全球化与素质教育

以全球性的技能、技术、信息、知识和智慧为主导的经济全球化已成为显著的历史趋势与发展潮流。全球化进程中的主导因素是人才和智力,全球化对人才的培养提出了更高的要求。为了应对全球化的挑战,我们应当调整发展战略,落实科学发展观,推进创新培养和实施全球化概念的素质教育,努力造就具有全球化技能的人才,以求在全球经济竞争中处于有利地位。     

21世纪我国学校美育的操作设计

面向21世纪的学校美育课程应是一组课群,而不是一门课程.这些课群贯穿在学校教育的全过程(从小学至大学).它既包括学校教育的主渠道,又包括学校第二课堂;它既包括活动类课程、赏析类课程,又包括理论类课程和渗透类课程;它的内容既涉及到不同民族、不同文化、不同类型的人类艺术经典作品,涉及到青少年的艺术能力培养,又涉及到美学、美育、艺术史、艺术批评、审美文化等基本知识.小学阶段美育课群的目标设置为感性教育(敏锐感知,激发情感与想象);中学阶段美育课群的目标设置为趣味教育(在审美赏析中形成健康高尚的审美情趣);大学阶段美育课群的目标设置为人格教育(感性与理性的统一,塑造健康人格).     

人类智力与科技进步的关系初探

人类智力是推动科技进步的内在动力 ,科技进步是决定人类智力发展的外部条件。人类智力是现代社会科技进步最根本的生长点 ,知识传播和知识创新活动是人类智力推动科技进步的根本途径     

成功智力视角下大学生创新能力探析

创新能力是现代大学生综合素质的重要构成部分.斯滕伯格的成功智力理论为分析大学生创新能力提供了理论基础,只有当分析性智力、创造性智力和实践性智力很好地平衡协作的时候,才能更加有效地达到成功.因此大学生的创新能力不是某种单一能力,而是突破模式化思维、运用新的方法解决实践中的新问题的本领.当然,大学生的知识孕育着创新能力,思维催生创新能力,而实践则展现并检验创新能力.大学生创新能力的形成需要.把握三个维度,教育是大学生创新能力形成的前提,实践是大学生创新能力形成的现实场域,社会环境则是大学生创新能力形成的规制力量.     

青年竞争情报意识培养浅探

在当今信息社会,竞争情报意识成为影响企业乃至个人成功的一把利刃。当代青年身处竞争社会,面临着巨大的成长成才及创业就业压力,本文以古今中外的情报案例,论证对当代青年学生进行竞争情报意识培养的重要意义及其途径。     

Giving voice to experiences: parental maltreatment of black children in the context of societal racism

ABSTRACT This paper seeks to explore the ways in which black children who have been maltreated within their families come to voice to tell their stories. A discussion of black children's recovery from maltreatment necessitates understanding how they interpret and name their experiences as abusive. Research indicates that while many factors mediate the effects of abuse on children's development, telling your story about childhood trauma is critical in the healing process for promoting psychological well‐being. However, what does the naming and speaking of trauma entail for black children when the broader context of their lived realities is embedded in racism that confers on them a stigmatized status? Where black children's lived experiences encompass the complexity of societal racism as a mutually reinforcing and contradictory reality in their lives, their capacity to name the maltreatment they experience will be particularly problematic. Essentially, parents’ issues silence children and can encourage them to block out painful emotions, ultimately putting their emotional and psychological well‐being at risk. Taking race and gender as benchmarks for analysis, the complexities involved in giving voice to childhood maltreatment are discussed to consider how these dynamics contribute to black children's resilience and adaptive behaviours in the aftermath of abuse.     

中国美学中的悟性说

妙悟是中国美学的认识方式之一,在有的论者那里被当作最根本、最重要的认识方式。妙悟活动是以人本来具有的生命智慧来观照,生命的本源性是推动妙悟活动的内在动力因素。这一本源的觉性即中国美学中常说的“悟性”。“悟性”是体,觉悟是用,审美妙悟是由悟性发出的认识活动。     

The Role of Child Emotionality in Child Behavior and Maternal Instruction on Planning Tasks

This study explored the relation of children's emotional functioning to children's behavior during individual planning and mother's and children's behaviors during joint planning. Participants were 118 mothers and their second‐grade children. Mothers rated children on their emotional intensity and children rated themselves on their use of emotion regulation strategies. Children and mother–child dyads were videotaped during planning tasks and independent observers rated their behavior. Child emotional intensity was directly related to children being less engaged in the task and to an emphasis in maternal instruction on regulatory behaviors. Some types of emotion regulation strategies modified these relations. Findings suggest that child emotionality may play an important role in the early school years in children's opportunities to learn during social‐cognitive activity.     

抗日战争时期中国共产党在东北的情报活动

情报工作是中国共产党领导下的东北地下抗日斗争的一项重要内容。九一八事变后,中共东北地方党组织选派人员赴苏接受特种训练,然后由共产国际和苏联远东军情报系统派回东北从事情报活动。1938-1945年间,东北青年救亡会在中国共产党的领导下,打入日伪内部,获取了大量重要而机密的日伪情报。抗战后期,中共中央为加强东北工作,通过多渠道派遣人员到东北开展地下工作。中国共产党在东北的情报活动为抗日战争及世界反法西斯战争的胜利做出了重要贡献。     

Siblings as Confidants: Emotional Understanding, Relationship Warmth, and Sibling Self-Disclosure

Associations among (a) self-disclosures between early adolescent siblings, (b) emotional understanding, and (c) relationship warmth were investigated. Grade 5–6 children (M age = 11.5 years) were interviewed concerning the incidence of disclosures to closest-in-age siblings (20 = older, 20 = younger), feelings regarding disclosing (or not), and sibling relationship quality. Warmth was measured with the Sibling Relationship Questionnaire (Furman & Buhrmester, 1985) and emotional understanding was assessed with the Hypothetical Relationships Picture Task (adapted from Schneider, 1989, & Aquan-Assee, 1992). Hierarchical multiple regressions indicated self-disclosure was positively associated with feeling good about sharing and negatively associated with reports of not trusting or not receiving emotional support from their sibling. Sibling relationship warmth was a key characteristic associated with both emotional understanding and self-disclosure; female target children demonstrated greater emotional understanding. Warmth, but not emotional understanding, was associated with self-disclosure. Findings are discussed in light of the importance of links between affective relationships and children's social-emotional understanding.