice in Japan." International Herald Tribune (Aug. 15, 2000.)
26 《厨房》
Kitchen
授课组
Teaching Group 必读教材
Required Readings
吉本芭娜娜, 〈月光阴影〉于《厨房》，纽约∶丛树出版社,,1993 ,
Yoshimoto, Banana. "Moonlight Shadows." in Kitchen. New York: Grove Press, 1993.
27 〈月光阴影〉
Moonlight Shadows 必读教材
Required Readings
〈月光阴影〉 (续)
"Moonlight Shadows" (cont.)
28 最后上课日
Last Day of Class
最后讨论日
Final Discussion 无
none
2004春季课程：国际妇女之声
作业 :论文作业Essay Assignments
国际妇女之声期末报告的建议
Some Suggestions for Last Paper for "International Women's Voices"
从以下的题目中选一主题并写成4到5 页的报告。这份报告可以用比较的方式撰写，但必须提及至少一个从前未报告过的作品。
Choose a topic below and try to write 4-5 pages. Your paper may be comparative but must deal with at least one work on which you have not written before:
藉由阅读小说，我们了解怎样活下去、怎样会活不下去、如何去分辨善恶、如何去结婚、如何变成他人的好友。人们如何透过对话来沟通与改变彼此，从我们之前读过的作品， 选出你认为可以从中学到生活的不同层面的作品，并解释原因。
The novel is a form of reading that often tells us how to live, how not to live; how to distinguish between good and evil; how to get married; how to be a good friend; how people communicate and change each other through dialogue. Choose any of the works we've read and explain specifically how the work or works taught you about some aspect of living.
小说常常邀我们参与家庭生活。其方式通常不是我们在阅读小说之前就可以想像得到。从我们读过的小说或短篇故事中，选出一篇以上的作品，解释你如何向往/或讨厌其中的家庭生活方式 — 而在读这些作品之前，你也许不熟悉这种家庭生活方式。
The novel often invites us to participate in family life in a way we might not have imagined prior to reading. Choose one or more of the novels or short stories and explain how you were or were not drawn into a style of family life that was unfamiliar or familiar to you before reading the novel.
我们读过的小说和短篇故事里, 很多都提到男女之间、母女之间、夫妻之间的权力关系。选一篇作品并且检视作品中这些权力关系的意义和复杂程度，以及这些权力关系代表的文化
Many of the novels and short stories we have read concern power relationships between men and women, mothers and daughters, husbands and wives. Choose any of the works and examine the meaning and complexity of one or more of these relationships in the cultures they represent.
在《如此长信》和《不安之地》里面，女性之间的友情特别重要。藉由何种方式，这些女性友情所依附的文化，得以呈现出这些女性友情的重要? 从那些方面可以看出这些友情也普遍存在?
Friendship among women is particularly important in So Long a Letter and Nervous Conditions. In what ways are the cultures in which these friendships are embedded an important aspect of these friendships? In what ways are they universal?
想想我们读过的作品中人物之间的关系。他们代表何种的性别角色？他们在家中的社会地位如何？他们经济状况、地理位置以及历史背景又是如何？作品中哪些地方跟你的经验相去甚远？哪些地方又跟你的生活经验很接近？
Think about the relationships among characters in any of the works we have read. What are the sex roles they represent? What is their social position within the family? What is their economic reality and their geographic and historical situation. In what way is this work distant from your experience? In what way is it close to your life experience?
在《不安之地》里面，厌食症变成 Nyasha 对于无奈又强制的要求之逃避方式。请将这类要求跟在《如此长信》中类似的要求，作一比较。你同情这些角色吗？原因是什么？
In Nervous Conditions anorexia is an escape from competing and compelling demands on Nyasha. Compare those demands to the ones expressed in So Long a Letter. Do you sympathize with these characters? Why? Why not?
很多作品都允许读者将政治的(后殖民时期的、政府的、经济的)暴力，和性别暴力连结在一起。这里讲的暴力不单只身体上的暴力行为，也包括社会的、种族的或是经济的暴力行为。申述之。
Many of these works allow the reader to connect political (post-colonial, governmental, economic) violence with gender violence. This violence is not necessarily physical, but also social, ethical or economic. Discuss.
从授课组或是我给的思考问题集中，选出一问题并以此作为你论文的基础。
Choose any of the thought questions distributed by the teaching groups or by me and use them as the basis for an essay.
每个人的身分都无可避免的跟他的历史文化紧密连结。选一篇作品并详述哪些历史事件深深影响该故事发展。这包括大型社会运动。
Each person's identity is inextricably linked to history and culture. Pick one of the works and discuss what historical events are crucial to the story? This may include large social movements.
思考问题集
Thought Questions
课 课程单元 思考问题集
1 绪论
Introduction
影片: 〈隐藏的革命〉
Film "A Veiled Revolution"
2 远观宣礼塔
Distant View of the Minaret (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
3 远观宣礼塔 (续)
Distant View of the Minaret (cont.)
4 《站在零点的女人》
Woman at Point Zero
授课组
Teaching Group (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
5 《站在零点的女人》(续)
Woman at Point Zero (cont.)
6 《如此长信》
So Long a Letter 思考问题集一
Set 1
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
思考问题集二
Set 2
Set 2 (英文PDF)
Set 2 (繁体PDF)
Set 2 (简体PDF)
Set 2 (英文DOC)
Set 2 (繁体DOC)
Set 2 (简体DOC)
7 《如此长信》(续)
So Long a Letter (cont.)
8 《不安之地》
Nervous Conditions
9 《不安之地》 (续)
Nervous Conditions (cont.)
11 《不安之地》 (续)
Nervous Conditions (cont.)
