社会进步与养成教育--首届全国青少年养成教育论坛综述

随着社会进步,青少年发展有了新的机遇,但同时也面临着严峻挑战.<中共中央国务院关于进一步加强和改进未成年人思想道德建设的若干意见>明确指出,"加强和改进未成年人思想道德建设是一项重大而紧迫的战略任务".为了进一步贯彻落实<若干意见>的精神,探讨当代青少年养成教育的新途径,上海社会科学院青少年研究所等单位举办了首届全国青少年养成教育论坛.整个论坛围绕"社会进步与养成教育"主题展开了多学科的对话,在"养成教育与青少年健康发展"、"养成教育的人本内涵"及"养成教育的途径与方法"等方面取得了一些进展.     

青少年大养成教育：跨界教育与政策创新

十年树木、百年树人.本文所说的"现代素质型青少年",主要是指既要具有强烈的政治价值取向、关心国家走势、关心世界发展,又要具有理性科学的头脑、良好的行动行为模式、富有传统--现代文化涵养的复合型青少年群体.他们是具有世界眼光、全球化视野和地方化情结的世界公民,是未来国家发展的潜在人力资本和中坚力量.要想真正培养这样一代青少年,需要突破狭隘的养成教育理念,必须构筑集政治、经济、社会、文化等为一体;集自然科学与社会科学(人文精神)为一体;集学校教育与社会教育为一体的"大养成教育"体系,这是真正培养德、智、体、美、劳全面发展的素质型青少年的根本途径.     

人行为训练到理性提升——养成教育的阶段性操作试探

养成教育就是青少年在早期形成好习惯的训练与后期实现理性提升的过程.遵循青少年思维形成的规律,从文化的视角审视青少年养成教育,可以将青少年养成教育分为少年儿童的养成教育与青年的养成教育两个彼此相互联系又相互独立的发展阶段.少年儿童的养成教育重在他律,是以行为训练为切入点的"应该怎么做",体现的是施教者"培养"少年儿童良好行为习惯的过程;青年的养成教育重在自律,是青年以自身道德品质内化为主要特征的"为什么"要这样做,体现的是青年自身"修养"理性提升的过程.这两个阶段相辅相承,前者是后者的必要准备,后者是前者的必然趋势.正确认识、处理这两个阶段的关系,实现他律与自律相互作用,双向运动,以期养成青少年良好道德习惯.     

青少年社会主义核心价值体系的养成教育

对青少年进行社会主义核心价值体系的教育具有极重要的意义.青少年社会主义核心价值体系的养成教育符合青少年成长的要求,也体现了社会主义核心价值体现的内涵,必将促进青少年践行社会主义核心价值体系的自觉.而养成教育是一项长期且复杂的工程,培养这种良好习惯,需要遵循相应的科学原则,才能更好更快地达到教育目的并由此促进青少年成才.     

从养成教育之标准看学校教育

养成教育的内涵包括知、情、意、行等方面.养成教育的标准与社会对人才的需求相契合.学校教育培养的学生与社会脱节的原因在于学校教育是应试教育而非养成教育.要走出学校教育困境,解决方法是在学校教育中推行养成教育,以知、情、意、行作为学校教育的目标和评价标准.这需要确立养成教育理念、形成养成教育模式,同时,依靠社会、学校、家庭、个人的合力.     

养成教育与青少年发展

<中共中央国务院关于进一步加强和改进未成年人思想道德建设的若干意见>明确指出,"当前和今后一个时期,加强和改进未成年人思想道德建设要坚持以人为本,教育和引导未成年人树立中国特色社会主义的理想信念和正确的世界观、人生观、价值观,养成高尚的思想品质和良好的道德情操"."既要重视课堂教育,更要注重实践教育、体验教育、养成教育,注重自觉实践、自主参与,引导未成年人在学习道德知识的同时,自觉遵循道德规范."因此,本文认为把握未成年人成长规律,积极探索新世纪、新阶段未成年人思想道德建设规律,加大未成年人养成教育力度,是实现青少年全面健康发展的重要内容.未成年阶段是道德习惯养成的重要时期,作者针对这一情况提出了若干建设性意见.     

“养成教育场域”中偶像崇拜作用机制探析

青少年偶像崇拜是一种普遍现象.偶像崇拜成为"养成教育场域"中的重要因素,是"自生性"产物与"嵌入性"内容的结合.本文根据对大中学生偶像崇拜状况的调查结果及分析,提出从偶像素质养成教育、媒体反思、学校与家庭的配合以及社会工作介入等四方促进青少年养成教育.     

微观的养成教育：个体的自我发展与自我整合

本文通过对当前青少年问题的分析,揭示自我发展在青少年成长中的核心作用,指出养成教育的微观意义在于促进个体的自我发展,并从操作性层面分析了养成教育的微观目标在于帮助个体实现自我整合.     

