20世纪初期中国社会转型与史学的发展

20世纪初期是中国由传统社会向近代社会发展的重要阶段 ,也是中国史学发展最迅速的一个时期。社会转型带来的一系列变化激发了新史学 ,并推动了中国史学由传统向现代转型变革式的发展。     

社会转型与考试转型

社会转型是当代中国社会发展的一个突出特征,考试作为社会公平理念的制度实践,在社会转型过程中具有特殊作用。社会转型的基本内涵是指社会的整体性变迁,在我国即指由农业社会向工业社会、由封闭性社会向开放性社会、由传统型社会向现代型社会过渡的时期。事实上,自1840年起我国就启动了这一历史性转变,经过160     

透析成人教育中的"伪文凭"泛滥

当前我国社会正处于一个全面发展的转型期，即：是从传统社会向现代社会过渡的过程，是社会中的传统因素与现代因素此消彼长的进化过程，也是社会的结构性变化和整体性发展的过程。在全面的社会转型过程中，教育、科技和经济成为促进社会发展的最基本的因素，他们使知识发挥应有的作用，保证现代社会的健康发展。     

试析转型时期影响大学生就业的主要因素

我国当前的社会转型是在政治、经济、文化等方面由传统社会向现代社会转化的过程。社会转型时期，影响大学生就业的主要因素不仅包括社会体制、经济、教育文化等方面变化与调整的社会因素，还包括个体的知识素质、自我评价、心理冲突等个体因素，本文将对这些因素进行分析。     

转型中国及其社会矛盾

自20世纪70年代末起．中国社会进入了一个重要的社会转型期。中国社会正在由传统社会向现代社会转型，由前工业社会向工业社会转型．由计划经济体制向市场经济体制转型，由传统的社会主义向有中国特色的社会主义转型。改革开放为中国的社会转型提供了强大的动力．在它的推动下．中围的社会转型显得如此迅速、如此广泛、如此深入。     

社会转型期高校教师情感角色重构

我国正在从计划经济向市场经济、从传统社会向现代社会、从封闭社会向信息社会、从工业社会向知识社会转型,对高校教师的情感角色提出了挑战。从科学理性、政治理性、道德理性和经济理性反思中国高等教育,高校教师应扮演人文的、民主的、引导性的情感角色。高校教师情感角色的转型,理当由知识传递者转向智慧启迪者、由专制独裁者转向指导帮助者、由被动执行者转向主动研究者、由专门学问者转向心灵引渡者、由先知先觉者转向共同促进者。     

以家庭为视角看传统社会和现代社会的区别

家庭是社会的缩影,随着传统社会向现代社会的转变,家庭也随之由"传统"向"现代"转变,在地理位置的选择、家庭的外延范围、宗法等级和人伦情感、政治生活中的作用等方面也随之发生了一系列巨大的变化。     

优化人际关系 构建和谐社会

人际关系是社会交往关系中最基本的层面,是建构社会主义和谐社会系统工程中的一个有机组成部分,它对于日常生活世界的合理化有着十分重要的意义。在当前社会转型过程中,人际日常交往关系总体上朝着良性方向发展,但是在利益分享、观念意识、操作技术等方面还存在许多不和谐的问题。只有坚持以人为本的科学发展观,优化人际关系,实现日常交往模式从传统向现代的根本转变,才能促进我国社会的和谐发展。     

对新形势下德育转型问题的思考

<正> 目前,我国正在实现社会主义现代化,这是一个从传统社会向现代社会转变的社会转型过程。它集中表现在传统的计划经济模式向市场经济模式的过渡与转换上。这必然引起社会整体性的全面变化,即社会结构、生活方式、行为取向、思想观念等各方面的变化。这不仅意味着学校德育外部的社会、经济、文化大环境的巨大变化,并也较大地     

社会转型期人民内部矛盾分析

自70年代末以来,我国社会以经济改革为先导开始了全面的改革开放,整个社0会进入了一个由传统社会向现代社会转化、由农业社会向工业社会转化、由乡村社会向城镇社会转化、由封闭半封闭社会向开放社会转化的社会转型时期。现在又面临由计划经济体制向社会主义市场经济体制转轨的新情况,改革前的人民内部矛盾在变化了的社会条件下出现了新的内容,有了新的发展变化,正确认识和处理这一转型时期的人民内部矛盾也就变得十分重要和紧迫。     

青少年学校适应的调查研究

运用学校适应问卷对2 956名小五到高三的学生的学校适应状况进行调查。结果表明:1.学生学校适应水平存在显著的性别差异和生源地差异:女生在生理、人际适应方面好于男生,而在学习、社会适应方面不如男生;农村学生在生理适应方面显著好于城市学生,而在情绪、社会和生活适应方面均显著差于城市学生。2.学校适应存在显著的年级差异:总体看,小学生学校适应能力最好,高中生相对最差。3.家庭经济收入与学生学校适应的关系显著,家庭经济收入越高,适应状况越好。4.与父母共同生活的学生学校适应状况最好,而与父亲共同生活的学生相对最差。     

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed.     