12 《中国短篇故事》
Chinese Short Stories
授课组
Teaching Group 思考问题集一
Set 1
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
思考问题集二
Set 2
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
13 中国电影
Chinese Film
14 《大羚羊和秧鸡》
Oryx and Crake
授课组
Teaching Group
15 《大羚羊和秧鸡》 (续)
Oryx and Crake (cont.)
17 麦格丽特．亚特伍德授课
Margaret Atwood in Class
18 《中国的好女人》
The Good Women of China
授课组
Teaching Group
19 《中国的好女人》(续)
The Good Women of China (cont.)
20 金色豪门
House of the Spirits
授课组
Teaching Group 思考问题集一
Set 1
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
思考问题集二
Set 2
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
思考问题集三
Set 3
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
21 金色豪门(续)
House of the Spirits (cont.)
22 金色豪门(续)
House of the Spirits (cont.)
23 金色豪门(续)
House of the Spirits (cont.)
25 日本电影
Japanese Films
26 《厨房》
Kitchen
授课组
Teaching Group 思考问题集一
Set 1
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
思考问题集二
Set 2
(英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
27 〈月光阴影〉
Moonlight Shadows (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
28 最后上课日
Last Day of Class
最终讨论
Final Discussion
2003春季课程：中文IV(基本中文)
2003春季课程：中文IV(基本中文)(Chinese IV (Regular), Spring 2003)课程重点
本课程的特色是提供了汉语课文的动画展示及广泛的学习材料。
This course features animated examples of written Chinese text, and an extensive study materials section.
课程描述
这是汉语说写的延伸课程，特别强调基本会话技巧和增强阅读信心及深度。
在完成此课程之后，学生应该会流利使用汉语讨论基本会话话题、达到基础简体字、繁体字外加常用混合字体之阅读能力，同时并能写作短篇文章。
This is the continuing instruction in spoken and written Chinese, with particular emphasis on consolidating basic conversational skills and improving reading confidence and depth.
Upon completion of the course, students should be able to speak Chinese with some fluency on basic conversational topics, achieve a basic level of reading competence within simplified and traditional characters learned plus common compounds, and be able to write short compositions.
技术需求
使用Microsft Windows的Microsoft Internet Explorer (5.0版以上)：
由工具列的“检视”中选择“编码”“自动选取”或繁(简体)中文
使用Microsft Windows的Netscape (7.0版以上)：
由工具列的“检视”中选择“编码”“自动选取”或繁(简体)中文
使用Macintosh OS 9 或 X的Microsoft Internet Explorer (5.0版以上)：
由工具列的“检视”中选择“编码”“自动选取”或繁(简体)中文
使用Macintosh OS 9 或 X的Netscape (7.0版以上)：
由工具列的“检视”中选择“编码”“自动选取”或繁(简体)中文
使用Macintosh OS 9 或 X的Safari：
由工具列的“VIEW”中选择“Text Encoding”“Chinese”或“(ISO-2022-JP)”
Microsoft Internet Explorer (version 5.0+) on Microsoft Windows:
From VIEW menu select Encoding... Auto Select... or
Chinese AutoSelect.
Netscape (version 7.0+) on Microsoft Windows:
From VIEW menu, select Character Coding...
AutoDetect… Chinese.
Microsoft Internet Explorer (version 5.0+) on Macintosh OS 9 or X:
From VIEW menu select Character
Set… Chinese(auto-detect)
Netscape (version 7.0+) on Macintosh OS 9 or X:
From VIEW menu select Character Coding...
AutoDetect… Chinese.
Safari on Macintosh OS X:
From VIEW menu select Text Encoding... Chinese
(ISO-2022-JP)
2003春季课程：中文IV(基本中文)
教学大纲 :课程描述这是汉语说写的延伸课程，特别强调基本会话技巧和增强阅读信心及深度。本课程练习实作。进阶汉语I、II、III是同系列循序渐进之学习课程，在选读本春季课程前，21F.103秋季课程必须先修，而只完成21F.107-108课程的人仍不能修习此门课程。
在完成此课程之后，学生应该会流利使用汉语讨论基本会话话题、达到基础简体字、繁体字外加常用混合字体之阅读能力，并能写作短篇文章。
本课程包含课堂讲授、练习、讨论、阅读练习、听力练习、情境会话练习及语言游戏；而本课程则涵括第10课至第18课共8课。
必修学习工具
1. 《大卫和海伦在中国》(David and Helen in China) --- 中级中文课程。 (Phyllis N. Zhang 与 Yuann-yuann Meng, Donald K. Chang, 及 Irene R. Liu. 合着， East Asian Languages & Culture. 纽约哥伦比亚大学发行。)
2. 讲义阅读（事先发）。
学生责任
需课前预习，阅读指定材料及学习指定生词、句段和句句构等，此外也积极参与课堂讨论；鼓励讨论指定材料内容，并必须如期缴交指定作业及作品。
评分标准
满分为100分，依据课堂表现、作业、隔周测验、期中考、学习档案、阅读计划及期末发表。
以下为详细评分依据：
课堂表现 (15 分)
包括
课堂出席 (5 分)
课堂准备 (5 分)
课堂参与 (5 分)
指定作业 (15 分)
隔周测验 (20 分)
期中考 (20 分)
阅读计划 (10 分)
学习档案 (10 分)
期末发表 (10 分)
最后评分
94 以上=A
90-93=A-
86-89=B+
83-85=B
80-82=B-
76-79=C+
73-75=C
60-72=C-
59以下=F
课堂评分包括是否准时到课和是否事先预习准备、是否准时完成书面作业，以及是否课堂参与积极；及其它尚包括如学期进步与否。
除非事先获得授课讲师许可，否则不得补考。因生病或不可抗力之因素以致无法到课，应事先通知授课讲师。
作业、作品迟交者仍会得到批阅，但不计分。
上课出席尤其重要，如果未经任何许可擅自缺席，将大大影响期末成绩。
请事先准备一个档案夹为收集所有手写作业，还包括作业订正及考试测验卷，请记得如期缴交验收。
--------------------------------------------------------------------------------
Course Description
This is the continuing instruction in spoken and written Chinese, with particular emphasis on consolidating basic conversational skills and improving reading confidence and depth. Lab work is required. Intermediate Chinese I, II and III form a sequence; the Fall semester subject 21.F103 is prerequisite for the Spring. Students who have completed the streamlined sequence 21F.107-108 are not normally eligible for this subject.
