本篇文章給大家談?wù)刟nothercase挽救婚姻，以及挽救婚姻電影對(duì)應(yīng)的知識(shí)點(diǎn)，希望對(duì)各位有所幫助，不要忘了收藏本站喔。

本文目錄一覽：

• 1、正要英語(yǔ)短語(yǔ)
• 2、懂你L7-U3-P2 : On Reading Minds
• 3、case的用法
• 4、“一種情況是，另一種情況是，還有一種情況是”怎么用英語(yǔ)精確的表達(dá)
• 5、《Another》感想

正要英語(yǔ)短語(yǔ)

正要這類(lèi)即將要做某事的英語(yǔ)表達(dá)在高中或初中時(shí)期經(jīng)常會(huì)出現(xiàn)在英語(yǔ)閱讀和寫(xiě)作中。下面就由我為大家?guī)?lái)關(guān)于正要的英語(yǔ)短語(yǔ)集錦，希望大家能有所收獲。

關(guān)于正要的相關(guān)英語(yǔ)短語(yǔ)

1. She was standing by a pool, about to dive in.

她站在水池旁邊，正要往里跳。

2. He started for Dot's bedroom and Myrtle held him back.

他正要去多特的臥室，被默特爾攔住了。

3. I was heading on a secret mission that made my flesh crawl.

我正要執(zhí)行一項(xiàng)讓我心驚肉跳的秘密任務(wù)。

4. She remembered that she was going to the social club that evening.

她記起來(lái)那晚她正要去社交俱樂(lè)部。

5. The fire engines were just pulling up, sirens blaring.

消防車(chē)正要停下來(lái)，警報(bào)器發(fā)出刺耳的聲音。

6. He was on the point of saying something when the phone rang.

他正要說(shuō)話(huà)時(shí)電話(huà)鈴響了。

7. He was about to stretch out his hand to grab me.

他正要伸手抓我。

8. I'm leading up to something quite important.

我正要談到相當(dāng)重要的部分。

9. I'm just going to the baker's.

我正要去面包店。

10. Reporters intercepted him as he tried to leave the hotel.

他正要離開(kāi)旅館，記者們把他攔截住了。

11. I was on the point of going to bed when you rang.

你打電話(huà)的時(shí)候我正要睡覺(jué).

12. I'm just going out for a breath of fresh air.

我正要出去呼吸新鮮空氣.

13. A visitor arrived just as we were setting out for the airport.

我們正要前往機(jī)場(chǎng)時(shí)來(lái)了一位客人.

14. He leapt onto the train just as it was pulling away.

他在火車(chē)正要開(kāi)動(dòng)時(shí)跳了上去.

15. I'm just going to check this book out of the library.

我正要從圖書(shū)館辦手續(xù)借這本書(shū).

關(guān)于正要的相關(guān)例句

我正要離開(kāi)的時(shí)候，突然開(kāi)始下雨了。

I was about to go out when it began to rain.

我正要去教堂去見(jiàn)見(jiàn)牧師。

I'm just going to the church to see the priest.

我正要找你。

Just the man I was looking for.

我正要離開(kāi)家的時(shí)候開(kāi)始下雨了。

It started raining when I was on the point of leaving home.

我正要寫(xiě)信跟他聯(lián)系。

I was on the point of communicating with him by paper.

他們?cè)诘赇佌P(guān)門(mén)的時(shí)刻來(lái)到市內(nèi)。

They came into the city at the hour when the shops were closing.

杰克正要宣布我們的計(jì)劃但被我打斷了。

Jack was about to announce our plan but i cut him short.

會(huì)議正要開(kāi)始，這時(shí)開(kāi)始下雨了。

The meeting was about to be held when it began to rain.

我正要出門(mén)，這時(shí)候來(lái)了一位不速之客。

I was just going out when an unexpected visitor came.

湯姆叔叔正要再加上一塊磚。

Uncie tom is going to add one more brick.

關(guān)于正要的雙語(yǔ)例句

他正要去掏她的錢(qián)包。

He is going to dip her purse.

我正要去上班，史密斯先生攔住了我。

Mr Smith collared me as I was going to work.

當(dāng)太陽(yáng)在在東京落下時(shí)，在一座橫跨意大利面條似的鐵路線(xiàn)的橋上，另一事件正要到達(dá)它的巔峰。

As the sun sets over Tokyo, another case is about to reach its climax on a bridge across aspaghetti of railway lines.

皮亞杰對(duì)這個(gè)現(xiàn)象產(chǎn)生了非常大的興趣，他把鴨子再一次地放在她眼前，但當(dāng)她正要來(lái)拿的時(shí)候，他慢慢地不留痕跡地把它又藏在了被褥里。

Fascinated by this, Piaget put the duck in her view again but, then, just as she was about toreach for it, he slowly and clearly hid it under the sheet.

昨天晚上十二點(diǎn)鐘，我們正要睡覺(jué)和時(shí)候，突然接到弗斯脫上校一封快信，告訴我們說(shuō)，麗迪雅跟他部下的一個(gè)軍官到蘇格蘭去了;老實(shí)說(shuō)，就是跟韋翰私奔了!

An express came at twelve last night, just as we were all gone to bed, from Colonel Forster, toinform us that she was gone off to Scotland with one of his officers; to own the truth, withWickham!

我正要把我的位置讓給她,這時(shí),坐在那位女士旁邊的一位年長(zhǎng)的先生站了起來(lái),走開(kāi)了。

I was about to offer my seat to her when an older gentleman sitting next to the woman got upand left.

他到的時(shí)候，我們正要出發(fā)。

We were about to start when he arrived.

我也正要鼓掌，這時(shí)私人車(chē)道上突然劃過(guò)一道汽車(chē)的燈光，形成弧形掠過(guò)房間。

I was about to clap as well, when car headlights from the driveway suddenly arced across theroom.

你離成功就幾步之遙了，你正要把它搞定，但這時(shí)候你的急躁擊敗了你，這也許就是為什么所羅門(mén)這樣寫(xiě)道，控制他的怒火甚至比他的力量更加強(qiáng)大。

You were almost there, you had just about figured it out, and then your impatience got the better of you, which is perhaps why Solomon wrote, he that controls his anger is greater thanthe mighty.

