变革型领导对员工工作绩效的影响机理研究——基于员工变革准备的中介作用

文章以员工变革准备为中介变量,以变革合法性、员工情绪智力为调节变量,探讨变革型领导对员工工作绩效的影响机理。运用层级回归方法对问卷调查结果进行实证检验并得出结论：(1)变革型领导正向影响员工工作绩效;(2)员工变革准备在变革型领导和员工工作绩效路径中起部分中介作用;(3)员工情绪智力在变革型领导和员工工作绩效路径中起调节作用;(4)变革合法性在变革型领导和员工变革准备路径中起调节作用。因此,企业管理者应当重视员工变革准备和员工情绪智力的培育及变革合法性的积累,从而提高员工工作绩效。     

毛泽东民主革命时期的民主政治思想刍议

众所周知,毛泽东在新民主主义革命时期就已经开始探索中国未来的政治发展道路,并在实践中逐步形成了系统的民主政治理论,成为毛泽东整个思想理论体系中的重要组成部分,整理和发掘毛泽东在民主革命时期的民主政治思想便是一个比较复杂而有意义的过程。首先,从理论源流的角度来看,毛泽东民主政治思想既是对中国传统封建政治思想优秀成分的吸收,也有西方近代资产阶级的民主成分,同时马克思主义的政治理论也是其思想的重要来源;其次,毛泽东思想并不是仅仅停留于理论的阐述,而是付诸了我国新民主主义革命和社会主义建设时期的民主政治实践,在实践中经受检验了的毛泽东民主政治思想,使得我们能够根据实践来总结其优缺点;最后,我国现在仍然以毛泽东思想作为指导思想,研究毛泽东的民主政治思想,反思其优缺点,对于加强中国现阶段的民主法制建设仍然具有重要意义。     

Validity of the children's orientation to book reading rating scale

The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed.     

Traveling Chaucer: Comparative Translation and Cosmopolitan Humanism

Through the comparative study of non‐Anglophone translations of Geoffrey Chaucer's The Canterbury Tales, we can achieve the progressive goals of Emily Apter's “translational transnationalism” and Edward Said's “cosmopolitan humanism.” Both translation and humanism were intrinsic to Chaucer's initial composition of the Tales, and in turn, both shaped Chaucer's later reception, often in ways that did a disservice to his reputation and his verse. In this essay, Candace Barrington argues that comparative translation provides a means whereby new modes of translation, like Apter's, can promote a different version of humanism, like Said's; she demonstrates this process in a brief philological study of Nazmi A??l's Turkish translation of The Squire's Tale. While we can see the infusion of Turkish values and perspectives in the new text, we can also see that the Turkish reveals new insights into Chaucer's subtle and nuanced use of language.     

论习近平新时代生态文明思想及其现实意义

习近平新时代生态文明思想,既是传承马克思主义经典作家生态文明理念的结果,也是发扬我国传统优秀生态文明思想的结果,更是立足于新时代我国社会主义生态文明建设新要求的必然趋势,它是习近平新时代中国特色社会主义思想的重要组成部分,这一新思想的产生有着深厚的理论基础、丰富的传统养料和多维的科学内涵。这一新思想对于满足人民对美好生活的需要,实现人民对建成美丽中国和全面小康社会的愿望,以及推进中国特色社会主义生态文明建设不断取得新胜利都有着极其丰富的现实意义。     

Each One Unique

A young mother shares the stories of her two sons'' births. Her first birth experience was complicated by muscle spasms and changes in her baby''s heart rate during labor and, later, by medical problems with her baby in the days after birth. The mother''s strength and commitment shine through at every twist and turn during labor and the days after her son''s birth. Two years later, in contrast to her first son''s birth, the mother''s second son was born so quickly that labor presented a different set of challenges. The mother''s confidence in birth and in herself are essential facets of the stories of the births of her two sons.     

Women's issues,women's place: Gender‐related problems in presidential campaigns

This essay is a feminist rhetorical analysis of recurring gender‐related problems in presidential campaigns, focusing particularly on the 1992 campaign. I examine 39 speeches from the Democratic and Republican National Conventions (1972–1992) for discussion of women's issues, women's roles, and men's roles, and conclude that the anti‐feminist “backlash”; of the 1980s has taken a serious toll on public attention to women's issues. When politicians spoke of women's concerns, they largely ignored actual issues, and instead focused their attention on women's roles in society. Men's roles were also a central focus, as each presidential candidate sought to convince the voting public to cast him as the Leading Man.     