Upon completion of the course, students should be able to speak Chinese with some fluency on basic conversational topics, achieve a basic level of reading competence within simplified and traditional characters learned plus common compounds, and be able to write short compositions.
Classes consist of a combination of lecture, drill practice, discussion, reading comprehension practice, listening comprehension practice, situational dialogue practice, and language games. The course covers eight lessons from Lesson 10 to Lesson18.
Required Learning Materials
1. David and Helen in China --- An Intermediate Chinese Course (by Phyllis N. Zhang with Yuann-yuann Meng, Donald K. Chang, and Irene R. Liu. East Asian Languages & Culture. New York: Columbia University.).
2. Hand-out readings (will be given beforehand).
Student Responsibilities
Students are expected to preview, read the assigned reading(s) and learn the assigned characters, paragraphs, patterns before classes, and to participate actively in class discussions. Students are encouraged to discuss on reading assignments. Students will be expected to hand in assigned homework, portfolio on the due date.
Grading Criteria
This course final grade will be 100 points, based on class performance, homework, bi-weekly quizzes, mid-term, portfolio, reading project, and end-term presentation.
The weighing of the various factors is, roughly, as follow:
Class performance (15 points)
Which includes
class attendance (5 points)
class preparation (5 points)
class participation (5 points)
Assigned homework (15 points)
By-weekly quizzes (20 points)
Mid-term (20 points)
Reading project (10 points)
Portfolio (10 points)
Presentation (10 points)
Final Grade
Above 94=A
90-93=A-
86-89=B+
83-85=B
80-82=B-
76-79=C+
73-75=C
60-72=C-
Below 59=F
Factors involved in the CLASS GRADE include being on time and prepared, completing written assignments carefully and on time, and participating enthusiastically in class activities. Other factors may come in to play, e.g.: improvement versus deterioration over the course of the semester, and progress relative to starting level.
No make-up quizzes unless you have permission from the lecturer beforehand. If you are sick or unable to make to the class due to unexpected situation, you should contact the lecturer.
Homework, portfolios handed in late will be corrected but receive no credit.
Attendance in this class is extremely important. If you were absence without any permission from your lecturer, then your final grade would be affected.
You have to prepare a folder for collecting all of your written work which includes revisions of all your written homework assignments and quizzes. Turn in your portfolio on assigned date.
2003春季课程：中文IV(基本中文)
教学时程 :课 课程单元1 简介
2-7 第10课
8-12 第11课
13-17 第12课
18-22 第13课
23-27 第14课
28-32 第15课
33-37 第16课
38-42 第17课
43-47 第18课
48-49 补充资料
50-51 发表
2003春季课程：中文IV(基本中文)
相关阅读资料 :需使用RealOne™ Player软件来播放.rm档案。RealOne™ Player software is required to run the .rm files in this section.
大卫和海伦在中国
David & Helen in China
课 课程单元 相关档案
1 简介
2-7 第10课 (L10-1.gif) (L10-2.gif) (L10-3.gif) (L10-4.gif) (L10-5.gif) (L10-6.gif)
8-12 第11课 (L11-1.gif) (L11-2.gif) (L11-3.gif) (L11-4.gif) (L11-5.gif) (L11-6.gif)
13-17 第12课
18-22 第13课
23-27 第14课
28-32 第15课
33-37 第16课 (PDF)
(L16-LC-16k)
(L16-SP-16k)
(L16-TX-16k)
(L16-VC-16k)
(L16-WU-16k)
38-42 第17课 (L17-LC-16k)
(L17-SP-16k)
(L17-TX-16k)
(L17-VC-16k)
(L17-WU-16k)
43-47 第18课 (JPEG 1) (JPEG 2)
48-49 补充资料
50-51 发表
2003春季课程：中文IV(基本中文)
作业 :课 课程单元 相关档案1 简介
2-7 第10课 (L10-1.gif) (L10-2.gif) (L10-3.gif) (L10-4.gif) (L10-5.gif) (L10-6.gif)
8-12 第11课 (L11-1.gif) (L11-2.gif) (L11-3.gif) (L11-4.gif) (L11-5.gif) (L11-6.gif)
13-17 第12课
18-22 第13课
23-27 第14课
28-32 第15课
33-37 第16课 (英文PDF)、 (繁体PDF)、 (简体PDF)
(英文DOC)、 (繁体DOC)、 (简体DOC)
38-42 第17课
43-47 第18课 (JPEG 1) (JPEG 2)
48-49 补充资料
50-51 发表
2003春季课程：中文IV(基本中文)
研习资料:讨论主题陈教授请一些在中国的同事及朋友传授不同主题之想法，让同学能相互讨论；以下是陈教授同事及朋友在不同讨论主题之不同观点的连结。
Prof. Chen asked a number of colleagues and friends in China to submit thoughts on various topics, to which the students responded via the course discussion board. Below are links to the submissions by Prof. Chen's colleagues and friends on various topics.
