中国当代大众文化心理发生机制的追溯与反思

中国当代大众文化心理的发生是由内外两方面因素决定的,内部因素是传统文化心理感性压抑的过度失衡结构必然导致的心理反弹;外部因素是指国外思潮文化的影响及国内经济转型带来的自由空间.由发生机制内在因素的先天影响决定了大众文化心理具有补偿(历史合理性)与补偿过度(历史局限性)的二向度特征.     

关于书法创作中的取象

书法家把从大自然中获得的美感,概括曲折地反映到书法创作中来,使其作品纵横有象,物象生动,从而形成自己的书法风格,这就是书法创作中的取象。书法取象有一定的概括性和寄托性。取象是产生书法意境的先决条件,它决定书法作品的格调。书法创作不仅要通过观察和领悟的途径,还必须运用形象思维,形象思维在书法创作中的主要表现是联想和想象。     

序贯观察与选择问题解决策略的比较研究

序贯观察与选择问题是一类动态决策问题,描述了人们在优劣随机出现的备选择方案中,何时停止取样观察以获得最大的决策收益.已有研究证明,截止阀法则是解决该类决策问题的最主要方法之一.其中,一种策略是基于取样观察选项中的一个最大值选项为标杆,然后选择第一个大于此标杆的选项.若考虑决策的有限理性假设,决策者还可以基于取样观察选项中仅次于最大值的选项为标杆.很显然,标杆不同会导致序贯搜索选项的数量以及决策收益会有很大的差异.另外,还可以考虑基于"特定"事件的决策策略以及"变种"的标杆策略,本文分别就这几种标杆策略进行了系统地探讨与比较.     

Brief Ideas on Observation of Foreign Language Classes in China and America

As English to Chinese people, Chinese is a foreign language to American students. We can take an idea of“world language”as we searching ways to improve the language teaching. This class observation rev...     

Maternal Social Coaching Quality Interrupts the Development of Relational Aggression During Early Childhood

Previous research has shown that parents of socially competent young children provide them with elaborative, explicit, appropriate, and emotion‐laden advice about peer interactions. The current study analyzed mothers' conversations with preschoolers (N = 175; 52 percent female; M age = 52 months, SD = 7 months) about peer conflicts involving relational aggression. Conversations were coded for maternal elaboration, emotion references, and discussion of norm violations. Information about relational and physical aggression was collected from teachers at two assessments approximately 12 months apart for a subsample of 136 children. Regression analyses, controlling for physical aggression, showed that average and high levels of effective coaching operated as a protective factor against stable high levels of relational aggression. Theoretical and practical implications for our understanding of the early development of relational aggression are discussed.     

Social Dominance in Romantic Relationships: A Prospective Longitudinal Study of Non-verbal Processes

The study of social dominance has a long tradition within the peer relationships literature, but rarely has the topic been investigated observationally and longitudinally within other salient close relationships. The present study investigated the role of experiences in social relationships and adjustment indices in childhood in predicting later observed non‐verbal social dominance behaviors in the context of romantic relationships in emerging adults. Analyses from a subsample (N = 70) from a 29‐year prospective longitudinal study revealed links between early peer behavior and subsequent romantic relationship interactions for men and women. Non‐verbal social dominance behaviors were concurrently associated with poor romantic relationship quality, conflict, and physical and verbal aggression within the dyad. Both childhood externalizing and internalizing behaviors significantly predicted non‐verbal social dominance behaviors in the romantic partner interactions.     

Managing Categorization and Social Withdrawal in Japan: Rehabilitation Process in a Private Support Group for Hikikomorians

Abstract: Social withdrawal among Japanese youth has been noticed since the latter‐half of the 1990s. It is called Hikikomori in Japan. Though some clinicians in the mental health field have referred to social backgrounds of this problem, only a few sociological studies have been conducted. I have conducted participant observation in a private support group and recorded the rehabilitation processes of people with Hikikomori for two years. My study has two aspects. First, it is a short ethnography concerning the features of the group efforts. Second, it is intended to interpret relations between the features and rehabilitation processes. The first feature is the group dynamics arising from friendly and competitive relationships among the people with Hikikomori—called Hikikomorians. The second feature is “managing categorization”. It is a tendency to be vague about categories that indicate their social status accompanied with some roles. This tendency could be observed in various aspects of the group activities, for example, concerning diseases’ names, schedules, definition of space and so on. Managing categorization allows Hikikomorians to easily participate in and experience social activities. They are people who do not have social categories to explain themselves easily in social settings and do not have the self‐confidence to perform some roles. Under social pressures, however, they tend to maintain a behavioral principle that is based on categories. Managing categorization therefore functions to provisionally release their attitudes and allow them to attempt trial and error based situations more easily. Finally, I also indicate some difficulties of managing categorization.     

论现场研究方法及其在学前教育研究领域中的价值——从教育生态学的角度审视

现场研究是指研究者深入到事件发生的真实环境,进入现场,有时需要成为参与者,与研究对象生活在一起,在此过程中进行研究的一种科研方法.它注重生态个体与自然环境的统一;注重具体情境与情境脉络的统一;注重科学研究的严谨与人文精神的张扬的统一.其在学前教育研究领域中主要价值表现在它的研究取向多元性、获得材料真实性、操作简单实用性.     

浅谈中学生写作能力的培养

写作,要求在日常生活与学习中,做到细心观察与广泛的阅读积累再加上持之以恒的勤学苦练,中学生写作能力 方可得到综合全面的提高。     

论参与性教学的背景、内涵及实施

参与性教学是在民主平等的氛围中,教师和学生充分发挥其主体能动性,积极地交往和互动,达到认知共振、思维同步、情感共鸣的境界,创造性地完成教学目标的实践活动.它的产生有特定的背景.与以灌输、记诵、被动接受为特征的旧教学体系相比,参与性教学具有独特的内涵和实施形式,对提高教学的有效性有重要意义.只有师生双方积极主动地参与教学活动,教学目标才能得到圆满实现.