浅谈技校生的养成教育

我国著名教育家叶圣陶先生说过,"教育就是习惯的培养".俗语也说:"累积千万,不如养成一个好习惯."如今的教育,正朝着素质教育的方向快速迈进,对技工学校的学生来说,养成教育尤为重要.通过养成教育培养良好的行为习惯,有利于技校学生的成长、成才. 一、技工学校养成教育现状     

浅谈技校教育中的养成教育

我国著名教育家叶圣陶说过,“教育就是习惯的培养”。我们的教育是要培养德智体全面发展的人,而养成教育就是培养学生良好习惯的教育,是实施素质教育战略的一个重要组成部分。进行养成教育对学生的成才将起到促进作用,使学生终生受益,它可以使学生修养更高、行为更规范,成为一个有教养的文明人。从宏观上说,养成教育是国家安定、社会进步的有力保障,也是一个国家文明程度的标志之一。学生的全面成长,特别是良好行为习惯的养成,即养成教育任务的完成,只能而且必须渗透到各科教学中去,才能很好地完成教育人、塑造人的任务。所以,…     

Back and Forth and Beyond

The Journal invited Tom Andersen, author of major pioneering work on the reflecting team, and his colleagues, to offer comment on The Reflecting Team Process in Training. We thought such a north-south dialogue was in keeping with the spirit of reflecting teams, and the team members in Melbourne and Tromsø agree — Editor.     

Time and aging--mechanisms and meanings

A recent European Molecular Biology Laboratory Conference on Science and Society entitled "Time & Aging--Mechanisms & Meanings" fascinated scientists from different research areas as well as nonscientists. Topics discussed included not only the biological aging process but also the psychological effects of aging and social influences that affect this process.     

Arts and Crafts and Reconstruction

Abstract

This paper examines the role of arts and crafts in reconstructing communities after times of upheaval, their use in creating employment opportunities, and their impact on the nature of South African art history. It looks at craft initiatives during and after the Johannesburg World Summit on Sustainable Development in 2002, and draws parallels with early twentieth-century initiatives, particularly those of Florence Phillips, who founded the Johannesburg Art Gallery in 1910, Emily Hobhouse, who established Boer home industries, and the South African National Union, which promoted the manufacture and use of local products.     

Sexual Compulsivity and Sexual Behaviors Among Gay and Bisexual Men and Lesbian and Bisexual Women

Within the existing body of research, the information pertaining to sexual compulsivity (SC) among women, both homo- and heterosexual, remains rather limited in comparison to men. The aim of this study was to assess the prevalence of SC in a community sample of gay and bisexual men and lesbian and bisexual women and to identify differences in sexual practices based on classification as sexually compulsive within gender. Supporting previous research, the findings indicated that gay and bisexual men were significantly higher in SC when compared to lesbian and bisexual women. Similarly, sexually compulsive gay and bisexual men were more likely to report drug use with sex than their non-sexually compulsive peers, suggesting that “party n' play” may play a larger role for men with SC. In addition, the findings demonstrated empirical support for the proposition that lesbian and bisexual women with symptoms of SC were more likely to engage in specialized sexual behaviors in comparison to their non-sexually compulsive peers. These data suggest that SC manifests differently in gay, lesbian, and bisexual men and women.     

Evening and night work schedules and children's social and emotional well-being

ABSTRACT

An emerging body of evidence shows that parents’ non-standard work schedules have a detrimental effect on children's well-being. However, only a limited number of studies have investigated mediating factors that underpin this association. Likewise, only a few studies have examined the impact of fathers’ non-standard work schedules on children's well-being. Based on data from the Families in Germany Study (FiD), this study aimed to address these research gaps. The sample consists of parents and their children at ages 7–8 and 9–10 (n?=?838 child observations in dual-earner families). The data were collected in the years 2010–2013. Non-standard work hours were defined as working in evenings and or at night (every day, several times a week, or changing as shifts). Children's social and emotional well-being was measured with the Strengths and Difficulties Questionnaire (SDQ). The findings show that both mothers’ and fathers’ evening and night work schedules are linked to an increase in children's externalizing and internalizing behavior and that this association is partially mediated by mothers’ and fathers’ harsh and strict parenting, with a stronger mediation effect for fathers parenting.     

Thinking and Speech and Protocol Analysis

Some form of verbal report—that is, a research participant' s concurrent or retrospective verbal account of thought processes during problem-solving activities—has been used throughout this century as the database from which psychologists have developed theories of human mentation. Newell and Simon (1972) and Ericsson and Simon (1980, 1993) have provided extensive justification for using one such method, protocol analysis, as a tool for investigating cognition from an information-processing (IP) perspective. Their arguments have characterized protocol analysis as a methodology capable of providing evidence of the ways in which people attend to information stored in short-term memory to solve problems, with the evidence providing them with the grounds from which to generate models of human cognitive processes. A different view of protocol analysis is available from the perspective of cultural-historical activity theory (CHAT) based on the work of Vygotsky (1987), Leont'ev (1981), and others, and its concern with the mediation of human development by culturally and historically grounded signs and tools. Because of its emphasis on culturally channeled development, a CHAT perspective views speech, including the speech that serves as evidence for cognition in psychological research, as a tool that potentially enables changes in consciousness. In this article I outline a CHAT perspective that accounts for protocol analysis along three key dimensions: (a) the relation between thinking and speech from a representational standpoint, (b) the social role of speech in research methodology, and (c) the influence of speech on thinking during data collection. The purpose of this discussion is not to refute the IP perspective on protocol analysis but to illustrate how this method can be viewed through a CHAT lens and to identify alternative assumptions that must be made to use it from a CHAT perspective.