说说你是怎么过今年春节的
请你谈谈中国人做客时应该注意的礼貌
请你谈谈你所知道的中国人的恋爱观
请你谈谈中国文化中的龙
请你说说你最喜欢的一个中国菜的做法
请你说说你最喜欢的几个中国菜的做法
请你介绍一下你的家乡
2003秋季课程：中文V(基本中文)：中华文化与社会
2003秋季课程：中文V(基本中文)：中华文化与社会(Chinese V (Regular): Chinese Cultures & Society, Fall 2003)课程重点
本课程提供原版的学习数据，还有各种完整的作业。
This course features original study materials, as well as a comprehensive assignments section.
课程描述
本课程将继续21F104/108的课程内容。通过他们讲汉语社会的自己的探索与传统的教科书材料结合起来的阅读和写作技巧、使用人类文化，以及在在波士顿地区可提供的电子资源，来更进一步帮助学生发展复杂的会话本课程的部分特点包括了介绍中国社会、文化、传统和习惯，历史以及人民的心理。课程由阅读、讨论、作文、网络探索和会话练习组成。课程用汉语处理。
This course is the continuation of 21F104/108. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at in the Boston area. Some of special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are be introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.
专业要求
Technical Requirements
Microsoft Internet Explorer (version 5.0+) on Microsoft Windows:
From VIEW menu select Encoding... Auto Select... or
Chinese AutoSelect.
使用Microsft Windows的Microsoft Internet Explorer (5.0版以上)：
由工具列的「检视」中选择「编码」「自动选取」或繁(简体)中文
Netscape (version 7.0+) on Microsoft Windows:
From VIEW menu, select Character Coding...
AutoDetect… Chinese.
使用Microsft Windows的Netscape (7.0版以上)：
由工具列的「检视」中选择「编码」「自动选取」或繁(简体)中文
Microsoft Internet Explorer (version 5.0+) on Macintosh OS 9 or X:
From VIEW menu select Character
Set… Chinese(auto-detect)
使用Macintosh OS 9 或 X的Microsoft Internet Explorer (5.0版以上)：
由工具列的「检视」中选择「编码」「自动选取」或繁(简体)中文
Netscape (version 7.0+) on Macintosh OS 9 or X:
From VIEW menu select Character Coding...
AutoDetect… Chinese.
使用Macintosh OS 9 或 X的Netscape (7.0版以上)：
由工具列的「检视」中选择「编码」「自动选取」或繁(简体)中文
Safari on Macintosh OS X:
From VIEW menu select Text Encoding... Chinese
(ISO-2022-JP)
使用Macintosh OS 9 或 X的Safari：
由工具列的「VIEW」中选择「Text Encoding」「Chinese」或「(ISO-2022-JP)
Media player software, such as QuickTime® Player, RealOne™ Player, or Windows Media® Player, is required to run the .avi files found on this course site.
媒体播放软件，例如QuickTime® Player, RealOne™ Player,或是Windows Media®Player，需要运转.avi 文件可以在这个课程站点上找到。
2003秋季课程：中文V(基本中文)：中华文化与社会
教学大纲 :课程描述本课程将继续21F104/108的课程内容。通过他们讲汉语社会的自己的探索与传统的教科书材料结合起来的阅读和写作技巧、使用人类文化，以及在在波士顿地区可提供的电子资源，来更进一步帮助学生发展复杂的会话本课程的部分特点包括了介绍中国社会、文化、传统和习惯，历史以及人民的心理。课程由阅读、讨论、作文、网络探索和会话练习组成。课程用汉语处理。。
最后评分
总评价基于课堂表现、家庭作业、周考试、期中考试、代表作品、期末发表和最后计划。
课堂表现包括（15分）：
课堂出勤（5分）
课堂准备（5分）
课堂参与（5分）
指定作业（10分）
代表作选（10分）
周测验（20分）
期中考试（20分）
最后计划（15分）
期末发表（10分）
94以上=A
90-93=A-
86-89=B+
83-85=B
80-82=B-
76-79=C+
73-75=C
60-72=C-
59以下=F
涉及等级的因素包括准时并且仔细准备而准时完成书面作业，在课堂上积极参与活动。其他因素也作参考，例如： 改进与拖延学期课程，以及与初级有关的发展。
除非事先获得授课讲师的许可，否则不得补考。如果你生病了或是因为意外而不能来上课，应事先打电话到授课讲师的办公室、留言或是发电子邮件给他。
作业迟交也会得到批改但不给计分。
课堂出席是非常重要的。如果你缺席三次都是未经老师允许的，那么你最后的成绩将会依次递减（例如：从B等降到C等）。
--------------------------------------------------------------------------------
Course Description
This course is the continuation of 21F104/108. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. Some of special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people will be introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.
Final Grade
Evaluation will be based on class performance, homework, bi-weekly quizzes, a midterm, portfolio, end-term presentation, and a final project.
Class performance (15 points), which includes
class attendance (5 points)
class preparation (5 points)
class participation (5 points)
Assigned homework (10 points)
Portfolio (10 points)
By-weekly quizzes (20 points)
Mid-term (20 points)
Final project (15 points)
End-term presentation (10 points)
above 94=A
90-93=A-
86-89=B+
83-85=B
80-82=B-
76-79=C+
73-75=C
60-72=C-
Below 59=F
Factors involved in the CLASS GRADE include being on time and prepared, completing written assignments carefully and on time, and participating enthusiastically in class activities. Other factors may come in to play, e.g.: improvement versus deterioration over the course of the semester, and progress relative to starting level.