如果你們倆都很年輕，正要開(kāi)始婚姻生活，那好你們正好可以一起學(xué)習(xí)管理金錢(qián)了。

If you are both young and just starting out, you can learn to manage your money right together.

然而上星期我正要出去買(mǎi)東西時(shí),發(fā)現(xiàn)它正呆在花園里邊靠門(mén)的地方.

However, when I was going out shopping last week, I noticed him in the garden near the gate.

我正要說(shuō)時(shí)你就打斷了我，所以我今天不想討論這個(gè)問(wèn)題。

As I was about to say when you interrupted me, I don't with to discuss this today.

懂你L7-U3-P2 : On Reading Minds

L7-U3-P2-1 : On Reading Minds 1

Today I'm going to talk to you about the problem of other minds.

And the problem I'm going to talk about is not the familiar one from philosophy, which is,"How can we know whether other people have minds?"

That is, maybe you have a mind, and everyone else is just a really convincing robot.

So that's a problem in philosophy, but for today's purposes I'm going to assume that many people in this audience have a mind, and that I don't have to worry about this.

There is a second problem that is maybe even more familiar to us as parents and teachers and spouses and novelists,

which is, "Why is it so hard to know what somebody else wants or believes?"

Or perhaps, more relevantly, "Why is it so hard to change what somebody else wants or believes?"

I think novelists put this best.

Like Philip Roth, who said, "And yet, what are we to do about this terribly significant business of other people?

So ill equipped are we all, to envision one another's interior workings and invisible aims."

So as a teacher and as a spouse, this is, of course, a problem I confront every day.

But as a scientist, I'm interested in a different problem of other minds, and that is the one I'm going to introduce to you today.

And that problem is, "How is it so easy to know other minds?"

So to start with an illustration, you need almost no information, one snapshot of a stranger, to guess what this woman is thinking, or what this man is.

And put another way, the crux of the problem is the machine that we use for thinking about other minds, our brain, is made up of pieces, brain cells,

that we share with all other animals, with monkeys and mice and even sea slugs.

And yet, you put them together in a particular network, and what you get is the capacity to write Romeo and Juliet.

Or to say, as Alan Greenspan did, "I know you think you understand what you thought I said, but I'm not sure you realize that what you heard is not what I meant." (Laughter)

L7-U3-P2-2 : On Reading Minds 2

So, the job of my field of cognitive neuroscience is to stand with these ideas, one in each hand.

And to try to understand how you can put together simple units, simple messages over space and time, in a network,

and get this amazing human capacity to think about minds.

So I'm going to tell you three things about this today.

Obviously the whole project here is huge.

And I'm going to tell you just our first few steps about the discovery of a special brain region for thinking about other people's thoughts.

Some observations on the slow development of this system as we learn how to do this difficult job.

And then finally, to show that some of the differences between people, in how we judge others, can be explained by differences in this brain system.

So first, the first thing I want to tell you is that there is a brain region in the human brain, in your brains, whose job it is to think about other people's thoughts.

This is a picture of it.

It's called the Right Temporo-Parietal Junction. It's above and behind your right ear.

And this is the brain region you used when you saw the pictures I showed you, or when you read Romeo and Juliet or when you tried to understand Alan Greenspan.

And you don't use it for solving any other kinds of logical problems.

So this brain region is called the Right TPJ.

And this picture shows the average activation in a group of what we call typical human adults.

They're MIT undergraduates. (Laughter)

The second thing I want to say about this brain system is that although we human adults are really good at understanding other minds, we weren't always that way.

It takes children a long time to break into the system.

I'm going to show you a little bit of that long, extended process.

The first thing I'm going to show you is a change between age three and five, as kids learn to understand that somebody else can have beliefs that are different from their own.

So I'm going to show you a five-year-old who is getting a standard kind of puzzle that we call the false belief task.

Rebecca Saxe (Video): This is the first pirate. His name is Ivan. And you know what pirates really like?

Child: What? RS: Pirates really like cheese sandwiches.

Child: Cheese? I love cheese! RS: Yeah.

So Ivan has this cheese sandwich, and he says, "Yum yum yum yum yum! I really love cheese sandwiches."

And Ivan puts his sandwich over here, on top of the pirate chest.

And Ivan says, "You know what? I need a drink with my lunch." And so Ivan goes to get a drink.

And while Ivan is away the wind comes, and it blows the sandwich down onto the grass.

And now, here comes the other pirate. This pirate is called Joshua.

And Joshua also really loves cheese sandwiches. So Joshua has a cheese sandwich and he says, "Yum yum yum yum yum! I love cheese sandwiches."

And he puts his cheese sandwich over here on top of the pirate chest.

Child: So, that one is his.RS: That one is Joshua's. That's right.Child: And then his went on the ground.

RS: That's exactly right.Child: So he won't know which one is his.RS: Oh. So now Joshua goes off to get a drink.

Ivan comes back and he says, "I want my cheese sandwich." So which one do you think Ivan is going to take?

Child: I think he is going to take that one.RS: Yeah, you think he's going to take that one? All right. Let's see.

Oh yeah, you were right. He took that one.

So that's a five-year-old who clearly understands that other people can have false beliefs and what the consequences are for their actions.

Now I'm going to show you a three-year-old who got the same puzzle.

RS: And Ivan says, "I want my cheese sandwich." Which sandwich is he going to take?

Do you think he's going to take that one? Let's see what happens. Let's see what he does. Here comes Ivan. And he says, "I want my cheese sandwich." And he takes this one.

Uh-oh. Why did he take that one? Child: His was on the grass.

So the three-year-old does two things differently.

First, he predicts Ivan will take the sandwich that's really his.

And second, when he sees Ivan taking the sandwich where he left his, where we would say he's taking that one because he thinks it's his,

the three-year-old comes up with another explanation: He's not taking his own sandwich because he doesn't want it, because now it's dirty, on the ground.

So that's why he's taking the other sandwich.

Now of course, development doesn't end at five.

And we can see the continuation of this process of learning to think about other people's thoughts by upping the ante and asking children now, not for an action prediction, but for a moral judgment.

So first I'm going to show you the three-year-old again.

