社交网络中的社会比较:研究现状及展望

社会比较是一种广泛存在的心理现象。社交网络为用户提供了更多样化的社会比较信息、更便捷的比较途径。与传统的社会比较相比,社交网络中的社会比较具有自发性、比较信息的两极化、比较对象的多样化等特征。现有研究发现了社交网络中社会比较对用户的消极影响与积极影响,探讨了与之相关的个体与文化因素。未来研究应更关注社交网络中的消极信息对用户的影响、重视用户的主体性及进一步深化社交网络中社会比较的个体差异与文化差异研究。     

Students' Participation in Social Networking Sites: Implications for Social Work Education

Social work students have few guidelines to help them evaluate the implication of their posted information on Internet-based social networking sites (SNSs). There is a national trend among employers of human services to cross-check publicly available online information on applicants. Based on data from a survey of 105 baccalaureate and master's social work students at a Midwestern university, this study explored students' perspectives on problematic information on SNSs. The majority reported that they had posted information on SNSs that they would not want their prospective employers to cross-check. Students offered a wide range of opinions, attitudes, and characteristics that contribute to the assessment of the risks that information they post on SNSs pose for their profession. The purpose of this study is to stimulate a conversation among social work educators on how to inculcate awareness and training of students on the ethical implications of SNS participation and to discuss directions for future research.     

关联主义视角下学习型社交网站的构建

社交网站(SNS)是Web2.0时代一个标志性的网络服务新模式。它以人为核心,以社会关系链为基础,利用诸如网络聊天(IM),交友,开博客、记日志,建相册,参与群组,玩SNS游戏,分享日记等活动在人与人之间传播信息,创造内容,维系关系,培育感情。这不仅改变了人们的社交方式,同时也改变了人们的学习方式。基于关联主义的理论观点,从技术维度、社会维度、知识维度三个方面探讨了学习型社交网站的创建应该遵循和坚守的创建理念和原则,其研究结果对促进社交网站在教育教学中的有效应用具有理论指导价值。     

Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world.     

The Promise and Dilemma of the Mediated Parent-Teacher Relationship in the Age of Social Networking Sites

Based on an ethnographic study on two cohorts of teachers and parents in China, this article reveals that social networking sites (SNS) have widened the channel for parents and teachers to establish and maintain a relationship, and has formed an online “community of practice” to promote such collaborations. Yet, this could be accomplished only at the expense of teachers’ professional and personal boundaries becoming increasingly blurred, which has emerged as a potential risk for their professionalism. Moreover, such a “community of practice” has also opened up a new space for winning or losing at the educational game for parents from different background, which has inadvertently led to widening the arena for the operation of old mechanisms of social inequality. This study suggests that further investigation should be conducted to examine the potential of SNS in the parent?teacher relationship.     

论教科书、身份文化与社会分层

教科书承载和传播的是支配集团的身份文化,这不仅有利于主流意识形态的传播和渗透,更重要的意义在于,承载着身份文化的教科书更有利于支配集团的掌握和学习,而在一个文化资本越来越成为个体身份决定性资本的社会,更好地掌握教科书身份文化意味着占据更多的文化资本,因而赢得更好的社会身份。因而,教科书通过传播身份文化,间接、内在而隐性地实现了社会分层。     

Scientific Literacy and Social Transformation

The paper provides a systematic theoretical analysis of the main visions of the concept of scientific literacy developed in the last 20 years. It is described as a transition from a transmissive educational vision of scientific literacy (Vision-I) to a transformative vision (Vision-III), with a stronger engagement with social participation and emancipation. Using conceptual tools from sociology and the philosophy of education, the notions of science participation and emancipation associated with transformative Vision-III are critically analyzed in order to draw attention to the growing need to define them with greater accuracy as key conceptual components of scientific literacy. Without such an approach, it will be difficult for science education to materialize and consolidate educational actions that are pedagogically sound, culturally and socially sensitive, and coherent with the social transformation of the diverse conditions of oppression. It is concluded that Vision-III should include both a broad conception of participation, which makes visible the invisible and informal acts performed by diverse groups to build society, and an alternative notion of emancipation committed to liberation.