No make-up quizzes, mid-term, and final unless you have permission from the teacher beforehand. If you are sick or unable to attend class because of unexpected situations, you should telephone the teacher at his office, leave a message or email him.
Homework handed in late will be corrected but receive no credit.
Attendance in this class is extremely important. If you are absent three times without permission from your teacher, your final grade will be reduced by one whole step (e.g.: B to C).
2003秋季课程：中文V(基本中文)：中华文化与社会
教学时程 :周 课程单元第一周 (9/3 ? 9/5)
街心公?@的早晨
? 充 ?? 材 料
第二周 (9/8 ? 9/12)
街心公?@的早晨
? 充 ?? 材 料
第三周 (9/15 ? 9/19)
小胡同和四合院
? 充 ?? 材 料
第四周 (9/22 ? 9/26)
小胡同和四合院
? 充 ?? 材 料
第五周 (9/29 ? 10/3)
大?W生活?滴
? 充 ?? 材 料
第六周 (10/6 ? 10/10)
大?W生活?滴
? 充 ?? 材 料
第七周 (10/13 ? 10/17)
文?W作品??
? 充 ?? 材 料
第八周 (10/20 ? 10/24)
文?W作品??
? 充 ?? 材 料
第九周 (10/27 ? 10/31)
文?W作品??
? 充 ?? 材 料
第十周 (11/3 ? 11/7)
中??F代?v史?介
? 充 ?? 材 料
第十一周 (11/10 ? 11/14)
中??F代?v史?介
? 充 ?? 材 料
第十二周 (11/17 ? 11/21)
中??F代?v史?介
? 充 ?? 材 料
第十三周 (11/24 ? 11/28)
中???食文化
第十四周 (12/1 ? 12/5)
中???食文化
第十五 周 (12/8 ? 12/10)
期末演?
2003秋季课程：中文V(基本中文)：中华文化与社会
作业 :回家作业Homework
以下的家庭作业表是一个需要学生将它完成的提纲。另外，完成作业和组织专题需要录像和下载的资料，在家庭作业表下有提供。
The Homework table below outlines the at-home work completed by students. In addition, videos and downloadable materials used to complete assignments, organized by topic, are provided below the Daily Homework table.
课 HOMEWORK
1 听第一课第一部分&做练习
Listen to Lesson 1-1 & do exercises.
讲义阅读并做练习
Handout reading & do the exercises.
2 听第一课第二部分和做练习
Listen to Lesson 1-2 and do exercises.
讲义阅读并回答问题
Handout reading & answer questions.
3 访问
Interview.
阅读贴在STELLAR上面的信息
Read the posted messages on Stellar.
4 复习阅读内容和练习题准备考试-1
Review your readings and exercises for quiz-1.
5 观看录像和做练习
Watch video and do exercises.
讲义阅读和做练习题
Handout reading and do the exercises.
6 听、读“北京的小胡同和四合院”第二部分。
Listen to and read 北京的小 胡同和四合院part-two.
网上阅读关于“小胡同和四合院”的文章
Internet reading on 北京的 小胡同和四合院.
7 做关于“北京的小胡同和四合院”的练习题
Do exercises on 北京的小胡 同和四合院.
在STELLAR上面阅读和讨论
Stellar reading and discussion.
8 访问：你最喜欢的住所 是什么？四合院还是现代 公寓？为什么？
Interview: 你最喜欢的住所 是什么？四合院还是现代 公寓？为什么？.
讲义阅读&练习题
Handout reading & exercise.
9 作文：1）总结你的访问内容然后贴在STELLAR 上，2）关于这个主题写出你的想法
Composition a) summarize your interview and post it on Stellar; b) write out your idea on the topic.
10 观看录像
Video watching..
讲义阅读和做练习题
Handout reading and do the exercises.
11 观看影片
Video watching.
阅读网上关于中国教育的资料
Internet reading on Education in China.
讲义阅读
Handout reading.
12 讲义选读讲义阅读
Handout reading.
在STELLAR上面阅读和讨论
Stellar reading and discussion.
13 访问：请你介绍一下你所知道的中国教育情况
Interview: 请你介绍一下你所知道的中国教育情况。
总结你访问来的内容并贴在STELLAR上面
Summarize your interview and post it on Stellar.
14 观看录像
Video watching.
网上阅读关于中国的教育
Internet reading on education in China.
15 作文：美中教育的比较
Composition: 美中教育的 比较。
16 听录音的第一部分
Listen to the recording, partone.
讲义阅读
Handout reading.
17 讲义阅读
Handout reading.
网上阅读关于中国农村改变之焦点
Internet reading on changing China ? focus on countryside.
18 在STELLAR上面阅读和问问题（至少要对上面的每一个信息提出一个问题）
Stellar reading and ask questions ( at least one question for each of the posted messages).
讲义阅读
Handout reading.
19 写一篇阅读笔记
Write a reading summary.
讲义阅读
Handout reading.
20 讲义阅读
Handout reading.
在STELLAR上面阅读和问问题（至少要对上面的每一个信息提出一个问题）
Stellar reading and ask questions ( at least one question for each of the posted messages).
21 讲义阅读
Handout reading.
网上阅读
Internet reading.
22 讲义阅读
Handout reading.
把你的作文贴在STELLAR上
Composition and post your composition onto Stellar.
23 观看电影
Movie watching.
24 讲义阅读
Handout reading.
期中带回家
Take home midterm.
考试-4带回家
Take home quiz -4.
25 讲义阅读
Handout reading.
26 讲义阅读
Handout reading.
27 观看录像“文革起因”
Video watching on 文革起 因 .
网上阅读关于文化大革命的资料，并写一篇读后感贴在STELLAR上面
Internet reading on 文化大 革命, and write a summary of your reading and post it onto Stellar.