RS.: So is Ivan being mean and naughty for taking Joshua's sandwich? Child: Yeah.

RS: Should Ivan get in trouble for taking Joshua's sandwich? Child: Yeah.

So it's maybe not surprising he thinks it was mean of Ivan to take Joshua's sandwich,

since he thinks Ivan only took Joshua's sandwich to avoid having to eat his own dirty sandwich.

But now I'm going to show you the five-year-old.

Remember the five-year-old completely understood why Ivan took Joshua's sandwich.

RS: Was Ivan being mean and naughty for taking Joshua's sandwich?

Child: Um, yeah.

And so,it is not until age seven that we get what looks more like an adult response.

RS: Should Ivan get in trouble for taking Joshua's sandwich?

Child: No, because the wind should get in trouble.

He says the wind should get in trouble for switching the sandwiches. (Laughter)

L7-U3-P2-3 : On Reading Minds 3

And now what we've started to do in my lab is to put children into the brain scanner and ask what's going on in their brain as they develop this ability to think about other people's thoughts.

So the first thing is that in children we see this same brain region, the Right TPJ, being used while children are thinking about other people.

But it's not quite like the adult brain.

So whereas in the adults, as I told you, this brain region is almost completely specialized -- it does almost nothing else except for thinking about other people's thoughts --

in children it's much less so, when they are age five to eight, the age range of the children I just showed you.

And actually if we even look at eight to 11-year-olds, getting into early adolescence, they still don't have quite an adult-like brain region.

And so, what we can see is that over the course of childhood and even into adolescence,

both the cognitive system, our mind's ability to think about other minds,and the brain system that supports it are continuing, slowly, to develop.

But of course, as you're probably aware, even in adulthood, people differ from one another in how good they are at thinking of other minds, how often they do it and how accurately.

And so what we wanted to know was, could differences among adults in how they think about other people's thoughts be explained in terms of differences in this brain region?

So, the first thing that we did is we gave adults a version of the pirate problem that we gave to the kids. And I'm going to give that to you now.

So Grace and her friend are on a tour of a chemical factory, and they take a break for coffee. And Grace's friend asks for some sugar in her coffee.

Grace goes to make the coffee and finds by the coffee a pot containing a white powder, which is sugar.

But the powder is labeled "Deadly Poison," so Grace thinks that the powder is a deadly poison.

And she puts it in her friend's coffee. And her friend drinks the coffee, and is fine.

How many people think it was morally permissible for Grace to put the powder in the coffee?

Okay. Good. (Laugh.ter)

So we ask people, how much should Grace be blamed in this case, which we call a failed attempt to harm?

And we can compare that to another case, where everything in the real world is the same. The powder is still sugar, but what's different is what Grace thinks.

Now she thinks the powder is sugar.

And perhaps unsurprisingly, if Grace thinks the powder is sugar and puts it in her friend's coffee, people say she deserves no blame at all.

Whereas if she thinks the powder was poison, even though it's really sugar, now people say she deserves a lot of blame,

even though what happened in the real world was exactly the same.

And in fact, they say she deserves more blame in this case, the failed attempt to harm, than in another case, which we call an accident.

Where Grace thought the powder was sugar, because it was labeled "sugar" and by the coffee machine, but actually the powder was poison.

So even though when the powder was poison, the friend drank the coffee and died,

people say Grace deserves less blame in that case, when she innocently thought it was sugar, than in the other case, where she thought it was poison and no harm occurred.

People, though, disagree a little bit about exactly how much blame Grace should get in the accident case.

Some people think she should deserve more blame, and other people less.

And what I'm going to show you is what happened when we look inside the brains of people while they're making that judgment.

So what I'm showing you, from left to right, is how much activity there was in this brain region, and from top to bottom, how much blame people said that Grace deserved.

And what you can see is, on the left when there was very little activity in this brain region, people paid little attention to her innocent belief and said she deserved a lot of blame for the accident.

Where as on the right, where there was a lot of activity, people paid a lot more attention to her innocent belief, and said she deserved a lot less blame for causing the accident.

L7-U3-P2-4 : On Reading Minds 4

So that's good, but of course what we'd rather is have a way to interfere with function in this brain region, and see if we could change people's moral judgment.

And we do have such a tool.

It's called Trans-Cranial Magnetic Stimulation, or TMS.

This is a tool that lets us pass a magnetic pulse through somebody's skull, into a small region of their brain, and temporarily disorganize the function of the neurons in that region.

So I'm going to show you a demo of this.

First, I'm going to show you that this is a magnetic pulse.

I'm going to show you what happens when you put a quarter on the machine. When you hear clicks, we're turning the machine on.

So now I'm going to apply that same pulse to my brain, to the part of my brain that controls my hand.

So there is no physical force, just a magnetic pulse.

Okay, so it causes a small involuntary contraction in my hand by putting a magnetic pulse in my brain.

And we can use that same pulse, now applied to the RTPJ, to ask if we can change people's moral judgments.

So these are the judgments I showed you before, people's normal moral judgments.

And then we can apply TMS to the RTPJ and ask how people's judgments change.

And the first thing is, people can still do this task overall.

So their judgments of the case when everything was fine remain the same. They say she deserves no blame.

But in the case of a failed attempt to harm, where Grace thought that it was poison, although it was really sugar,

people now say it was more okay, she deserves less blame for putting the powder in the coffee.

And in the case of the accident, where she thought that it was sugar, but it was really poison and so she caused a death,

people say that it was less okay, she deserves more blame.

So what I've told you today is that people come, actually, especially well equipped to think about other people's thoughts.

We have a special brain system that lets us think about what other people are thinking.

This system takes a long time to develop, slowly throughout the course of childhood and into early adolescence.

And even in adulthood, differences in this brain region can explain differences among adults in how we think about and judge other people.

But I want to give the last word back to the novelists, and to Philip Roth, who ended by saying,

"The fact remains that getting people right is not what living is all about anyway. It's getting them wrong that is living.

Getting them wrong and wrong and wrong, and then on careful reconsideration, getting them wrong again." Thank you.(Applause)

case的用法

case有例子;情況;案例;(辯論或訴訟)論據(jù);箱等意思，那么你知道case的用法嗎?下面跟著我一起來(lái)學(xué)習(xí)一下，希望對(duì)大家的學(xué)習(xí)有所幫助!

　 　case的用法大全：

case的用法1： in case of指“假如……發(fā)生，以防……”。

Take an umbrella with you in case of rain.

