城市社区邻里关系陌生化困境的路径选择

随着我国城市化建设进程的加快,人们的居住环境有了极大的改善,但是社区邻里之间的关系却出现陌生化的困境。这是多种因素共同作用的结果,对社会稳定和社区居民都有着一定的消极影响。因此,有必要对社区邻里关系重新进行判断和选择,探索出破解城市社区邻里关系陌生化困境的有效路径。     

宋代邻里关系初探

宋代社会重新提倡儒家伦理道德观念,乡村邻里之间也深受其影响.尊礼守法,提倡孝道,促人向善是当时社会一种普遍的价值取向.乡里有德之人,会获得很高的乡评赞誉,受到社会的尊重,而无德之人会受到乡邻的轻视.邻里之间更多的是和睦相处、相互帮扶的关系,但也存在仗势欺人、彼此争斗的现象.这些对宋代基层社会的稳定都产生了一定的影响.     

积极构建新型的社区邻里关系

随着我国城市化建设进程的加快,社区发展的重要性日益被各方面各层次的工作者所认识,社区邻里关系不仅反映社区居民的精神面貌以及他们对所在社区的认同感和归属感,而且更能反映出一个社会成员的整体精神状态,反映出社会风气和道德水平。要从四个方面构建新型的社区邻里关系。     

社区教育融入社区治理：邻里关系的再造——基于浙江省温州市的个案研究

社区邻里关系随着社区变迁而破碎,社区居民无法通过自组织方式实现现代化的公序良俗。通过考察浙江省温州市4个居民社区,以社区教育和邻里关系为分析维度,分析社区教育实现邻里关系再造的方式,包括营造友好型社区公共空间、创造社会交往空间和契机、丰富社区学习的供给力度和吸纳社区居民共同参与等,并得出以下经验启示：社区教育能够激发居民之间的人格化社会交往,促成社区邻里关系再造;邻里关系再造要兼顾公共利益最大化与个体选择的自由;成功的邻里关系再造需要激活社区居民行动的集体性动机和社会性动机。     

泉州市区"城中村"邻里关系的地理学分析

采用面向对象分析法OOA(object-oriented analysis)对影响泉州中心市区城中村的邻里关系进行详实的社会调查和探究,通过调研试图基本了解和掌握城中村居民的信息,对邻里关系特征进行描述和分析.文章通过对泉州中心市区中典型的“城中村”进行实地考察,借鉴国内外城中村改造的相关研究,从地理学、社会学等相关学科的角度出发进行分析思考;在此基础上就构建和谐的邻里关系进行探讨.     

泉州市区“城中村”邻里关系的地理学分析

采用面向对象分析法OOA(object-oriented analysis)对影响泉州中心市区城中村的邻里关系进行详实的社会调查和探究,通过调研试图基本了解和掌握城中村居民的信息,对邻里关系特征进行描述和分析.文章通过对泉州中心市区中典型的“城中村”进行实地考察,借鉴国内外城中村改造的相关研究,从地理学、社会学等相关学科的角度出发进行分析思考;在此基础上就构建和谐的邻里关系进行探讨.     

居住模式改变对邻里关系影响及新型农村社区的建设

随着社会主义新农村建设进程的加快,我国农业农村发展面临着进入新的转型阶段,新型农村社区建设在"城乡建设用地增减挂钩"等政策下改变传统村落开放式的院落集体居住为封闭的公寓式个体居住模式。虽然居民的居住空间格局和生活设施有了明显的改善,但伴随着农民传统的生产、生活方式的改变使邻里间的交往互动相对减少,人际关系逐步出现陌生化、孤立化的趋势。以黑龙江省甘南县东方红乡立春村和查哈阳农场南苑小区为研究案例,系统分析居住模式改变对新型农村社区邻里关系影响的具体表现及成因,为新型农村和谐社区的构建提出相应的措施和建议,从而进一步提升新型社区居民的幸福度,建构起居民对社区的认同感,彼此之间的信任和凝聚力,使邻里间形成良性互动。     

城市邻里关系中的儿童

一、思考缘起 幼儿园生活是孩子一日生活的主要内容,但是离开幼儿园之后,孩子会去哪里？会做些什么？在南京师范大学里有一大片草坪,一年四季,但凡没有下雨的时候,下午接园时间一过,就可以在这里看到很多孩子追逐打闹,家长则围坐一边唠家常。每当看到这一幕的时候,     

多元主体视域下我国城市社区治理路径探析

在推进国家治理体系和治理能力现代化的进程中,社区治理在国家治理中具有基础性的地位和作用。社区治理层面的多元共治主体主要包括政府、社会组织和居民个人。在城市社区治理转型的当前,社区层面多元治理主体主要面临政府主导下的社区行政化倾向严重、缺乏专业性和职业性的社会组织和居民公共精神缺失下的参与意识薄弱等问题。为此提出了转变政府职能,深化社区体制机制改革;培育社区专业化和职业化服务组织;增强社区居民共同体参与意识等路径选择。     

邻里关系的两个层面

邻里，即街坊邻居，四邻八舍。邻里间不免发生这样那样的联系与交往，邻里关系便应运而生。从极端意义或便于说明问题上讲，理智和可行的邻里关系包含两个层面，即普通邻居与友好邻居。随着社会主义市场经济体制的逐步完善，以及人们由“单位人”向“社区人”的归属转变，邻里关系的重要性日益凸显。     

An alternate path to stoichiometric problem solving

Stoichiometric problem solving has always been a stumbling block for many students in introductory chemistry courses. Research has shown that it is quite common for students to rely on algorithms when doing stoichiometric calculations. In previous studies, students were confronted with simple stoichiometric problems that involved comparing molar masses with simple ratios to one another. It turned out that students very successfully used their own problem-solving strategies. It is typical of these strategies that students describe relations in their own words rather than applying mathematical calculations. In this paper, an alternate path to teaching introductory stoichiometry-based on the results of research-will be discussed. The recommendation given is to use problems of the kind mentioned above which can easily be solved by quick mental calculation.     