28 观看“文革起因”的录像
Video watching on 文革起因 .
网上阅读关于文化大革命的资料，并写一篇读后感贴在STELLAR上面
Internet reading on 文化大 革命, and write a summary of your reading, and post it onto Stellar.
29 讲义阅读
Handout reading.
网上阅读关于文化大革命的资料，并写一篇读后感贴在STELLAR上面
Internet reading on 文化大 革命, and write a summary of your reading, and post it onto Stellar.
在STELLAR上面阅读和询问关于这个主题的信息
Stellar reading and asking questions on the messages.
30 讲义阅读
Handout reading.
在STELLAR上面阅读和询问关于这个主题的信息
Stellar reading and asking questions on the messages.
访问关于文化大革命，并写一篇关于你的访问的文章，将它贴在STELLAR上面
Interview on Cultural Revolution, and write a summary of your interview and post it onto Stellar.
31 观看录像“红卫兵”
Video watching on 红卫兵.
网上阅读关于文化大 革命的资料，并写一篇阅读笔记，将它贴在STELLAR上面
Internet reading on 文化大 革命, and write a summary of your reading, and post it onto Stellar.
在STELLAR上面阅读和询问关于这个主题的信息
Stellar reading and asking questions on the messages.
32 观看录像“上山下乡”
Video watching on 上山下乡.
讲义阅读，并写一篇阅读笔记，将它贴在STELLAR上面
Handout reading, and write a reading summary and post it onto Stellar.
在STELLAR上面阅读和询问关于这个主题的信息
Stellar reading and asking questions on the messages.
录像和数据的分配
Assignment Videos and Materials
中国教育状况
录像练习-1 (PDF)
录像1-6词汇 (PDF)
录像-1 (56K) (80K) (220K)
录像-2 (56K) (80K) (220K)
录像-3 (56K) (80K) (220K)
录像-4 (56K) (80K) (220K)
录像-5 (56K) (80K) (220K)
录像-6 (56K) (80K) (220K)
录像-7 (56K) (80K) (220K)
录像-8 (56K) (80K) (220K)
录像-9 (56K) (80K) (220K)
放地雷的小男孩儿
录音 (16K)
练习-1 (PDF)
诗歌
诗歌-1 (PDF)
祝福
问题-1 (PDF)
问题-2 (PDF)
文化大革命
文革起因-1 (56K) (80K) (220K)
文革起因-2 (56K) (80K) (220K)
文革起因-3 (56K) (80K) (220K)
文革网址
2003秋季课程：中文V(基本中文)：中华文化与社会
研习资料 :论坛主题Discussion Board Topics
陈教授请他的中国朋友和同事关于这些专题提出许多看法，为了学生能在论坛上做出应答关于这个课程。将这些专题在下面列出：
Prof. Chen asked a number of colleagues and friends in China to submit thoughts on various topics, to which the students responded via the course discussion board. Below are links to the submissions by Prof. Chen's colleagues and friends on various topics:
专题1：你对晨练的看法
Forum 1: 你对晨练的看法
专题2：你最喜欢的住所是什么？四合院还是现代公寓？为什么？
Forum 2: 你最喜欢的住所是什么？四合院还是现代公寓？为什么？
专题3：请你谈谈你小学或中学的经历
Forum 3: 请你谈谈你小学或中学的经历
专题4：请你谈谈你大学生活印象最深的一件事儿
Forum 4: 请你谈谈你大学生活印象最深的一件事儿
专题5：请你介绍一本你最喜欢的中国小说
Forum 5: 请你介绍一本你最喜欢的中国小说
专题6：你所知道的文化大革命
Forum 6: 你所知道的文化大革命
2003秋季课程：中文V(基本中文)：中华文化与社会
课堂活动内容 :课 活动1 课程介绍
Course introduction.
自我介绍
Self introduction.
关于本课程的咨询与解答
Questions and answers on the course.
2 关于街心公园的早晨的讨论
街心公?@的早晨discussion.
观看录像和讨论
Video watching and discussion.
训练
Drill.
3 阅读与讨论
Reading and discussion.
训练
Drills.
4 展示与讨论你的访问和在STELLAR上的阅读情况
Presentation and discussion on your interview and Stellar reading..
5 考试-1
Quiz one.
6 “北京的小胡同和四合院”第一部分的阅读和讨论
北京的小胡同和四合院 part-one reading and discussion.
Questions and answers on 北京的小胡同和四合院.
7 展示你的网上阅读
Presentation on your internet reading.
观看录像和讨论
Video watching and discussion.
8 北京的小胡同和四合院的阅读与讨论
北京的小胡同和四合院 reading and discussion.
观看录像和讨论
Video watching and discussion.
9 展示和讨论你的访问
Presentation and discussion on your interview.
10 考试-2
Quiz two.
11 大学生活点滴的阅读与讨论
大?W生活?滴 reading and discussion.
关于你的观看的录像的问与答
Questions and answers on the videos you watched.
12 展示你的网上阅读作业
Presentation on your internet reading.
观看录像和讨论
Video watching and discussion.
13 在STELLAR上面阅读和讨论
Stellar reading and discussion.
观看录像和讨论
Video watching and discussion.
14 展示你的访问内容
Presentation on your interview.
讨论
Discussion.
15 阅读和讨论
Reading and discussion.
展示你的阅读作业
Presentation on your reading.
16 考试-3
Quiz Three.
17 故事讨论
The story discussion.
讲义阅读
Handout reading.
18 展示你的网上阅读作业
Presentation on your internet reading.
讨论
Discussion.
19 讨论你的SYELLAR阅读内容
Discuss your Stellar readings.