帶把傘吧，以防下雨。

case的用法2： in the case of指“關(guān)于……”，偶爾與in case of同義。

In the case of his father, we must make an exception.

關(guān)于他的父親，我需要做個(gè)例外。

　 　case的用法3： in the case of，in ...case和in many cases等表達(dá)方式都要避免使用過(guò)多，有時(shí)還可省略。

In the case of Russian grammar, it has six cases.

可以直接說(shuō)Russian grammar has six cases，省略in the case of。

case的用法4： in case后加that從句指“假如……”或“希望”，從句中不用將來(lái)時(shí)態(tài)。

In case he comes, let me know.

You had better be ready in case they arrive before you expect them.

　 　case的用法5： in case可獨(dú)立使用，表示“萬(wàn)一”。

They may not arrive before you expect them, but you had better be ready in case.

他們可能不會(huì)在你預(yù)期的時(shí)間前到，但為避免萬(wàn)一，你最好做好準(zhǔn)備。

　 　case的用法例句：

1. He actually became convinced that the nurses had an unanswerable case.

他實(shí)際上已經(jīng)相信了護(hù)士們的情況確實(shí)如此。

2. He put the case to the Saudi Foreign Minister.

他把這起事件向沙特外長(zhǎng)作了說(shuō)明。

3. The Government is anxious to keep the whole case out of court.

政府迫切希望整件事能夠在庭外解決。

4. It's not a case of whether anyone would notice or not.

這不是會(huì)不會(huì)有人注意到的問(wèn)題。

5. The case against is twofold: too risky and too expensive.

反對(duì)理由有兩點(diǎn)：太冒險(xiǎn)而且太昂貴。

6. Guy Powell, defending, told magistrates: "It's a sad and disturbing case."

蓋伊·鮑威爾在進(jìn)行辯護(hù)時(shí)對(duì)地方法官說(shuō)道：“這是一件非常不幸、令人不安的案子?！?/p>

7. It was packaged in a fancy plastic case with attractive graphics.

它裝在一個(gè)別致的有漂亮圖紋的塑料盒子里。

8. Her case falls within the ambit of moral law.

她的案例屬于道德法律的范疇。

9. In case anyone was following me, I made an elaborate detour.

為了防止有人跟蹤我，我特地繞了彎路。

10. The case is being referred to the Court of Appeal.

該案件將移交上訴法院審理。

11. This is a straightforward case, as these things go.

同其他同類(lèi)情況相比，這件事還算簡(jiǎn)單。

12. I had a case of the jitters during my first two speeches.

我在最初兩次講演時(shí)感到非常緊張。

13. She's nervous about something, in case you didn't notice.

她正為了什么事神經(jīng)緊張，你連這個(gè)都沒(méi)看出來(lái)?

14. You could certainly make out a case for this point of view.

你肯定能夠證明這個(gè)觀(guān)點(diǎn)。

15. It was yet another case where the human eye outperformed radar.

這是肉眼勝過(guò)雷達(dá)的又一事例。

“一種情況是，另一種情況是，還有一種情況是”怎么用英語(yǔ)精確的表達(dá)

為你解答：

一定范圍內(nèi)的兩者，一個(gè)用one，另一個(gè)用the other

一定范圍內(nèi)的三者，一個(gè)用one，另一個(gè)用one（another），第三個(gè)可用the other，a third.

希望幫助到你!

《Another》感想

之前聽(tīng)說(shuō)是恐怖番，不過(guò)實(shí)際看下來(lái)并不全是如此。反而最近越來(lái)越感覺(jué)到，喜歡的番只能自己去探索，而不是靠同類(lèi)型推薦。就比如《四月是你的謊言》，本來(lái)似乎是很符合我的類(lèi)型的作品，我卻沒(méi)辦法往下看下去。而這被我舍友評(píng)為“你絕對(duì)不會(huì)去看”的恐怖番，居然有著讓我相當(dāng)欣賞的要素，也是很神奇。

一部番，以及任何一個(gè)故事，每個(gè)人看到的要素是不同的。我的角度覺(jué)得，男主對(duì)于劇情的推動(dòng)幾乎沒(méi)有作用；甚至死者是誰(shuí)，對(duì)于劇情的推動(dòng)也根本沒(méi)有多大作用——我根本不在乎。我最喜歡的部分在于姐妹關(guān)系的表現(xiàn)上。盡管妹妹藤岡未咲事實(shí)上在第0話(huà)，本篇開(kāi)始之前就死了。而本番最有特色的意象——人偶，同樣也起到舉足輕重的作用，盡管我們?cè)诘?話(huà)之后就幾乎再?zèng)]有見(jiàn)到它。

第1話(huà)也是與プラメモ一樣，全季最棒的一話(huà)。因?yàn)镻.A Works的精致畫(huà)風(fēng)，我的確是從プラメモ之后第1話(huà)就追定的番。這一話(huà)確實(shí)打下了讓人有些毛骨悚然的基礎(chǔ)，包括風(fēng)景和氛圍在內(nèi)的美術(shù)表現(xiàn)是極棒的。它沒(méi)有刻意去嚇人，但在很多細(xì)節(jié)、顏色處理上，包括對(duì)話(huà)上，都給人相當(dāng)微妙的感覺(jué)。

主角見(jiàn)崎鳴也是，在第首三話(huà)的表現(xiàn)，尤其是眼神和配音的表現(xiàn)幾乎可以說(shuō)酷斃。我特別喜歡的就是鳴冷酷的表情和冰涼的配音。她給人以強(qiáng)烈的神秘感，從而讓人有更強(qiáng)烈的愿望，想要更了解她。由于她當(dāng)時(shí)在履行“不存在的人”這一職責(zé)，前三話(huà)的表現(xiàn)來(lái)看，你簡(jiǎn)直找不到人比她更“稱(chēng)職”的人了。你完全會(huì)被迷惑，認(rèn)為她就是幽靈。