试论南宋时期江南的城镇化现象

由于统治者的重视以及北方、中原人民南迁,南宋江南地区出现了城镇化的趋势,主要表现在城镇的数量增多、市场化水平提高,城乡之间、区域市场之间的联系加强,农村经济活动与市场联系加强。江南城镇化过程中,农村和城镇以及城镇之间的人口流动加快,城镇居民结构发生了很大改变,贫富差距拉大,江南农村的生活方式、社会文化、价值观念、伦理道德、人际关系、家庭关系等也发生了与传统社会不同的改变,固有的宗法宗族制受到冲击,人与人之间的关系由血缘关系、地缘关系转变为业缘关系,新的社会组织日益取代旧的群体组织,货币关系发展为人与人之间交往的主要形式之一。但是南宋江南城镇化过程中,因固有乡村生活的整体平衡被打破,社会结构失去原先的平衡与相对稳定性,造成社会结构失衡,从而产生一系列的社会问题。我国新时期的城镇化建设,应吸收传统中国和西方国家的经验教训,走出一条可持续发展的城镇化道路。     

“社会情感学习”的内涵、发展及其对基础教育变革的意义

“社会情感学习”是指个体在其成长和发展的过程中,为了更好地适应社会环境、建立社会关系、履行社会义务、完成社会工作而进行的情感领域的学习活动,其主要内容指向从事这些活动所必备的情感行为和情感技能。社会情感学习伴随着一个人的整个成长过程。教育是人的社会情感习得的最主要的途径,环境适应和社会交往是社会情感学习的其他重要途径。在中国基础教育面临深刻变革和转型的今天,加强学生的社会情感学习具有重要意义。     

HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL–EMOTIONAL FUNCTIONING

Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social–emotional functioning. Teachers rated children's classroom social–emotional functioning in four areas (i.e., approaches to learning, self‐control, interpersonal skills, and externalizing behaviors). Mothers completed self‐report questionnaires assessing their home‐based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self‐control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social–emotional functioning. Specifically, African American girls from more affluent, two‐parent homes with highly educated mothers had the most positive ratings of classroom social–emotional functioning across all four dimensions.     

Teacher–Student Relationship Quality and Children's Bullying Experiences With Peers: Reflecting on the Mesosystem

Drawing from social–ecological systems theory, the authors argue that -current research on childhood bullying would benefit from analyses that consider the -mesosystem—specifically, how teacher–student relationships can influence -children's bullying experiences. The authors provide two theoretical conceptions for how children's peer interactions are implicitly shaped by teacher–student relationship quality: attachment and social referral. Implications for practice, with an emphasis on developing teachers' social–emotional competencies to strengthen positive teacher–student relationships, are proposed.     

A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms

ABSTRACT

Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.     

社会转型期人际信任危机的探析

社会转型时期,由于市场经济的冲击和道德发展的相对滞后,人际信任不可避免地产生危机,亲人之间、朋友之间、陌生人之间信任淡化,甚至是普遍的不信任。人际信任危机严重威胁了人际关系的和谐,因此,有必要从根源上挖掘人际信任和信任危机产生的原因,并从信任者与被信任者和社会环境综合考虑,提出相应对策,以期解决信任危机问题,构建和谐人际关系。     

PSE and the Organization of Middle School

This paper argues for the centrality of high‐quality trusting and respectful relationships within the school setting, particularly between teachers and pupils. It argues for the need to pay careful attention to the nature of the interventions that are adopted to support the social and emotional development of young people and for the need to ensure that their theoretical underpinnings are understood by those responsible for implementation. It centres upon the evaluation of an intervention (Support Groups), devised by the author, to support pupils perceived as having social and emotional behavioural difficulties with a particular focus upon the development of interpersonal relationships. The case study is principally qualitative and draws upon the accounts of the first four cohorts of pupils to undertake the intervention (n = 69), following their progress from the commencement of Secondary 1 up to one to two years beyond intervention. The study draws from a wide range of stakeholder accounts and from six in‐depth case studies. The findings indicate that, to varying extents, Support Group pupils had developed their capacities to form and maintain effective interpersonal relationships but, particularly in respect of their relationships with teachers, this was highly context‐related. Peer relationships were still perceived as problematic by classroom teachers. The supportive ethos of the group had enabled warm relationships to form between Support Group Leaders and pupils, and this had fostered effective communication and empathy. These more positive relationships were exemplified within a statistically significant reduction in discipline sanctions (including school exclusions), which were maintained beyond intervention.     

贾平凹农村题材小说创作综论

作为从农村走出的作家,贾平凹的作品始终关注农村,从20世纪80年代初期的商州系列小说到90年代中后期的《土门》《高老庄》,及至新世纪之后的《怀念狼》《秦腔》《高兴》《古炉》等。贾平凹用文学作品追踪中国农村的历史演进和社会变迁,通过文学形象表现时代发展和社会变迁下中国农民的生活、情绪、思想观念、心理结构的变化轨迹。在对农村的变迁和农民命运的书写中,贾平凹的情感态度和价值观念也随之发生变化,从最初对改革的赞誉和认同,到世纪之交的批判与反思,及至2000年之后的新世纪,贾平凹以知识分子的怀乡意识,表达了对农耕文化失去根基后传统乡村的怀念。