生态育人的审美分析

生态育人是一种具有深刻审美意蕴的教育理念和育人模式。生态育人作为一种育人方式,具有感化性;作为一种育人手段,具有愉悦性;作为一种育人形态,具有情感性;作为一个育人过程,具有激励性;作为一种育人途径,具有陶冶性。因此,它必将为高校培养创造性人才开辟新的境界。     

论迟子建小说生态人文主义价值观

迟子建用生态人文主义价值观构建了自己的文学世界,那些亲近爱护自然的人物形象,正是作家本人生态意识的承载者。研读她的作品,我们发现其中人物体现了强烈的摒弃人类中心主义的思想意识,他们愿意将传统人文主义的人与人之间关爱的理想,推及一切非人类存在,并用爱来守护自然,认为人类必须与他者成为生命共同体。迟子建的小说表现出强烈的生态意识源于作者对大自然的热爱与和对人与自然和谐关系的不断追寻。透过创建的文学世界,作家时时召唤我们,在地球上小心行走,“我们全部”才可持续发展。     

An ecological analysis of infant neglect by adolescent mothers

To inform efforts to prevent child neglect, we investigated a wide range of risk factors that have been largely unexamined in relation to infant neglect, the most commonly occurring form of child maltreatment. Using an ecological model of child neglect, we assessed the influence of characteristics at the level of the child, the mother, the family, and broader childrearing contexts on adolescent mothers’ likelihood of being a perpetrator in a substantiated case of neglect against their firstborn infants (n = 383, M = 12 months). Several factors were associated with infant neglect by young mothers: median block income, low infant birth weight, maternal smoking, maternal childhood history of neglect and of positive care, intimate partner violence (IPV) perpetrated by either the mother or her partner, and maternal use of mental health services. In multivariate models, income, a maternal childhood history of positive care, IPV by either a mother or her partner, and mental health service usage made significant contributions to the odds that a mother neglected her infant. Our findings suggest that these factors have particular salience to policymakers’ and practitioners’ efforts to identify high risk families and to intervene during the earliest months of life to prevent child neglect.     

An analysis of the ecological components within a text structure intervention

The Component Model of Reading expanded upon the Simple View of Reading by adding an ecological and psychological component. Elements of the ecological component include teacher knowledge, information provided in textbooks, and teacher instructional practices. In this study, the authors examined the extent of teacher knowledge about text structure, the extent to which textbooks focused on text structure related skills and strategies as well as the percentage each skill and strategy was covered in lessons and teacher instructional practices. Such analysis shows that although text structure interventions may have positive effects on student reading comprehension, there are multiple elements of the ecological component that may be counteracting the benefits of the intervention. First, teachers have a limited knowledge of the five common text structures. Second, textbooks systematically minimize text structure instruction and only cover comprehension skills and strategies sporadically throughout a year-long curriculum. Third, teacher learning of text structures and change in practice was moderated by these ecological factors including textbook scheduled instruction and administrator support.     

An analysis of behavioral differences of emotionally disturbed children assessed high on creativity

One hundred and seventy-two emotionally disturbed children ages 7 to 12 in self-contained classrooms were nominated by their teachers as potentially highly creativein either verbal or performance creativity. Eighty-three of the 172 were found to be highly creative as assessed by the Torrance Test of Creative Thinking. The discussion focuses on the behavioral differences among groups of highly emotionally disturbed children as revealed through factor analysis.     

An ecological conception of teaching

Traditional theories of teaching and learning are premised on the belief that knowledge and skill are the properties of the individual. The concept of ecological intelligence shifts the focus from individual cognitive processing and technical action to the relationships and activities within environmental systems. Students (and teachers) come to classrooms as members of a variety of systems, each of which possess certain kinds of knowledge and information. The job of the teacher is to introduce learners to new systems of knowledge and processes and to model ways these systems—and the information and structure therein—can be connected to what the learners already know. Not recognizing the systems of which the students are members is to discount the diverse information and connections of students. Too often this happens because the potential contributions are not immediately apparent and require effort to be incorporated into the ongoing activity.     

生态批评视角下的多丽丝·莱辛

莱辛的生态思想来源于童年的生活经历和现当代的生态危机现状,她在大部分作品里表达了对人类中心主义,科技、消费、和人的异化、人类无限膨胀的欲望的批判,表达了作者渴望建立人与自然和谐发展的生态整体主义思想。     

Correction to: An analysis of the ecological components within a text structure intervention

Reading and Writing - In the original publication of the article the funding information was missed to be published.     

Teaching pupils of qualitatively differing cognitions

The processus involved in the block design test were analysed from a cognitive, information processing view-point. To infer the existence and nature of processes, we analysed the subjects' strategies for solving the problems of the test. We filmed the subjects while they performed the WISC R block design test and then we analysed the video-tapes. For each item and each subject, we obtain series of manipulations, which were coded and formalised, constituting a protocol. The analysis of protocols brings to evidence wide differences of strategies, associated with differences of the processes involved in solving the test's problems. This could explain the heterogeneity of the correlations between the block design test and the other tests of intelligence. Nevertheless, if we want to detect routinely individual strategies and processes, we'll have to automatize the registration, coding and analysis of performances.     