作為見(jiàn)崎鳴的角色BGM，給人的感覺(jué)正是冬天，陰翳無(wú)人的房間角落，不斷滴下的水珠一般。一首非常貼切她的主題BGM。

當(dāng)然，就個(gè)人喜歡角色的類(lèi)型來(lái)說(shuō)，就算在不知道前因的情況下，這種超有神秘感的冰冷角色也直接能讓我入迷。事實(shí)上，第1話(huà)過(guò)后我就把鳴的名字寫(xiě)在喜歡角色列表里了。

見(jiàn)崎鳴特別是前三話(huà)內(nèi)的所有怪異的舉動(dòng)，很大程度源于她對(duì)雙胞胎妹妹未咲的感情。

第0話(huà)告訴我們，她不愿意理別人、對(duì)人的眼神十分冰冷、不說(shuō)話(huà)、臉色蒼白、語(yǔ)調(diào)冰冷，以及對(duì)別人的死早已免疫，被認(rèn)定為“不存在的人”——這一切一切都是因?yàn)樗约鹤钪匾娜艘呀?jīng)死了，而不是因?yàn)樗怯撵`。會(huì)被當(dāng)作不存在的人，會(huì)被憎恨，會(huì)被追殺，你如果到頭來(lái)探尋，全部是因?yàn)樗類(lèi)?ài)的妹妹被不講理地奪去了生命。所以我認(rèn)為，盡管妹妹藤岡未咲在本篇中沒(méi)有直接出現(xiàn)，但是她以及相關(guān)的姐妹關(guān)系，是《Another》中的重要線(xiàn)索。這個(gè)意義上，作為第0話(huà)的OVA在全篇中有著舉足輕重的作用。

有幾個(gè)臺(tái)詞非常漂亮表現(xiàn)了這個(gè)線(xiàn)索——顯示了鳴的整個(gè)心都在她妹妹的身上。可以說(shuō)，未咲是那時(shí)她最親最親的人。如果說(shuō)要鳴一開(kāi)始對(duì)誰(shuí)有善意，你會(huì)發(fā)現(xiàn)這全部都是因?yàn)閷?duì)她妹妹的保護(hù)之心的移情。

第1話(huà)，十分冰涼的一句「我可憐的半身在那里」?！敢詫W(xué)校為舞臺(tái)，殘酷而毫無(wú)道理的死?！?/p>

第2話(huà)，最喜歡的人偶：緊緊相連的人偶。「明明身體相連，還顯得如此平靜?！瓜嘈攀窍肫鹆诵撵`緊緊相連的姐妹互相擔(dān)心與愧疚時(shí)的錯(cuò)綜復(fù)雜的感受。

第3話(huà)，「不習(xí)慣的話(huà)，這地方對(duì)人可不太好?！?/p>

第6話(huà)　「但是如果那樣有可能阻止災(zāi)難的發(fā)生的話(huà)，不也挺好。畢竟，人的死太讓人傷心了?！埂杆劳觥稽c(diǎn)都不溫柔。一望無(wú)際的黑暗，一望無(wú)際的孤單。不過(guò)活著也是一樣的吧。不管看起來(lái)聯(lián)系得有多緊密，其實(shí)都是孤單的。我也是，媽媽也是。那孩子…未咲也是如此?！?/p>

順便一提，這個(gè)情節(jié)是全片最喜歡的情節(jié)之一。

第10話(huà)　「她和我之間，感覺(jué)無(wú)論如何都聯(lián)系在了一起?！埂肝摇摇辉溉ハ嘈?，未咲被那張類(lèi)似于詛咒一樣的東西莫名其妙地害死?！拐f(shuō)出這番話(huà)的時(shí)候，是鳴全劇中唯一帶著哭腔的瞬間?！钢浪勒呤钦l(shuí)也無(wú)可奈何，只會(huì)一味地?fù)?dān)心。」

以及第7/12話(huà)講到手機(jī)的事情。對(duì)手機(jī)的憎恨也只是一種移情——當(dāng)電話(huà)里傳來(lái)噩耗時(shí)，她選擇扔掉手機(jī)。沒(méi)有人和她的距離會(huì)近到被允許24小時(shí)通過(guò)電波與她聯(lián)系，在未咲去世之后。當(dāng)然，她畢竟被霧果撫養(yǎng)長(zhǎng)大，能體會(huì)到霧果的不安。第7話(huà)當(dāng)中的「持たされてるの。」一句的嘆息的演出，很棒表現(xiàn)了她對(duì)霧果心情的理解。真是很棒的孩子，真希望霧果從今以后也能繼續(xù)真誠(chéng)地把她繼續(xù)撫養(yǎng)長(zhǎng)大。

第12話(huà)中之所以又扔掉手機(jī)，只能說(shuō)不想再聽(tīng)到榊原也變?yōu)闋奚?，那?huì)讓她聯(lián)想起妹妹去世那一天，電波的惡意。當(dāng)然，不想做摩天輪也是如此。不過(guò)，畢竟經(jīng)歷了那樣的事情，畢竟兩人之間也相互有了好感，更加重要的是兩人現(xiàn)在都健健康康，所以有一句非常治愈的「たまには、ね」出現(xiàn)在最后一話(huà)。鳴如果在此之后能重新走向開(kāi)朗的一面就太棒了。

說(shuō)到姐妹關(guān)系，最棒的還是第0話(huà)，個(gè)人最喜歡的一話(huà)。只用了半話(huà)的時(shí)間，就以非常棒的幾個(gè)小故事讓觀(guān)眾信服了這對(duì)雙胞胎的關(guān)系是多么好。反正我是被這些小故事中傳遞的溫情吸引了，尤其是，這些溫情籠罩在魔咒的背景之下。

可以說(shuō)幾乎完全不一樣的性格，也沒(méi)有見(jiàn)過(guò)幾次面，為什么關(guān)系會(huì)那么好？無(wú)話(huà)不聊，待在一起讓外人都覺(jué)得開(kāi)心。相互之間擔(dān)心，相互之間完全地敞開(kāi)心扉。讓人覺(jué)得不可思議的同時(shí)，也不是不能理解。

