英语口语教学策略探析

本文对英语口语教学策略的相关问题加以探析。     

Relational and Individual Resources as Predictors of Empathy in Early Childhood

The goal of this study was to examine children's cognitive and language development and social engagement of mother as mediators of the relationship between maternal emotional availability at 15 months and children's empathy at the ages of two and four. Participants were 661 low-income, ethnically diverse mother-child dyads participating in a trial of home visitation in the Denver area. Using home- and lab-based free-play episodes, mothers' emotional availability (15 months) and children's social engagement of mother (21 and 24 months) were assessed. Standardized measures were used to assess children's language development (21 months) and cognitive development (24 months). Empathy was assessed using a simulated injury paradigm at ages two (both 21 and 24 months) and four. The predictive models supported the hypothesis that the child's cognitive and social resources mediate the relationship between maternal emotional availability and children's empathy with respect to empathy at the age of two toward both mothers and an unfamiliar examiner. These results indicate that parental sensitive behavior is not the only important condition for predicting children's empathy, and that children's own internalized resources are a likely mechanism of transmission from parents caring for their children to children learning to care for others.     

大学生情绪智力、成就动机及学业成绩量化研究

应用情绪智力量表(EIS)、成就动机量表(AMS)等随机调查的方式探究是否担任过学生干部、是否独生子女对大学生情绪智力、成就动机、学业成绩方面的影响及情绪智力与成就动机、学业成绩之间的关系。其结果表明:担任过学生干部的同学情绪智力水平显著高于未担任过学生干部的同学;是否独生子女对情绪智力没有显著影响;大学生情绪智力和成就动机显著正相关,和学业成绩不存在显著相关。     

The Art of Pacifying an Aggressive Client: ‘Feminine’ Skills and Preventing Violence in Caring Work

This article explores the complex interconnection between gender and emotion in the context of client‐perpetrated violence at work, focusing on interviews with and writings by Finnish nurses and social workers to discuss the ‘feminine’ emotional skills that are supposed to prevent violence. The social formation of these skills is analysed with the concept ‘emotional habitus’: emotional skills derive from the socially acquired disposition to manage emotions according to the gendered values of caring work. Emotional habitus, based on the internalized, second‐nature sense of emotional management, is shown to both persuade and enable employees to use emotional skills as assets for negotiating violence. This article discusses the potentiality for active agency enabled by skilful emotional management in violence prevention, bearing in mind the gender inequalities and internal contradictions connected to the social formation and practice of those skills.     

The Magic of Oaxaca: An Emotional Geography of Age,Gender and Nation

This study analyzes interviews with expat women in Oaxaca, Mexico. The women use the “magic” of Oaxaca to elude traditional expectations of aging and gender. Oaxaca is crucial for the process of defining themselves as vital and independent in what Massey (1994) calls a progressive sense of place. A translocal emotional geography is constructed. However, the issues of place and nation are more problematic. Efforts to sufficiently enter their various communities in Oaxaca determine the success the women have at overcoming neo‐colonial interactions and assumptions.     

“He's Doing Fine”: Hope Work and Emotional Threat Management Among Families of Seriously Ill Children

In this study, I examine how people in emotionally fraught circumstances strategically structure social interactions in order to protect fragile emotional states. Data come from interviews and observations with 18 families of children being treated for life‐threatening conditions at an elite university research hospital. I show how families worked to ward off emotional threats to their ability to maintain hope that their children would recover by preempting and restructuring social interactions with friends and family members and pruning social networks. These efforts allowed families to minimize reciprocal obligations and avoid encountering pessimistic reflected appraisals that might trigger “emotional shortcuts” leading to states of fear and anxiety. Similar efforts to reconstruct social interactions and social networks may be common among those working to maintain fragile emotional states in a variety of challenging circumstances.     

个性化表达的盛筵——2014年度湖南散文创作综述

2014年湖南散文创作成绩斐然,个性化表达成为其鲜明标志,其中包含了两个重要方面:在思想情感方面,以个性化的情感体验和对现实人生的个性化思考为亮点;在文体方面,则表现为独特的历史文化品位以及叙述手法的革新。     

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).     

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.     

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.