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.     

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.     

An ecological view of literacy learning

This article refutes the common, persistent belief in literacy learning as a linear, sequential process best broken down into small steps that can be taught mechanically in order to produce timely, quantifiable ‘outcomes’, regardless of the vast diversity among learners, teachers, institutions of learning, communities, cultures, media and languages. This naïve and simplistic belief, which flies in the face of virtually all evidence from direct observation, research on literacy learning, evolutionary biology, cognitive science, psychological and social science research, neurophysiology, educational theory, public policy, anthropology and communication, nevertheless remains well entrenched, despite its destructive consequences. Presented here is the evidence in support of an alternative view, an ecological perspective which takes into account the complex ecosystems within which teachers and learners learn, adapt, interact, communicate and connect. Furthermore, it presents a sensible and humane model for documenting and assessing learning and teaching ecologically, the Learning Record. This model is well supported both theoretically and practically, with over 20 years of successful implementation for thousands of students at every level, from pre‐school to graduate school; in every discipline, from maths to biology to writing; and across diverse student populations, from inner‐city schools to reservation schools, migrant populations, students with disabilities and newly arrived English language learners.     

价值范式的生态伦理探讨

从主观工具价值论到客观内在价值论的范式转换,"人是目的"这一现代价值观的核心指向得以被拓展和超越,人类走出自我中心主义,构建一种具有根本意义而非派生性的生态伦理学,逐渐成为共识.     

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。     

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.     

浅析香格里拉生态资源的保护与开发

随着人类社会的发展，人类对生态资源的开发和利用在不断增大，如何在保护的基础上加以开发和利用，已成为人类社会普遍关注的话题。本文通过对香格里拉生态资源保护与开发过程的探讨，以便为人类社会提供有益的借鉴与思考。     

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。     

课程目标研究的生态主义解读

课程目标具有重要的导向、调控、中介和评价功能,是课程编制的重心,也是课程研究中的一个重要范畴。生态主义课程研究范式认为:自然、社会、文化是一个有机统一的整体,自然是人类获得生命、灵感、智慧和激情的温馨家园,因此,自然也是确定课程目标的重要依据,它与学生的需要、知识的发展状况、社会的要求作为一个统一的整体来影响课程目标的制定。课程目标来源构成的变化必然导致了课程目标陈述方式的变化,即三大方式和三大领域。     

Adolescent suicide: An ecological approach

Adolescent suicide, which has been ranked among the top 10 causes of death in the world, is an issue of increasing concern to school psychologists, educators, and parents. Here an ecological approach is proposed to enhance our understanding of how personal, interpersonal, and sociocultural factors contribute to the increased risk for suicide among adolescents. The ecological approach allows exploration of how adolescent suicide is determined by multiple factors related to the adolescent's personal history or ontogenic development (e.g., depression), the influences of those individuals with whom adolescents have immediate contact with, or the microsystems (e.g., family and school), the larger social units, or the exosystems, that indirectly influence adolescents (e.g., media), and the larger culture or macrosystems (e.g., cultural differences in attitudes about suicide). In this article the interaction of several factors within and between the permeable boundaries of each of the layers of the ecological paradigm is also highlighted. Finally, examples of intervention and prevention strategies at each level of the system are set forth. © 2002 Wiley Periodicals, Inc.     

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 ecological perspective of teacher retention: An emergent model

The aim of this study is to examine the characteristics of an ecological school culture conducive to the retention of novice teachers. Twenty novice teachers were selected randomly from 20 different schools in Israel. The qualitative research findings revealed that an ecological school culture conducive to the retention of novice teachers possesses a multi-dimensional framework characterized by categories such as organizational practices, peer communication, individual aspects, community, working conditions and teacher status. The research findings can contribute to reshaping guidance procedures and practices best-suited to novice teachers, which will ultimately aid in the retention of quality teachers.