可能這就是血緣？

正因如此，鳴最慌張的時(shí)刻就是在妹妹身上看到了死亡的顏色。一向以冷靜著稱(chēng)的鳴在這時(shí)候會(huì)露出這樣慌張而悲傷表情。

你僅僅想象一下當(dāng)時(shí)的場(chǎng)景就覺(jué)得可怕。她親眼預(yù)見(jiàn)了她妹妹——她最親的人的死亡，但并不知道她什么時(shí)候會(huì)死。這是一種極大的煎熬。

《命運(yùn)石之門(mén)》里真由理的死也是可以預(yù)計(jì)的。然而，她有具體的時(shí)間（精確到半小時(shí)內(nèi)），可以翻來(lái)覆去倒時(shí)間線(xiàn)。而現(xiàn)在，你只是預(yù)計(jì)了“未咲近期會(huì)死”，除此之外一無(wú)所知。你不知道她會(huì)怎么死，會(huì)什么時(shí)間，一天后還是十天后死。你只看到現(xiàn)在是一個(gè)健康的未咲躺在床上。

更厲害的是，這種詛咒在稍加留意下，某種程度上被詛咒的人的命還可以續(xù)——比如小心不要讓玻璃砸到，不要靠近摩天輪的門(mén)之類(lèi)的。甚至被詛咒的人已經(jīng)掉下去了，還可以拉回來(lái)。在這情況下你睡得著嗎？她有可能就猝死在你的睡夢(mèng)中。你會(huì)在精疲力盡之前都無(wú)法分神，因?yàn)樗郎裣乱豢叹涂赡艿絹?lái)。

鳴是個(gè)好姐姐，她細(xì)心地做了自己能做的一切來(lái)保護(hù)妹妹，以至于未咲最后只能是被急病弄死。如果不是鳴的存在，大概游樂(lè)園那天差不多就要結(jié)束生命了。

看完全篇，你會(huì)感覺(jué)奇怪。如果你先看了第0話(huà)的話(huà)，前幾話(huà)的一些細(xì)節(jié)，你會(huì)十分理解，十分同情。那是一位女孩失去最重要的親人后，極度沮喪時(shí)十分自然的行為。猜想過(guò)去相當(dāng)多數(shù)的人在那個(gè)時(shí)候，都不會(huì)想和人說(shuō)話(huà)，不會(huì)想理別人，別人的一切都進(jìn)不去腦子里。

但是在當(dāng)時(shí)，在你周?chē)姆諊褪悄菢印磺卸汲涑庵欠N怪氣，充斥著疑神疑鬼。在動(dòng)畫(huà)這種氛圍渲染下，相當(dāng)多數(shù)人和相當(dāng)多數(shù)觀(guān)眾，都會(huì)認(rèn)為鳴是幽靈一類(lèi)的東西，而不會(huì)有人上前去體諒她，關(guān)懷她。動(dòng)畫(huà)把第0話(huà)安排為OVA顯然是有理由的，目的就是讓你進(jìn)入“疑神疑鬼”的怪圈中，時(shí)刻懷疑這個(gè)誰(shuí)是不是死者，那個(gè)誰(shuí)是不是要死了，而不會(huì)事先承認(rèn)鳴是活生生的人。你會(huì)想：這個(gè)人偶房十分瘆人，大概有什么鬼魂在里面，人偶們是不是棺材骨灰一類(lèi)的東西，是要把誰(shuí)的腦髓吸走。在這里出現(xiàn)的人只能是幽靈吧，云云。甚至連對(duì)見(jiàn)崎鳴角色相當(dāng)喜歡的我，直到結(jié)尾之前，都沒(méi)有辦法完全排除她是幽靈的可能。你不會(huì)認(rèn)為鳴是正常的女孩子。你也不會(huì)認(rèn)為人偶只是單純的人偶。

疑神疑鬼的怪圈之后席卷了整個(gè)班級(jí)，導(dǎo)致相互殺戮的慘劇。我甚至覺(jué)得這有點(diǎn)像恐怖襲擊的感覺(jué)。只需要一句口號(hào)「讓死者回歸死亡」，大家都像瘋了一樣地殺人。它很符合人性下的惡，在強(qiáng)烈的不安之下，有先下手為強(qiáng)的沖動(dòng)。在無(wú)知的情況下，會(huì)追隨著看起來(lái)明智的領(lǐng)袖，去大殺特殺，似乎自己在此時(shí)不用負(fù)任何責(zé)任一樣的，很容易因?yàn)榭谔?hào)而認(rèn)為“我這是在為大家好”。我想，這方面《烏合之眾》那本書(shū)也表現(xiàn)地不錯(cuò)。

這方面，第11~12話(huà)表現(xiàn)得非常好，特別是那個(gè)班長(zhǎng)面無(wú)表情地殺了一個(gè)人，然后問(wèn)一問(wèn)別人「這是死者嗎」。發(fā)現(xiàn)不是后「哦，果然又搞錯(cuò)了啊」。人性的冰冷在此刻有相當(dāng)不錯(cuò)的表現(xiàn)。

在這個(gè)情況下，同樣沒(méi)人會(huì)去信任一個(gè)無(wú)口屬性的人——見(jiàn)崎鳴。人們只會(huì)去信任所謂的領(lǐng)袖。在第11話(huà)節(jié)點(diǎn)我的想法是：見(jiàn)崎鳴就算真的殺死了死者，救了整個(gè)班級(jí)，也沒(méi)有人會(huì)承認(rèn)，或者根本沒(méi)有人會(huì)知道。他們認(rèn)為鳴是死者，誤殺了鳴，他們虐待過(guò)鳴，他們還殺了一堆人，他們顯然不會(huì)感謝鳴。在這個(gè)狀態(tài)下，如果有理解鳴、信任鳴的人，鳴是自然會(huì)對(duì)他有好感的。男主和鳴之間就是這樣簡(jiǎn)單而單純的好感，僅此而已，幾乎沒(méi)有戀愛(ài)的元素。

如果不是榊原親自理順了線(xiàn)索，如果不是鳴和他有這么相互信任的關(guān)系，一般在那種情況下，你是不可以告訴一個(gè)人“你去殺掉那個(gè)人，因?yàn)樗撬勒??！保悄闫鹣染褪穷I(lǐng)袖級(jí)人物。如果沒(méi)有班長(zhǎng)和對(duì)策組成員之類(lèi)的領(lǐng)袖來(lái)負(fù)責(zé)，大家一開(kāi)始一般是不敢動(dòng)的，因?yàn)檎l(shuí)動(dòng)，誰(shuí)就是站在其它人的反面。無(wú)口屬性更難得到別人的信任。