讨论你的讲义阅读
Discuss your handout reading.
20 讨论你的阅读作业
Discuss your reading.
讲义阅读
Handout reading.
21 讨论你的STELLAR阅读内容
Discuss your Stellar readings.
讨论你讲义阅读
Discuss your handout reading.
22 展示你的阅读作业
Presentation on your reading.
讨论你的讲义阅读
Discussion on your handout reading.
23 上交阅读和讨论作业
Handout reading discussion.
24 上交阅读和讨论作业
Handout reading discussion.
讨论电影
Movie discussion.
25 讨论你讲义阅读
Discussion on your handout reading.
26 讨论你讲义阅读
Discussion on your handout reading.
27 讨论你讲义阅读
Discussion on your handout reading.
28 阅读和讨论《祝福》
《祝福》reading and discussion.
看电影
Movie watching.
29 讨论录像
Discussion on the videos.
展示你的网上阅读作业
Presentation on your internet reading.
30 上交阅读讨论作业
Handout reading discussion.
看电影并讨论
Movie watching and discussion.
31 上交阅读讨论作业
Handout reading discussion.
展示你的访问内容
Presentation on your interview.
看电影并讨论
Movie watching and discussion.
32 看电影并讨论
Movie watching and discussion.
展示你的网上阅读作业
Presentation on your internet reading.
2003春季课程：中文VI(基本中文)：探索中华文化与社会
2003春季课程：中文VI(基本中文)：探索中华文化与社会(Chinese VI (Regular): Discovering Chinese Cultures and Societies, Spring 2003)课程重点
针对学生通过课程讨论版回应的各式各样的话题，陈教授请了中国国内的一批同事与朋友提供他们的意见。这些由陈博士的同事与朋友提供的意见都能在学习资料区获得。而且，作业任务区还包括视频与音频资料。
Prof. Chen asked a number of colleagues and friends in China to submit thoughts on various topics, to which the students responded via the course discussion board. The submissions by Dr. Chen's colleagues and friends are available in the study materials section. In addition, the assignments section includes video and audio materials.
课程描述
本课程是21F.105课程的续篇。它通过将传统课本材料与学生自身对中文语言社会的认识相结合，运用麻省理工（MIT）以及在波士顿区可获得的人力的、文字的以及电子的各类资源，专为进一步帮助学生提高语言、阅读与写作技巧而设计。在本课程中，会介绍一些中国社会的特色、文化、风俗习惯、历史，以及那里人民的心理状态。本课程由阅读、讨论、作文、网络探索以及对话练习组成。本课程用普通话授课。
This course is the continuation of 21F.105. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. Some special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.
技术需求
微软Windows系统上运行Internet Explorer浏览器（版本5.0以上）：
可由“检视”功能表下选择“编码”——“自动选取”或
“中文(自动选取)”。
微软Windows系统上运行Netscape浏览器（版本7.0以上）：
可由“查看”功能表下选择“字元编码”——
“自动选取”——“中文”。
Macintosh OS 9或X系统上运行微软Internet Explorer浏览器（版本5.0以上）：
可由“查看”功能表下选择“字元设定”——
“中文（自动侦测）”
Macintosh OS 9或X系统上运行Netscape浏览器（版本7.0以上）：
可由“查看”功能表下选择“字元设定”——
“自动侦测…中文”。
Macintosh OS X 系统上运行Safari浏览器：
可由“检视”功能表下选择“文本编码”——“中文(ISO-2022-JP)”。
(ISO-2022-JP)
本课程站点上的.avi档需要媒体播放软件运行，诸如QuickTime® Player、RealOne™ Player或Windows Media® Player等。
Microsoft Internet Explorer (version 5.0+) on Microsoft Windows:
From VIEW menu select Encoding... Auto Select... or
Chinese AutoSelect.
Netscape (version 7.0+) on Microsoft Windows:
From VIEW menu, select Character Coding...
AutoDetect… Chinese.
Microsoft Internet Explorer (version 5.0+) on Macintosh OS 9 or X:
From VIEW menu select Character
Set… Chinese(auto-detect)
Netscape (version 7.0+) on Macintosh OS 9 or X:
From VIEW menu select Character Coding...
AutoDetect… Chinese.
Safari on Macintosh OS X:
From VIEW menu select Text Encoding... Chinese
(ISO-2022-JP)
Media player software, such as QuickTime® Player, RealOne™ Player, or Windows Media® Player, is required to run the .avi files found on this course site.
师资
讲师：
陈彤(Tong Chen)教授
上课时数
每周3节
每节1小时
程度
大学部
回应
告诉我们您对本课程或“开放式课程网页”的建议
2003春季课程：中文VI(基本中文)：探索中华文化与社会
教学大纲 :本课程是21F.105课程的续篇。它通过将传统课本材料与学生自身对中文语言社会的认识相结合，运用麻省理工（MIT）以及在波士顿区可获得的人力的、文字的以及电子的各类资源，专为进一步帮助学生提高语言、阅读与写作技巧而设计。在本课程中，会介绍一些中国社会的特色、文化、风俗习惯、历史，以及那里人民的心理状态。本课程由阅读、讨论、作文、网络探索以及对话练习组成。本课程用普通话授课。必需的学习资料
经由挑选的中文读物。
透过一家天津餐馆来理解中国历史文化：使中国的历史文化更易于理解与接受。（基于网络的多媒体资料，陈彤）。
以上学习资料无法在此获得。只能经由导师获得。当个学期最后两节课，包括所有听课者，若需影印，均须付费。
评分标准
将会依据课堂表现、家庭作业、双周测验、期中考试、讲义、期末演讲以及一份学期论文来评定等级。
课堂表现（20分），包括：
到课情况 (5 分)
课堂准备情况 (5 分)
课堂参与情况 (5 分)
每日测验 (5 分)
指定的家庭作业 (10 分)
描绘 (10 分)
双周测验 (20 分)
期中考试 (20 分)
学期论文 (10 分)
期末演讲 (10 分)
影响课程评级的因素包括有预习并按时到课，认真按时地完成指定的书面作业，以及积极参与课堂活动。可能影响的其他因素，诸如：当个学期在此门课程上的进步或退步，以及较之起始阶段的进步程度。
除非获得教师提前准许，否则必须参加测验、听写、期中及期末考试。若因生病或其他不可预见的原因而无法到课者，必须致电教师办公室、留言、或发电子邮件告知。
家庭作业若迟交，虽仍将被批改，但不得计分。
到课情况是相当重要的，若未经教师许可而旷课三次者，其最终评级将被降低一级（比如：从B降至C）。
--------------------------------------------------------------------------------
Course Description
This course is the continuation of 21F105. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. Some of special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people will be introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.