     

中国当代青年的媒介素养及其文化认同

新媒体环境下成长起来的当代中国青年人,其媒介素养与文化认同有些驳杂,有必要到具体的文化现实中寻求答案。在多元的媒体文化环境下,青年群体对官方主流文化既积极拥护也存有建设性意见,对于大众文化的审美化和浮躁化倾向缺少清醒的认识,而对作为深度范式的精英文化同样缺少认同感。面对大众文化和新媒体文化的消极影响,作为主要参与者的青年人若只惯于接受低质的媒介资讯、作戏谑化的形式抵抗,虽有助于释放压力、放飞自我,却无益于自身的茁壮成长,青年人应时刻保持清醒,学会拒绝浅薄,回归现实。     

真实性评价在美国社会科课程中的应用及启示

真实性评价是美国评价社会科课程的重要评价方法和评价理念,其出于美国教育改革的需要,并在实践中得到丰富和发展。真实性评价强调评价任务的真实性,重视考察学生综合运用知识技能解决复杂社会问题的表现,主张采用多种方法收集有关学生课程学习的信息。真实性评价能为我国课程评价改革提供有益的启示。我国课程评价改革应制定真实性评价任务、明确具体的标准、采用多元的评价方法及构建多主体参与的评价体系。     

Environmental Identity Development Through Social Interactions,Action, and Recognition

This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.     

Health Literacy,Social Support,and Health Status Among Older Adults

The study examines whether social support interacts with health literacy in affecting the health status of older adults. Health literacy is assessed using the short version of the Test of Functional Health Literacy in Adults. Social support is measured with the Medical Outcome Study social support scale. Results show, unexpectedly, that rather than buffering the negative effect of low health literacy, social support has a more positive impact on physical health in older adults with high health literacy. Implications for improving the health status of older adults through health literacy and social support are discussed.     

Steering Legacies: Pedagogy,Literacy, and Social Justice in Schools

This article builds upon more than 6 years of critical research in urban schools in northern California to offer a particular perspective on teaching for social justice. Concerned with prevailing issues in adolescent literacy, this article examines instantiations of literacy instruction in the shadow of the late activist poet June Jordan and with the support of Pulitzer Prize-winning author Alice Walker. It focuses on culturally responsive pedagogy to understand not only their work but also the work of teachers and other educators. Central to the discussion are two kinds of pedagogical innovations, one based on a school-community partnership and the other a district-wide sponsored writing contest. Implications for classroom practice and key lessons useful for teachers interested in similar work are also discussed.

论社会认同与社会治理的协同互动

在中国社会结构和社会制度不断完善的过程中,社会问题时有发生,社会治理迫在眉睫。社会认同作为社会和谐的重要基础,是强化社会治理的重要组成部分。个体的社会认同对确定群体符号边界以及社会整合的力度有着重要的影响。个体对自身的认知以及对自己在社会中的地位感知构成社会认同的重要方面,并通过不同的认同途径影响着社会治理。社会认同的发展是双向互动的过程,社会治理也不是一蹴而就的。积极的社会心理助推社会治理的善治;消极的社会心理则会削弱社会治理的凝聚力。正确认识到社会认同与社会治理的协同发展关系有利于社会问题的有效解决,促进社会主义和谐社会的发展。     

学校、家庭、社会教育相结合问题的研究

从家庭教育、社会教育、学校教育在青少年成长中所发挥的作用入手,重点分析当前三者教育存在的主要问题及原因,并在此基础上提出学校、家庭、社会教育相结合的一些建议与措施。     

城市数字生活设计与社会网络文化

新一代网络“物联网”的建设在规模和深度上都发展到了全新的层次,依附于网络的社会网络文化现象及其表现出的文化特征,其对城市数字生活设计和与之相关联的艺术设计的影响也显得非常突出,城市数字生活设计所需要解决的问题中重要的一部分就是通过数字生活方式和艺术设计手段来传播城市文化,特别是社会网络文化.城市环境是一种文化形态,是数字文化设计的价值表现,也是现代科技进步的产物,同时也反映出城市文化对公众生活方式和生活质量的关怀.如何更好的运用数字生活元素和艺术设计语言并将之融合到城市设计之中,并通过努力提高网络文化转换能力来实现城市数字生活,这是我们需要解决的课题.