見(jiàn)崎鳴自己知道自己有這個(gè)能力，她一般情況下必須在明知不會(huì)有人感謝，不會(huì)有人信任，甚至站在全班人的反面的的情況下自己動(dòng)手，來(lái)挽救班上的所有人。而且她必須知道，動(dòng)手如果時(shí)機(jī)不對(duì)，信息不周，那自己會(huì)直接送上一條命。

但是，如果放任這種情況發(fā)展，將繼續(xù)有許許多多人因?yàn)樗妹靡粯拥那闆r而死。即使是為妹妹報(bào)仇，我認(rèn)為她心中不會(huì)不想消滅這個(gè)詛咒。

「畢竟，人的死太讓人傷心了?！?/p>

自己能發(fā)現(xiàn)臨死之人，卻無(wú)力相救。鳴同樣背負(fù)著與其能力相對(duì)應(yīng)的責(zé)任感，更何況，這個(gè)能力沒(méi)有為她帶來(lái)任何好處。

這里特別提一下人偶。人偶也是本篇中特別有特色的點(diǎn)。

「不習(xí)慣的話(huà)，這地方可能對(duì)人不太好吧。人偶們，是空虛的。身體和內(nèi)心都很空虛。那是連接著死亡的空虛?？仗摰乃齻?，想要找點(diǎn)東西去填滿(mǎn)自己。在這里的話(huà)，有沒(méi)有一種會(huì)被吸走的感覺(jué)？從自己的身體里面…」這是第3話(huà)鳴對(duì)人偶的解說(shuō)。如果結(jié)合未咲的死亡去解釋的話(huà)，那只能認(rèn)為鳴覺(jué)得妹妹是被人偶吸走了生命（第0話(huà)中也有暗示的鏡頭）。然而，妹妹又是超喜歡人偶的，甚至臨死前的生日禮物也想要人偶。鳴對(duì)人偶，絕對(duì)有很復(fù)雜的感情。

此外考慮人偶的時(shí)候，你必須考慮只出場(chǎng)一次的霧果。那具未能出生的，躺在最精致的地方的，做得最精致的人偶，就是霧果自己未能實(shí)現(xiàn)的愿望。人偶們都是未能實(shí)現(xiàn)的寄托，是空虛的慰藉。它們急需找些東西填滿(mǎn)自己。從這個(gè)意義上，鳴本身也是霧果未能實(shí)現(xiàn)的愿望的補(bǔ)償，她也是人偶一樣的東西。

這具人偶是我看這番時(shí)很大的感動(dòng)點(diǎn)。霧果是以什么樣的心態(tài)面對(duì)著這一冷靜地躺在這里的未出生的女兒的呢？有著這樣安詳而憂(yōu)傷的表情，天天靜靜地躺在豪華的床里，靜靜地陪伴著、看著霧果。這就是作為母親的濃濃的心意。即使生理上不能讓她誕生，也要讓這樣只屬于自己的女孩以某種形態(tài)出現(xiàn)，以某種形態(tài)創(chuàng)造出來(lái)。我甚至懷疑，她是因?yàn)檫@個(gè)孩子才去學(xué)人偶制作的。霧果就是一位親生母親，她為她的人偶們傾注了大量的母愛(ài)。她對(duì)鳴，也奉獻(xiàn)了許許多多母愛(ài)，盡管她認(rèn)為這些都石沉大海。

霧果在真相暴露之后的慌張、悲傷、憤怒、不安，是完全可以理解的，即使僅憑劇中的幾句話(huà)?？梢钥吹?，幾乎在那一個(gè)瞬間，霧果與鳴之間就瞬間拉開(kāi)了巨大的隔閡，自己的幻想，一輩子將鳴作為只屬于自己的女兒的幻想也落空了。

而另一方面，鳴又是以這么心態(tài)面對(duì)這個(gè)自己未出生的妹妹的呢？特別是在未咲去世后。

作為雙胞胎的鳴和未咲之間，鳴和這位未出生的孩子之間，鳴和霧果之間，鳴和光代之間，看起來(lái)都是極相近的關(guān)系，然而了解了鳴家里的狀況之后，實(shí)際上出現(xiàn)了非常微妙的距離。正因如此，大家都非常孤單。

鳴這邊十分清楚，她替代不了這具人偶在“媽媽”心中的地位的。所以她說(shuō)「與我只有一半相似，或者連一半也沒(méi)有」。然而，從每天凝視著她，甚至整理著她的頭發(fā)的習(xí)慣來(lái)看，鳴對(duì)于這孩子是絕對(duì)有感情的。

雖然鳴對(duì)于這孩子的感覺(jué)實(shí)際上絕對(duì)非常復(fù)雜但是不好把握，我只能從第0話(huà)的這個(gè)細(xì)節(jié)說(shuō)說(shuō)我感受到的東西。

未咲在看到這孩子的時(shí)候，動(dòng)情地說(shuō)道，鳴的親生媽媽到現(xiàn)在還非常珍視?shū)Q，還把鳴當(dāng)作女兒，只是因?yàn)槔⒕螞](méi)有辦法表達(dá)。而鳴這邊也說(shuō)道，霧果對(duì)自己的愧疚和對(duì)鳴可能離開(kāi)自己身邊的害怕，自己也都理解。

因?yàn)檫@孩子沒(méi)有出生，鳴成了替代品。正因如此，大家都很愧疚。大家之間雖然看起來(lái)緊緊相連，但是實(shí)際上卻產(chǎn)生了相當(dāng)?shù)木嚯x感。大家雖然心意相通，但最終還是孤獨(dú)的。尤其是未咲被詛咒奪去生命后，現(xiàn)在的關(guān)系情況變得極其微妙。霧果更加不安，光代更加后悔，鳴更加傷心。