Shyness and Social Conflict Reduce Young Children's Social Helpfulness

This study examined social influences on 3‐year‐old children's decisions to help an experimenter gain another person's attention (N = 32). Children were slower to help the experimenter when the target had previously expressed disinterest in attending to her. Shy children were less likely to support the experimenter's attempts to communicate with the target; however, this association was not influenced by children's knowledge of the target's disinterest, and there was no relation between shyness and children's support for a separate physical goal. Therefore, young children's decisions to act helpfully incorporate consideration for others beyond a focal person with an unmet need, and they are further constrained by children's own comfort with the actions required to help.     

论李大钊与马克思主义民生思想中国化

作为中国马克思主义的先驱和中国共产党的早期创始人,李大钊重视民生问题,他将马克思主义民生思想与中国实际相结合,通过撰写文章、教育指导等方式传播相关理论,并在其短暂的革命生涯中身体力行,推动马克思主义民生思想中国化,这对当代中国民生建设亦有重要参考价值。     

A case study of questioning for reading comprehension during guided reading

This case study explored how a teacher's questioning during guided reading scaffolded six children's understanding of reading. Observations and interview data conveyed that questioning statements and the teacher's involvement as a respondent prompted children's engagement and understanding of the text. Insufficient wait time and open questions with a closed intent seemed to stifle children's understanding of reading. Conclusions suggest teachers' relaxation of questioning to a conversational manner may enable guided reading to be an opportunity to develop children's comprehension on all levels.     

On the Historical and Ideal Nature of Human Rights: reading Human Rights and Human Diversity by A.J.M.Milne

Taking as its exegetic point of departure Peirce's outline of a semiotic theory of cognition from the mid 1890s, this paper explores the relevance of this outline to a theory of learning and also to a broader, normative vision of education. Firstly, besides providing for fallibilism in philosophical inquiry Peirce's outline accords with critical strategies of his fellow pragmatists, such as William James's detection of the ‘psychologist's fallacy’ and John Dewey's rejection of the ‘philosophical fallacy’. It is pointed out that this merit of Peirce's outline is due to his abstract and often neglected notion of a prespecialised scientific intelligence. Secondly, the paper shows that Peirce's semiotic approach to prescientific learning processes conditioning all kinds of theoretical activity may indeed complement James's and Dewey's contributions: giving careful attention to the work of linguistic and paralinguistic signs in such learning processes Peirce's analysis captures indexical and iconic aspects, as well as symbolic aspects of linguistic interaction and experientially constrained dialogue. Following Peirce's analysis the paper considers how the iconicity of linguistic structure, ostensive acts and the practical situatedness of language use are pre‐conditions of experiential learning in every day life as well as in scientific learning. It is also shown how this semiotic analysis is connected with Peirce's important notion of abduction. Finally, it is pointed out that a broader vision of education may issue from Peirce's semiotic analysis and that such a vision would emphasise that the life experience of individuals entering educational institutions should be made to bear on the objectives as well as the teaching practices of educational institutions.     

重温贾大山小说:三维空间中的民生关怀

在当代文坛上贾大山如同一位隐居者,面对时髦的文学创作潮流他很少附和与追随,他始终有自己的聚焦点和写作重心,这就是中国最普通的老百姓。他始终如一地以民生立场锤炼认知、以悲悯情怀关注民生百态,在历史、现世、未来的经纬中言说百姓生活的悲欢哀乐,通过与政治的理性对话进行现世民生的思索,通过对历史的感伤重温探究民生之苦的根源,通过对民间美德的描绘呼唤理想的民生状态。朴素而浓烈的民生关怀构筑了贾大山小说的独特风景,在新时代强调文艺创作的人民主体性之际,重温贾大山的小说既是一种缅怀,也是一种启迪。     

马克思对卢梭人民主权思想的继承与超越

人民主权是政治哲学研究的核心内容,也是社会发展和政治文明进步的标志。卢梭从资本主义私有制造成人类社会不平等的角度提出了人民主权理论,强调了人民主权的不可分割、不可代表和至高无上性。卢梭的人民主权思想对马克思权力思想的形成产生了重要影响,其关于法律、政府和主权的论述是马克思建立人民主权国家的理论基础。但是,卢梭的人民主权思想并未跳出时代的限制,本质上是一种抽象的、理想主义的设想。马克思的人民主权思想从物质生产和物质生产关系中现实的人出发,对实现主权在民的社会理想提出了现实的方法论指导,是对卢梭思想的超越和发展。     

