观众的伦理诉求与故事的人文价值

伦理诉求是人生在世的基本需求之一。这种需求,在民间主要通过故事的形式得以实现。从宗教到小说到影视剧,无论形式怎样转换,故事均是人们叩问交往困境、参照他人生存经验的重要途径。故事的魅力是由交往实践的焦虑派生而来的求知欲,人物的各种命运成为化解焦虑满足求知欲的最好答案。因此,影视剧的娱乐性是派生的,是满足这种伦理需求后而获得的心理平衡;其人文价值是内在于故事自身而不是附加在故事之上的。     

西夏文学作品中所见儒释相融思想

随着佛教中国化过程的完成,儒释道相互融合,形成了修身以道,治国以儒,治心以释的局面。西夏是以党项人为主体在西北建立的民族政权,为了巩固统治,统治者采取了崇佛尊儒的国策,佛教和儒家文化在西夏都得到发展,尤以佛教最为突出。西夏时期佛教已不单强调出世离俗,而更多的表现为入世合俗,佛儒共容相济,与社会接触,去劝化世人,把出世离俗和入世合俗的思想紧密结合在一起。这种思想在文学作品中也得到充分体现。本文主要对儒释相融思想在诗歌、谚语及各类字书、韵书中的表现作一简要论述。     

网络艺术的可能及其现实形态

网络艺术成为可能与计算机谈判及自由分布式网络的形成、数字化技术导致的艺术本体变革、万维网与浏览器软件的发明有关.从构成艺术本体的媒材角度来看,网络艺术的现实形态可以分为语言文字形态、音频视频形态、角色扮演形态三大类.网络艺术的未来前景.从信息科技发展的角度来看,具有无限的可能性.     

Hiding and seeking: Children's lived experiences during COVID-19

A qualitative study explored the perspectives and lived experiences of school-age children during COVID-19 using a child rights lens. Twenty children between the ages of 7 and 12 participated in open-ended, virtual interviews. Our hermeneutic analysis found children's right to play and education were severely compromised leaving children to navigate between two worlds: the adult world of public health restrictions and that of their childhood. Despite challenges and lost childhood opportunities, children emerged as competent social agents and responsible citizens. Planning for future pandemics should include policies and practices that balance public health needs with the protection of children's rights.     

Play and learn: Children's agency through the COVID-19 pandemic in Mozambique

Social distancing, one of the measures adopted in the context of the COVID-19 pandemic, profoundly impacted on the lives of children. The consequences were, however, not homogenous. By focusing on the daily practices of 41 Mozambican children aged 3–10, we consider how differences in socioeconomic backgrounds led children to respond to the social restrictions in ways that made sense to them. Inspired by Abebe (2019), we identify how the interruptions of daily routines enabled specific instances of agency on children's part. These, we argue, produce new forms of continuity.     

Two Competing Models of How People Learn in Games

Reinforcement learning and stochastic fictitious play are apparent rivals as models of human learning. They embody quite different assumptions about the processing of information and optimization. This paper compares their properties and finds that they are far more similar than were thought. In particular, the expected motion of stochastic fictitious play and reinforcement learning with experimentation can both be written as a perturbed form of the evolutionary replicator dynamics. Therefore they will in many cases have the same asymptotic behavior. In particular, local stability of mixed equilibria under stochastic fictitious play implies local stability under perturbed reinforcement learning. The main identifiable difference between the two models is speed: stochastic fictitious play gives rise to faster learning.     

新童年社会学视角下城市儿童社区游戏空间审视

空间是新童年社会学研究的重要关注点，社区游戏空间是儿童游戏和发展的重要场所。通过田野研究发现：城市儿童社 区游戏空间的儿童尺度不足；社区游戏空间中儿童自由在逐渐消失，驯养化现象严重，但是儿童也自主创设了一些游戏空间； 社区游戏空间中关系网络建设有待进一步加强。主要教育建议：在物理层面上，建设符合儿童尺度的自然友好型游戏空间；在 心理层面上，建设有利于儿童自主的自由开放型游戏空间；在关系层面上，建设有利于儿童与物、人互动的交互型游戏空间。     

基于儿童视角的城市社区游戏空间优化

基于儿童视角审视社区游戏空间的适宜性从而优化有助于儿童友好城市建设。采用田野调查以及马赛克方法研究城市社区活动空间优化问题,主要发现:儿童的社区游戏空间情感体现为联结与反抗;空间行为表现为模仿、重复与自主;空间生产方式为组合、转换与创造。基于儿童视角的游戏空间优化策略包括:第一,原有空间改善方面,重视建设儿童与成人共享的公共空间、本地微型生态空间、激活想象的自由空间;第二,新游戏空间开发方面,重视理解儿童对生态网络式游戏空间的需求和满足儿童的空间参与。     

幼小双向衔接背景下幼儿数学领域游戏活动研究

：选取辽宁省S 市、D 市、F 市共计640 名从事幼小衔接工作的幼儿教师为研究对象，开展了基于幼小双向衔接的数学领域 游戏活动的问卷调查。通过在数学核心经验、幼小衔接和游戏活动三个维度的调查，结果显示，在幼小双向衔接工作中，幼儿 教师开展数学领域游戏活动整体处于中等偏上水平，在数学核心经验、幼小衔接和游戏活动的理论与实践水平上同样有更大 的提升空间。由此，幼儿教师应树立科学的幼小双向衔接理念、积累扎实的数学领域核心经验以及培养专业的游戏活动实施 能力。     

幼儿游戏背后的教师专业决策：是否与如何介入

基于美国引导游戏理论和欧美新兴的游戏本位学习理论,深度思考教师在放手游戏中的"为"与"不为"、"如何为之"这一现实问题。教师对幼儿游戏的"为"与"不为"在本质上都是教师的专业决策,游戏背后的教师专业决策包括信念、知识、判断、支持、反思五个构成要素,以及基于充分、细致观察的价值判断,基于丰富、系统知识的专业支持和基于反思、调整的学习发展的闭环过程。为保障幼儿教师专业决策能力的提升,可通过明确多重角色、丰富四类知识、遵循两条路向等路径获得发展。