具身认知理论下的幼儿德育工作

传统幼儿德育认知是“离身”的,表现为忽视身体的重要性。基于具身认知理论重建幼儿德育理论使幼儿德育认知具有具身性,幼儿德育知识具有情境性,幼儿德育行为具有生成性。由家长、教师、幼儿园与社区构成的合作性支持系统通过个性化问题的制定与指导,跨园协作与全方位合力设计学习空间等路径使幼儿德育工作优化并高效。     

传统幼儿游戏在农村幼儿数学教育活动中的应用与价值

游戏是幼儿的天性,是幼儿成长发展的需要。幼儿园教育要以游戏为基本活动,寓教育于幼儿的生活、游戏活动中。农村有得天独厚的自然条件,有丰厚的传统幼儿游戏资源,将这些传统游戏应用于幼儿数学教育活动,达成幼儿数学认知目标,是将幼儿数学教育寓幼儿游戏活动路径的有益探索,在农村幼儿园现有条件下有重要的实践意义和理论价值。     

基于符号理论的建国后汉字简化研究

建国后两次汉字简化改革使以象物象形为源头的汉字抽象程度再度提升,符号化性质更加突出。汉字符号不仅在创建初期显现任意性与约定性之间的特定关系,而任意性与约定性制约简化规则、简化符形,凸现人类认识世界、改造世界的思维方式。在寻求符号与客观世界的相似性上,汉字简化对已经完善的相似性做出割裂式改革,突破原有相似性陈规,寻求新旧符号的相似性,在旧有认知体系的基础上建立新的认知体系和方式。     

分层教学中分层基础的确立——基于皮亚杰的认知发展阶段理论

分层教学是指将学生按照一定的分层基础分成不同的层次进行差别化教学的教学形式,通过分层教学可以更好的满足学生的个性化发展,让每个学生以自己最佳的学习状态完成学校要求的学习内容,但是以往的分层教学中的分层基础有很多的弊端,无论是班内分层还是混班分层虽然解决了部分问题,但是却带来了很多其他由于分层基础带来的学习问题。所以,通过借鉴皮亚杰的认知发展阶段理论,将其作为分层教学的分层基础依据,能够更好地适应学生身心发展条件,科学合理的将分层教学有效地运用与发展。     

Social Cognitive Factors,Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career

The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th‐, 7th‐, and 9th‐grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest.     

Retrofitting Drucker: Knowledge work under cognitive capitalism

This article uses Peter Drucker's work vector-like, to carry the thesis of cognitive capitalism into the management field. Drucker's prophetic insights into the knowledge society are juxtaposed with recent, Italian autonomist Marxist-inspired analyses of capitalism's cognitive phase. If the capacity to create knowledge – or what autonomists call the ‘general intellect’ – is becoming the key productive force, arguably there is a need for a full-blown social form of knowledge management. Our reading of Drucker thus retrieves the one worthwhile thing from the rubble of normative knowledge management. It is the idea of society-level knowledge management premised on a universal and unconditional guaranteed basic income (GBI; or social wage). Basic income represents not just a social investment in knowledge, which Drucker himself called for, but also compensation for biolabour's augmented social productivity. With Drucker as the steppingstone, we conclude, the autonomist tradition merits greater attention from critical management and organisational scholars interested in factoring class and gender back into the knowledge management equation.     

联合国世界粮食计划署“Fill the Cup”运动的认知语义解读

作为餐具范畴的原型之一，杯子通过转喻与联合国世界粮食计划署为饥饿人群提供粮食援助的“装满杯子”运动的使命相吻合。该运动的口号、标识、新闻报道和宣传活动中存在容器、赛事、旅程等概念隐喻，杯子的多义性为相关宣传活动的成功运作提供可能。     

Mothers' work patterns and Children's cognitive achievement: Evidence from the India Human Development survey

As female labor force participation increases globally, the relationship between maternal employment and children's development remains unclear. Using data from the India Human Development Survey (2005), we investigate the link between maternal employment and children's arithmetic and reading achievement. We develop a work pattern typology that goes beyond standard measures of employment and captures work intensity and its compatibility with child-rearing in a transitional economy. We find that the relationship between maternal employment and children's outcomes is not unidimensional. For example, children of self-employed mothers are not disadvantaged compared to those with stay-at-home mothers, but maternal employment in salaried jobs or wage work outside the home is negatively associated with cognitive skills in children. However, this negative association is reversed at higher levels of maternal education, suggesting greater access to resources and flexibility associated with better jobs mitigate the negative aspects of maternal employment posed by time constraints. Additionally, maternal employment is associated with maternal involvement in schoolwork and financial investment in academic activities, providing evidence that both time and resources devoted to children's education are significant.     

Social identity and alcohol in young adolescence: the perceived difference between youthful and adult drinking

This paper examines the evolving social identities of young adolescents in regard to alcohol and drinking culture in Norway. Detailed analysis of 29 focus group interviews and 32 individual interviews with 12–13-year-olds reveal a thorough negative attitude towards alcohol, especially when enjoyed by young people. Young adolescents found young people to be too irresponsible and immature to drink, while adults were portrayed as capable of enjoying alcohol without losing control or experiencing other negative effects. Through symbolic boundary work, they distanced themselves from adolescents who drank. The young adolescents rejected the idea that drinking alcohol was a sign of maturity; instead, they exhibited maturity by distancing themselves from drunk adolescents. We discuss how these findings reflect the participants’ socio-cognitive development, and how symbolic boundaries are often drawn against those closest in social distance. We conclude that boundaries between ‘adolescents’ and ‘adults’ are fundamental when understanding emerging adolescent social identities, especially when it comes to drinking and drinking culture.     

胡塞尔“构造”概念的三种图式

“构造”概念是胡塞尔现象学的核心概念，它被用来刻画意义如何向我们显现。索科拉夫斯基认为，胡塞尔分别在静态现象学和发生现象学阶段采取了“静态构造”的形式-质料图式和“发生构造”的一元论图式。笔者将指出，随着后期胡塞尔现象学的推进，构造的含义将更加复杂，它同时指示了自我在世界视域之中的横向结构，以及绝对时间意识支持着世界经验、并与其相互交织的纵向结构。笔者也将在此基础上，提出第三种构造图式。