育人导向的高考生态学试题考查意涵解析

高考生物学试题通过传达和渗透生态文明观念,引导学生增强生态文明意识。通过剖析生态学试题在素材甄选、情境创设、问题设置等维度的呈现方式,以及在试题中考查学科素养、聚焦关键能力、引导学生创新思维的实现方式,意在引导中学教学从"解题"到"解决问题"理念的转变,发挥学科育人功能,推动素质教育。     

从生态批评视角下解读伍尔夫的《奥兰多》

英国著名意识流小说家弗吉尼亚·伍尔夫不仅是女性主义运动的先锋,也是为数不多的具有超前生态意识的现代主义作家,其小说《奥兰多》中主人公跨越性别、穿越几个世纪的奇特经历展现了人类回归自然、寻求真我的自我定位过程。伍尔夫意在通过小说表达个人精神生态的和谐需要理性与感性才能达到完美融合;追求个体生命与时间流逝之间的平衡,方可实现现代生态意义上个体与社会的和谐发展。     

An empirical analysis of behavioral and emotional problems of foster children as related to re-placement in care

Foster care is seen as a temporary service. However, for many children, foster care involves years of long term care. Most professionals feel that if a child must remain in care, the number of foster homes or re-placements the child experiences should be minimized. Evidence suggests that this lack of stability has a detrimental effect on the child's psychosocial development. Even though the research evidence supports the negative impact of re-placement on the foster child, little empirical research has dealt with identification of factors associated with children likely to be re-placed. This article focuses on foster children with behavioral and emotional problems and analyzes the association of these problems with placement stability and continuity. The findings report that children with behavioral and emotional problems are replaced in foster care more often than those children without similar problems.     

关于政府教育投资的行为分析

在市场经济体制下,政府教育投资的行为动机主要是为了满足社会成员对教育的“公共需要”,是为了实现教育的机会均以及弥补个人和企业教育投资的不足,保证教育与经济社会发展的协调与平衡。政府教育投资的规模也取决于上述因素,但现实中政府很难有效地按照社会客观需要进行必要的公共投资。这就需要从政治上经济上完善政府对教育投资的行为机制,规范政府的投资行为。     

雪漠小说中的生态意识探析

雪漠的小说主要围绕地处西北大漠边缘人与自然的关系展开,叙写即将崩溃的大自然,深刻反思现代人性的迷失。本文着重分析雪漠小说中蕴含的生态意识,旨在表达对自然生态、人文生态的保护。     

基于生态足迹模型的泰宁国家风景名胜区旅游生态安全测评

采用生态足迹模型对2009年泰宁国家风景区旅游活动各环节生态消耗进行测算,并与当地生态承载力进行比较.结果表明,泰宁风景区生态安全处于理想状态,未来旅游发展有较大的增长空间.若以游客所有旅游生态足迹计算,风景区生态占用率为28.94%,若仅计算游客在风景区内的旅游足迹,其生态占用率仅为11.09%,表明泰宁依托周边城镇布局旅游设施的开发模式对降低风景区的生态风险十分有利.     

An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 patterns of care: ASP care, parent care, combined parent/self-sibling care, and combined other-adult/self-sibling care. Aspects of academic performance and motivational attributes were significantly higher (p<.05) at the end of the school year for children in ASP care compared with those in the 3 alternative patterns of care. Differences were marked for children rated as highly engaged in ASP activities.     

加强大学学术生态建设的路径分析

学术的本质是对真理的探索,不应该受到社会不良因素的影响。然而,近年来,学术不端行为频频被媒体曝光,学术丑闻日益增多,学术造假行为越发猖獗,大学学术生态面临空前危机。因此,拯救大学学术生态成为现代高校刻不容缓的任务。在学术生态这一问题提出的基础上,阐述了学术生态的涵义和当今中国学术生态危机的表现,分析了学术生态失衡的原因,并且指出如何建设大学学术生态的一些对策。     

An ecological examination of teachers' emotions in the school context

This qualitative case study discusses teachers' emotions, in particular two elementary teachers in a school serving a high-poverty, high-minority population. Using Bronfenbrenner's ecological system framework, we examined how these teachers' internal psychological characteristics transact with external environments to produce emotions. Both teachers experienced unpleasant emotions such as disappointment and frustration in their daily work. However, instead of dwelling on the unpleasant emotions, they shifted their thinking to consider ways they could achieve more favorable outcomes. Our findings showed that these coping strategies were deeply connected to their individual psychological biographies, specifically their pedagogical beliefs and well-developed professional identity.     

高等教育系统的生态承载力研究

高等教育系统的生态承载力具有客观性、可变性和多层次性等特点,高等教育资源承载力和环境承载力分别是其基础条件和约束条件,同时,生态弹性力也影响着高等教育系统。高等教育的发展规模必须适应相应的生态承载力。