在這種暗藏的大情緒波動(dòng)下，鳴希望找到一種東西，能讓大家即使緊緊相連，也能內(nèi)心平靜。而這未出生的孩子正是承載這樣思念和心意的最棒的寄托。

另外一方面，這孩子肯定也承載了鳴對(duì)于未咲的思念。鳴一直有在畫(huà)妹妹為原型的畫(huà)，從這個(gè)角度來(lái)說(shuō)，畫(huà)的作用和人偶的作用差不多吧。只不過(guò)，人偶比畫(huà)在本片中似乎更加實(shí)體化一些。

全篇充斥著誤會(huì)和猜疑，甚至恐怖，而這種猜疑正是《Another》所要塑造的核心氛圍。化解猜疑，是全篇中最讓人溫暖的部分，也是我最喜歡的部分。

見(jiàn)崎鳴角色的發(fā)展是漸進(jìn)的。一開(kāi)始除了冰冷，你無(wú)法發(fā)現(xiàn)其他要素。但是，隨著進(jìn)一步的溝通，猜疑逐漸變?yōu)閷?duì)話(huà)。從第2話(huà)起漸漸可以看出，盡管話(huà)是冰冷的，但是她毫無(wú)惡意，冰冷的話(huà)語(yǔ)中時(shí)常透露出善意。從第1話(huà)從旁人感覺(jué)近似恐嚇的語(yǔ)氣，到第2話(huà)提醒他不要接近自己，第3話(huà)把榊原從人偶房里拉出來(lái)，第4話(huà)關(guān)心他的身體狀況，說(shuō)自己要避免去學(xué)校讓他和自己相見(jiàn)搭話(huà)。而第5話(huà)真正稍微恢復(fù)了正常女孩子的感覺(jué)。

我特別喜歡第5話(huà)。這時(shí)候離未咲去世應(yīng)該也有近兩個(gè)月，能夠恢復(fù)普通的女孩一樣自然說(shuō)話(huà)感覺(jué)的見(jiàn)崎鳴，能夠普通地露出感情的鳴，顯示出強(qiáng)烈的反差萌。

在第5話(huà)過(guò)后，我甚至不覺(jué)得人偶房有多么可怕。我只是單純地看著，鳴住在人偶房的家里，人偶是霧果愿望的寄托。鳴也是和人偶一樣，彌補(bǔ)愿望的產(chǎn)物而已。之前可能會(huì)覺(jué)得人偶是極其恐怖的，然而所有人偶的確都寄托著霧果她的心意，包括那具未出生的孩子，都是霧果自己?jiǎn)渭兊男囊舛?。再加上鳴褪去了幽靈的感覺(jué)，講話(huà)方式也變得普通，在本話(huà)過(guò)后，我們也對(duì)人偶之屋徹底松了一口氣。

身邊的人神秘感與危險(xiǎn)感如冰化水，是最讓人安心的事情。有時(shí)候會(huì)安心到緊繃的神經(jīng)一瞬間松了之后，眼淚突然就流出來(lái)的程度。我有這種體會(huì)。

隨后的第6話(huà)，進(jìn)一步有一些非常感動(dòng)的片段。因?yàn)橹励Q不是幽靈，是善良的極棒的女孩，你進(jìn)一步會(huì)感覺(jué)那只人偶之眼不僅一點(diǎn)違和感也沒(méi)有，一點(diǎn)恐怖感都沒(méi)有，而且非常漂亮。根據(jù)人對(duì)鳴感受的不同，對(duì)策組的那個(gè)成員會(huì)感覺(jué)那只眼睛是死亡的證明，鳴自己認(rèn)為這是自己無(wú)用的象征，承載傷心記憶的倉(cāng)庫(kù)。而到此刻的觀(guān)眾，至少我，真的只會(huì)認(rèn)為這只眼睛真的非常漂亮。

以及第7話(huà)，榊原懷疑自己是死者而心神不寧，做了非?？植赖呢瑝?mèng)的時(shí)候，再次是鳴給了他定心丸。

這兩話(huà)給人的感覺(jué)就是這樣。你會(huì)發(fā)現(xiàn)，之前你覺(jué)得恐怖的一切只是因?yàn)槟愕臒o(wú)知。深入探尋下去，每個(gè)人都有每個(gè)人的故事，人偶也有人偶的故事，夜見(jiàn)山也有夜見(jiàn)山的故事。配上雖然仍舊冰涼但流淌著溫和情緒的背景音樂(lè)（那曲叫《鳴と恒一ふたりっきりの孤獨(dú)》，以及一曲未發(fā)行的電子琴曲），你會(huì)感覺(jué)之前所有覺(jué)得驚悚的事情都變得溫和了下來(lái)，發(fā)現(xiàn)在這冰涼的被詛咒的世界，也有值得眷戀的感情。

之前說(shuō)過(guò)，我并不覺(jué)得這番是恐怖的。我真正感覺(jué)恐怖的情節(jié)，是《AIR》幾乎全話(huà)和《命運(yùn)石之門(mén)》第11~13話(huà)。那時(shí)候的感覺(jué)非常痛苦?！禔nother》始終沒(méi)有那種看完很不安的感覺(jué)。我想，這正是因?yàn)樽允甲越K見(jiàn)崎鳴一直都沒(méi)有表現(xiàn)出特別的惡意和怪異舉動(dòng)，就這么一直冷靜地在主角的身邊出現(xiàn)，也始終沒(méi)有死，反而從某種程度上很讓人安心吧。會(huì)給我一種神奇的感覺(jué)：只要見(jiàn)崎鳴她沒(méi)事，就再?zèng)]有其它可怕的事情了。

就是這樣，有一個(gè)冷靜的人在旁邊，為你實(shí)時(shí)傳遞著讓人心底踏實(shí)下來(lái)的信息，你也會(huì)變得冷靜。

暑假里看完的唯一一部番。雖然故事、音樂(lè)上可取的點(diǎn)不多，但是憑借很多特色的意象元素、主題，以及極棒的角色塑造，博得了我的喜愛(ài)?？梢哉f(shuō)是不錯(cuò)的佳作。

關(guān)于anothercase挽救婚姻和挽救婚姻電影的介紹到此就結(jié)束了，不知道你從中找到你需要的信息了嗎 ？如果你還想了解更多這方面的信息，記得收藏關(guān)注本站。