民族地区高校大学生艺术教育的实践与探索——以西昌学院为例

加强大学生艺术教育是时代发展的要求,也是高校综合素质教育的重要组成部分。西昌学院结合少数民族地区高校的实际,构建了以文化氛围的营造和本土文化的熏陶为突破口的艺术教育方式,全方位地推进了大学生艺术教育的创新。本文对在校大学生进行了全面的问卷调查,得出较详尽的艺术素质培养现状,并找到现在存在的问题,最后经过多方论证和实践检验,探索出民族地区高校艺术教育的出路。     

美籍诺贝尔奖得主的科学素质探析

文章以美籍诺贝尔奖获得者为主要研究对象,合理抽取反映顶尖科学家科学素质的材料,并从科学知识、科学态度和科学能力三个角度分析其科学素质的基本结构。研究表明：顶尖科学家的知识结构具备广博渊深的知识体系、洞悉本原的知识图式、多学科知识交叉复合的特征;源于兴趣的探索和求知求真的精神,善于坚持、专注、严谨、耐心、善于合作等构成的科学态度,以及卓越的实践操作能力、科学的策略能力、创造性的思维能力等,成为科学家们取得世界公认的重大科学成就的基础。     

儿童电视素养教育现状及影响因素研究

电视作为我国普及率极高的信息传播媒介,对儿童的发展具有重要的影响。而电视节目中的暴力、色情、犯罪等负面信息给儿童带来的消极影响也引起了广大家长、学者和政府的担忧。家长虽然是儿童电视素养教育的最重要主体,但CHNS数据结果表明,60％的父母并不经常陪儿童一起看电视,超过一半的父母对电视节目没有限制,90％的父母没有对子女看电视进行价值教育和真实教育。序次logistic模型分析结果表明,父母的教育程度、职业类型等因素能够显著影响儿童电视素养教育。     

公安高校第二学位人才培养中警察素养类课程质量调查分析

公安高校第二学位人才培养模式与以往公安高校培养的普招本科生在教学模式上有很大的不同,这一模式对公安院校的课程教学与改革提出了挑战。警察素养类课程在针对体改生的教学过程中也积极进行了改革。以中国刑事警察学院为例,对公安院校开设的警察素养类课程教学质量进行了满意度调查研究,通过分析改进课程教学模式,提出了提高课程教学质量的措施。     

英语专业学生思辨表达能力培养研究

针对英语专业学生“思辨缺席”的问题,以英语专业高级英语课程学生思辨性表达能力为研究对象,通过启发思辨教学活动和调查问卷形式,研究从学生角度课程是否满足其对信息表达输入的需,哪种活动最能提升其思辨性表达能力。研究发现,学生认为现有课程信息量基本满足他们的需求,但教材应提高时效性;课堂辩论最能提升思辨表达能力。研究证实英语专业学生思辨能力的提高根本在于“学”与“思”的结合。     

An Exploration of Mental Health Literacy Among African American Clergy

ABSTRACT

The purpose of this qualitative study was to explore African American clergy's mental health literacy with older congregants 60 years of age and older. Using a grounded theory approach, we recruited a purposive sample of 9 African American clergy representing diverse ages, denominations, locales, and educational levels. Data was coded and classified according to Kevin's (1976) Kevin, R. C. 1976. Factors influencing the judgment and referral of mental health presenting problems by clergymen and psychologists, Unpublished doctoral dissertation: University of Texas, Austin.  [Google Scholar] typology of pastoral counseling and Jorm et al.'s (1997) Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B. and Pollitt, P. 1997. “Mental health literacy”: A survey of the public's ability to recognize mental disorders and their beliefs about the effectiveness of treatment. Medical Journal of Australia, 166: 182–186. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] conceptual model of mental health literacy. Findings from data analysis revealed study respondents were adherents of Kevin's Religious–Community (R–C) model. Additionally, the following themes emerged: loss of cognitive functioning, psychosocial stressors, religiosity, and appreciation for professional assistance, cultural barriers, and key informants/familiarity with formal mental health providers which partially maps onto Jorm et al.'s conceptual model of mental health literacy.     

Assessment of Alzheimer’s Disease Symptom Recognition in Korean Americans and Psychometric Analysis of Alzheimer’s Disease Symptom Recognition Scale (ADSRS)

This study examined recognition of Alzheimer’s disease symptoms among Korean Americans (KAs) and assessed psychometric properties of the Alzheimer’s Disease Symptom Recognition Scale (ADSRS). A cross-sectional survey collected data from 209 KAs, using a self-administered questionnaire. Results show that KAs recognized symptoms related to memory and cognitive functioning well, but had very limited recognition of neuropsychiatric symptoms. Psychometric analysis of ADSRS identified 4 factors in their symptom recognition. Findings suggest a need to raise awareness of Alzheimer’s symptoms over the course of the disease. Assessment using ADSRS can be incorporated in communication in the practice context and public outreach.     

规范·偏离·控制：母语素养的 层级结构及其教育学启示

我国母语教育侧重规范的传统有失偏颇,因为理想的母语素养除了指向标准的规范力外,还包括指向修辞的偏离力和指向高效交流的调控力。常规性的学校母语教育应把母语素养的宏观分层作为课程设置的基点,使课程内容体现出一定的序列性,而补偿式的社会母语教育则应根据受教者实际所缺层面进行有针对性的多样化补偿。     

Book Reviews and Book Notes

In this article we identify opportunities for students to use timelines and textbooks to meet standards. Through the use of timelines, textbooks, and selected activities, upper elementary and middle school students are able to (1) be engaged in content area reading and writings; (2) understand large themes in social studies including time, continuity, and changes; and (3) participate in the inquiry process.     

Shhh … The Teacher Should Be Silent: Critical Review of Social Studies As New Literacies in a Global Society

The humanistic nature of social studies education ensures that its related curriculum exists in a consistently contested terrain among educators, governing bodies, and the community at large. As our ability to investigate and interact with societies widens in scope and complexity, so too does the curriculum debate. To add to the complexity, social studies classes must now navigate through an increasingly technological world where some origins of knowledge are becoming more and more accessible, while others are becoming more and more silenced. Mark Baildon and James S. Damico's recent book Social Studies As New Literacies in a Global Society (2011) discusses potential answers to the ongoing questions of how to teach social studies in a twenty-first-century classroom. Although the book identifies the need for students to question sources of knowledge and the construction of knowledge itself, it falls short in the actual naming and deconstructing of the hegemonic frameworks of power that are prevalent within the sources and curriculum approaches that the students come into contact with.