构建“中国教育走出去”战略的四个基本问题

“走出去”已成为中国教育对外开放的重要方向。从战略构建的角度看,“中国教育走出去”亟须回应四个基本问题:其一,从传统中国的文化信仰,当代中国的现实利益以及可能产生的国际贡献中寻求“走出去”的重要意义;其二,界定作为抽象主体的国家与作为行动主体的政府、教育组织、企业、非政府组织所应扮演的角色;其三,在资源与知识的二元分类框架中理解“中国教育走出去”的内容载体,并推进其由硬投入向软影响转变;其四,充分利用有效的国际机制,拓展“中国教育走出去”的路径。     

Advice on a rough draft: The Pickwick papers' ‘Mr. Weller the Elder delivers some critical sentiments respecting literary composition’1

The author discusses a scene from Dickens's The Pickwick papers wherein the novelist describes and dramatises an inexperienced but earnest and determined young man writing a Valentine's letter under the tutelage of a confident yet incompetent tutor, his father. The author, presenting Dickens's marvellous comic scene, compares Sam Weller's difficulties and satisfactions, as well as his weary trailing off, to those of the author's students at a community college in Brooklyn, New York.     

The Roles of Achievement-Related Behaviours and Parental Beliefs in Children's Mathematical Performance

This study aimed to investigate the developmental dynamics between children's mathematical performance, the task-focused versus task-avoidant behaviours they show in the classroom, and their parents' beliefs concerning their school competence. The mathematical performance of 111 six- to seven-year-old children was tested, and their task-focused versus task-avoidant behaviours were rated by their teachers four times during their first school year. Parents filled in questionnaires measuring their skill-specific and general beliefs about their children's school competencies at the beginning and at the end of the school year. The results showed that parents' beliefs in their children's general school competence increased their children's task-focused behaviours at school, which further predicted the child's high level of maths performance. Parents' beliefs in their children's competence in mathematics, in turn, contributed directly to the children's high mathematical performance. Moreover, children's high performance increased parents' subsequent beliefs in their children's mathematical competence, whereas children's task-focused behaviours predicted parents' beliefs in their children's overall school performance.     

The Sacred and the Profane in Recent Struggles to Promote Official Pedagogic Identities

This paper begins by highlighting the concerns of a number of commentators about what they perceived as an unprecedented incursion of market-oriented instrumental values in higher education in the last quarter of the twentieth century. Bernstein's analysis of these issues is shown to draw upon Durkheimian concepts of the sacred and the profane. Similarities and differences between Durkheim's and Bernstein's definitions of these concepts are examined, and Bernstein's use of them in relation to the formation of pedagogic identities is a major focus of the paper. The second part of the paper examines two particular aspects of Bernstein's exploration of the consequences of growing marketization and managerialization for identity change in education: the displacement of 'singulars' by 'regions', and the introduction of 'generic' pedagogic modes. In both cases, although perhaps to differing degrees, the sacred is displaced and, under certain conditions, the profane 'outer' is in danger of becoming the subjective 'inner'. Bernstein's discussion of generic modes is illustrated by reference to recent changes in teacher training in England and Wales.     

Parental estimates of children's receptive vocabulary

Samples of 13 mothers and fathers of normal preschool children and 11 mothers of high-risk preschool children estimated their children's vocabulary ability by predicting their child's responses to individual PPVT-R items and by making a global rating of their child's vocabulary ability. Prior to the parental estimations, the children had been administered the PPVT-R. Accuracy of parental estimates, as measured by d', was low, although the mothers' average estimates were significantly higher than zero and higher than fathers' estimates. Accuracy of estimation was similar for mothers of normal preschoolers and for mothers of high-risk preschoolers. Time spent reading to the child, mothers' employment, and children's ability level were not related to parental accuracy. Although correlations between the children's scores and parental estimates all were significant, parents tended to overestimate their children's abilities by approximately 9 to 10 points on the average. Overall, parental estimates of their children's vocabulary ability, using a global rating scale, provide a somewhat useful measure for placing their children in a broad classification range.     

Management in Education

Abstract

This paper uses Durkheim's critique of Kant to criticize Kohlberg's theory of morality. After examining the applicability of Durkheim's criticism of Kant's definition of morality to Kohlberg's equation of morality with justice structures, it explores Durkheim's psychological views on emotional and dispositional aspects of morality, which are typically neglected by Kantians. Some standard criticisms of Durkheim's moral theory are re‐examined and the argument is advanced that Durkheim's social ethic is substantively at Stage Six on Kohlberg's developmental schema. Several modifications of Kohlberg's theory are proposed, using Durkheimian insights.