Analysis of problem solving strategies on the Kohs block design test

The present study investigated the strategies involved in the Kohs Block Design task from a cognitive point of view. One purpose was to improve the classical distinction between syncretic and analytic strategies. An other goal was to determine whether subjects show the same strategies according to their field dependence level. Finally, we analysed the way the subjects described their own strategies in order to assess their metacognitive skills. The subjects (17 year-old pupils) were first given a field dependence proof (G.E.F.T.), then the Kohs Block Design task and finally were interviewed about their strategies. Each pupil was tested individually and videotaped. The strategies were drawn by four indicators. The results indicated three strategies: syncretic, analytic and synthetic strategies. The degree of field dependence clearly distinguished the strategies in the Block Design task: more independent the subject is, more he used a synthetic strategy. Finally, the subjects’ verbalizations were more closely connected with their behaviours. In a general way, the subjects appeared to be steady in the use of a particular strategy.     

Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving

Relations were examined between epistemic profiles, regulation of cognition, and mathematics problem solving. Two hundred sixty-eight students were sampled from undergraduate mathematics and statistics courses. Students completed inventories reflecting their epistemic profiles and learning strategies, and were profiled as rational, empirical, or both. Based on their profiles, 24 students participated in two problem-solving sessions. Episodes were coded for planning, monitoring, control, use of empirical and rational argumentation, and justification for solutions. For both self-reported metacognitive self-regulation and regulation of cognition during problem solving, students profiled as rational had the highest self-reported mean and actual frequency of regulation of cognition compared to students profiled as predominantly empirical. Moreover, students profiled as predominantly rational correctly solved more problems than the other two groups. Finally, students’ approaches to problem solving were consistent with their epistemic profiles. Relations are discussed in the context of various theoretical frameworks.     

对"亚当·斯密问题"的解读

"亚当·斯密问题"实际上是两个学派即历史学派和边际效用学派围绕着斯密的经济学理论的争论和对立.它包含了极为丰富的内容,我们可以从宏观、中观和微观三个层面来解读,并试着结合斯密所处的时代背景,从斯密对经济与伦理的关系的把握中,梳理出解决斯密问题的伦理学解决思路.     

小学数学问题解决能力培养探究

"问题解决"作为一种以问题为核心的教学模式,能够充分发挥学生的主体地位,提高学习数学的兴趣,有助于学生分析问题和解决问题的能力的培育。通过转变学生问题解决方式,完善教师的教学模式,可以构建高效的课堂等教学策略对小学数学问题解决影响的探讨,为促进学生问题解决能力和应用能力的提高提供有益参考。     

Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

Educational Studies in Mathematics - The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among...     

试析道德冷漠与道德行为重构

道德冷漠是个体在具备道德认识的前提下而于特殊的情境中选择“不作为”的一种道德现象,鉴于道德冷漠的日益普遍化趋势,本文试通过解析道德冷漠的行为选择及心理自调节机制,力求全面深刻地揭示道德冷漠的个体心理成因,从而重构个体的道德行为。     

Analysis of problem solving strategies on electricity problems in 12 to 13 year olds

Strategies implemented by 12–13 year olds to solve electricity problems are examined. Three factors account for observed strategies:

1. type of problem representation, itself dependent on the knowledge base;
2. cognitive personality dimensions;
3. form of problem statement.

Individual interviews were conducted. Each problem statement contained a perceptual ‘trap’ designed to induce contradictory responses. Strategies were coded for accuracy, latency, justification and control. Five types of problem solving strategies were observed:

1. a strategy based on misconceptions such as the vanishing current model;
2. a similar strategy but greater verbalization of doubt;
3. rush to use formulas;
4. sequential analysis of circuit;
5. application of principles learned in class.

Analysis shows that the target problems fell into two classes: problems that triggered automatic (canonical or calculatory) responses, and problems which were much more disruptive. The latter differentiated students who could handle contradictions and control their responses. Mention is also made of difficulties caused by the signified/signifier relationship.     

Monitoring and the transfer of individual problem solving

A monitoring interpretation of the transfer of complete concept learning skills was discussed. Individual and group monitoring in the learning session were promoted through required vocalization of reasoning and working with a partner, respectively. All subjects completed the transfer session as nonvocalizing individuals. Both sources of monitoring were expected to facilitate performance in the learning session. Only individual monitoring was expected to facilitate performance in the individual transfer session. Ninety-six male and female undergraduates were randomly assigned to one of four groups, composed of vocalizing or nonvocalizing pairs or individuals. In the learning session, pairs required fewer trials to solution and used more efficient selection strategies than did the individuals. However, the superior performance of the previously paired subjects was not evident in the transfer session. Individual monitoring through vocalization during the learning session served to partially ameliorate the negative group-to-individual transfer, as well as the less effective individual performance in the learning session. It is suggested that transfer may be promoted by inducing self-monitoring during the initial learning.