Required Learning Materials
Selected Chinese readings.
Understanding Chinese History and Culture through a Tianjin Restaurant: Making Chinese History and Culture more Accessible. (web based multimedia material, Tong Chen)
The above learning materials are not available in The Coop. You can only obtain the materials from the instructor. You are expected to pay for the Xerox, in the last two periods of the semester, including all listeners if any.
Grading Criteria
Evaluation will be based on class performance, homework, bi-weekly quizzes, a mid-term, portfolio, end-term presentation, and a final project.
Class performance (20 points), which includes:
class attendance (5 points)
class preparation (5 points)
class participation (5 points)
daily quiz (5 points)
Assigned homework (10 points)
Portfolio (10 points)
By-weekly quizzes (20 points)
Mid-term (20 points)
Final project (10 points)
Final presentation (10 points)
Factors involved in the CLASS GRADE include being on time and prepared, completing written assignments carefully and on time, and participating enthusiastically in class activities. Other factors may come in to play, e.g.: improvement versus deterioration over the course of the semester, and progress relative to starting level.
No make-quizzes, dictation, mid-term, and final unless you have permission from the teacher beforehand. If you are sick or unable to attend class because of unexpected situations, you should telephone the teacher at his office, leave a message or email him.
Homework handed in late will be corrected but receive no credit.
teacher, your final grade will be reduced by Attendance in this class is extremely important. If you are absent three times without permission from your one whole step (e.g.: B to C).
2003春季课程：中文VI(基本中文)：探索中华文化与社会
教学时程 :课 课程单元第一周 街心公园的早晨
补充阅读材料
第二周 街心公园的早晨
补充阅读材料
第三周 小胡同和四合院
补充阅读材料
第四周 小胡同和四合院
补充阅读材料
第五周 大学生活点滴
补充阅读材料
第六周 大学生活点滴
补充阅读材料
第七周 文学作品选读
补充阅读材料
第八周 春假
第九周 文学作品选读
补充阅读材料
第十周 中国现代历史简介
补充阅读材料
第十一周 中国现代历史简介
补充阅读材料
第十二周 中国现代历史简介
补充阅读材料
第十三周 中国菜
第十四周 中国菜
第十五周 期末演讲
2003春季课程：中文VI(基本中文)：探索中华文化与社会
作业 :周课表 课程单元第十三周课表
文化大革命开始的原因 原因影片 (56k) (80k) (220k)
文化大革命时学校的情况 学校影片 (56k) (80k) (220k )
什么是老三届 老三届影片 (56k) (80k) (220k)
知识青年上山下乡-1 知识青年影片(56k) (80k) (220k)
文革练习-1 (PDF)
四月七号（星期一）功课 (英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)、
红卫兵-1 红卫兵影片(56k) (80k) (220k)
文化大革命时学校的情况-2 学校-2 影片(56k) (80k) (220k)
知青上山下乡-2 上山下乡影片(56k) (80k) (220k)
文革练习-2 (PDF)
知识青年的价值-1
知青的价值影片(56k) (80k) (220k)
知识青年的价值-2 知青的价值影片(56k) (80k) (220k)
知识青年在农村的生活 知青在农村影片(56k) (80k) (220k)
文革练习-3 (PDF)
四月十八号（星期五）功课 (英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)、
1950-1960 经历 1950-1960年经历影片(56k) (80k)
人民公社 人民公社影片(56k) (80k)
政治运动-1 1902年政治运动影片(56k) (80k)
政治运动-2 1903年政治运动影片(56k) (80k)
四月二十八号（星期一）功课 (英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)、
四月三十号（星期三）功课 (英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)、
2003春季课程：中文VI(基本中文)：探索中华文化与社会
研习资料 :论坛主题Discussion Board Topics
针对学生通过课程讨论版回应的各式各样的话题，陈教授请了中国国内的一批同事与朋友提供他们的意见。以下就是到由陈博士的同事与朋友针对各类话题所提供意见的链结位址。
Prof. Chen asked a number of colleagues and friends in China to submit thoughts on various topics, to which the students responded via the course discussion board. Below are links to the submissions by Prof. Chen's colleagues and friends on various topics.
论坛 1: 你对晨练的看法，说出你的看法并举例
论坛 2: 我的采访(My Interview)
论坛 3: 你更喜欢住四合院还是现代公寓？为什么？
论坛 4: 请你谈谈你小学、中学、高中或大学的生活
论坛 5: 请你说说你所知道的中国农村的变化
论坛 6: 作文：中美教育同异之处
论坛 7: 请你说说你所知道的文化大革命中学校的情况
论坛 8: 请你说说中国文革以后的变化
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