论哲学与教育以及休闲的关系

哲学强调教育本质的探索,当个人对于教育本质的认定不同时,相对的也会影响对教育推动的态度与策略。欲有效地推动休闲及休闲教育的发展,就应厘清哲学与教育及休闲的关系。本文探究了休闲与教育有关的哲学范畴,阐明了哲学与休闲及教育的关系,揭示了哲学对休闲及休闲教育的影响。     

于光远与中国休闲研究

于光远先生是中国休闲研究的奠基者。他对休闲与社会文明、休闲与人的全面发展、休闲行为的特征与层次、休闲产业的任务和目的等等问题,都做出了开创性的深刻阐释,为中国休闲研究学科的建设奠定了理论基础。     

跨学科对话:休闲·福祉·和谐——国际休闲研究委员会中期会议暨2009中国休闲与社会进步年会综述

国际休闲研究委员会中期会议暨2009中国休闲与社会进步年会主题是休闲:通向人类福祉与社会和谐之路。内容主要包括:休闲与社会整合的功能、休假制度设计与人文关怀、休闲与社区发展等议题。有十数个国家与地区的150名代表出席了会议。会议形成了休闲文明北京共识,呼吁继承人类休闲价值理念的文化遗产,建议联合国科教文组织设立世界反省日,用休闲救赎人类的心灵,用休闲探索一条通往人类福祉与和谐发展之路。     

跨学科对话：休闲·福祉·和谐——国际休闲研究委员会中期会议暨2009中国休闲与社会进步年会综述

国际休闲研究委员会中期会议暨2009中国休闲与社会进步年会主题是“休闲：通向人类福祉与社会和谐之路”。内容主要包括：休闲与社会整合的功能、休假制度设计与人文关怀、休闲与社区发展等议题。有十数个国家与地区的150名代表出席了会议。会议形成了“休闲文明北京共识”,呼吁继承人类休闲价值理念的文化遗产,建议联合国科教文组织设立“世界反省日”,用休闲救赎人类的心灵,用休闲探索一条通往人类福祉与和谐发展之路。     

再论被消费的休闲——波德里亚休闲批判的反思

波德里亚对休闲的批判是以对物体系和对消费社会的批判为基础的,其实质是对休闲异化的批判。在消费社会中,休闲者的心理被重构了,休闲者丧失了主体性,休闲难逃全面物化的约束和控制。然而,休闲与工作是否同一?休闲是否能够为真?休闲者是被操纵还是反操纵?恰恰是异化劳动使人与人的自我发展相分离,使工作与人的自由创造相分离。休闲与工作既矛盾又统一。因此,休闲要与异化的劳动决裂;同时,休闲要回归到每日生活中去,与生活相融合。在理想社会中,休闲终将在自由的尺度上,与工作达成统一。一方面,消费社会加剧了休闲异化的可能,使休闲处于被消费的危险之中;另一方面,休闲正是消费社会的异己力量,是人们改变异化命运的有力武器,人们通过休闲活动来实现"反异化"。     

城市女性日常休闲行为研究——以广东佛山为例

借鉴他人对旅游消费行为的研究,设计了休闲行为研究指标体系,构建了城市女性休闲行为模型.并选取佛山市城市女性为研究对象,系统分析她们休闲消费前、中、后三个阶段的休闲行为特征,旨在揭示佛山市城市女性休闲生活状况和休闲质量,以此为佛山市城市休闲空间规划、休闲产品设计与促销宣传提供理论支撑与参考建议.     

小康社会休闲体育兴起的思考

探讨了休闲的界说与休闲体育的内涵,阐述了休闲体育有助于引导人们休闲消费理性化、有助于人们树立健康第一思想、有助于丰富休闲文化、有助于国民经济增长,并提出了发展休闲体育的举措。     

生命·休闲·教育——兼论教育对休闲的排斥

生命需要休闲,因为休闲是生命提升的机会。休闲是一种后天获得的能力,教育可以提高休闲的境界、克服休闲的内在障碍,休闲需要教育。返观我们时代的教育,却发现教育对休闲采取了双重排斥的态度。这种双重排斥导致教育与儿童的双重异化,应该引起教育研究与实践的高度注意。     

休闲体育与现代生活方式的融合浅析

为使我国休闲体育与现代生活得以良好地融合,论文对公众休闲体育发展的因素与特点进行了分析,对现代生活与休闲体育的融合现状进行了研究,并在此基础上,从政府的重视程度、休闲体育费用的控制、多元化的发展与组织管理方式的优化方面提出了建议.成果有利于我国休闲体育的健康发展.     

试论大学生运动休闲教育与高等院校的应对策略

对休闲教育与运动休闲教育的概念作了界定,并探讨了高校开展运动休闲教育的意义及高等院校加强运动休闲教育应该采取的措施。     

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

A multidimensional study of special education students' attitudes towards people with disabilities: a focus on deafness

This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional.     

兵无成势与经营之道

商场与战争有其相通的共同特点,以《孙子兵法》的智慧,精神指导商业实践,有如下要点:一、知彼知己,以“知”制胜;二、推陈出新,以“新”制胜;三、谋在人先,以“谋”制胜;四、合纵连横,以“交”制胜;五、奇正相生,以“奇”制胜;六、兵贵神速,以“快”制胜;七、以战养战,以“借”制胜;八、灵活多变,以“变”制胜;九、智勇双全,以“勇”制胜。     

Late phonological development in Spanish children with bilateral hearing loss / Desarrollo fonológico tardío en niños españoles con pérdidas auditivas bilaterales

Abstract

This study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid.     

新形势下的艰苦奋斗教育

从当前社会主义市场经济的实际情况出发,进行艰苦奋斗教育必须做到五个结合：要将艰苦奋斗教育同继承和发扬我们党的优良传统和作风结合起来;要同正确认识我国社会主义现代化建设战略目标的艰巨性结合起来;要同我国现实的国情结合起来;要与实现党风和社会风气的根本好转结合起来;要与我们所处的国际环境结合起来。     

Interpersonal communication motives: A communibiological perspective

This study examined the relationships between interpersonal communication motives and temperament traits. Results indicated that extroversion was positively correlated with pleasure, affection, inclusion, escape, and relaxation and was not correlated with control. Extroversion accounted for the most unique variance in the pleasure and relaxation motives. Neuroticism was positively correlated with inclusion, escape, and control, negatively correlated with pleasure, and not correlated with affection and relaxation. Neuroticism accounted for the most unique variance in the escape motive. Psychoticism was positively correlated with control, negatively correlated with pleasure, affection, inclusion, and relaxation, and uncorrelated with escape. Psychoticism accounted for the most unique variance in the interpersonal motives of affection and inclusion.     

行星轮上点轨迹的图形特征与虚拟实验

行星轮上点的轨迹存在很多形状与应用价值,基于数学分析与VB编程以及参数化的方法,得到了规则正多边形、规则正多角形、多叶玫瑰线、多圈回归螺旋线、环状相邻缠绕线与无限不循环曲线等几何图形,充分展示了行星轮上点轨迹的图形特征,为设计在一个行程单极限位置或双极限位置作高阶停歇的机构、多个行程单极限位置或双极限位置作高阶停歇的机构提供了理论基础。表明了虚拟实验用于揭示因素完全可控对象的客观规律上的优越性。     

深入把握中国特色社会主义的科学内涵

党的十八大报告深刻而全面地阐释了中国特色社会主义的科学内涵,标志着我们党对中国特色社会主义的认识更加深刻、更加准确。中国特色社会主义道路、理论体系、制度统一于中国特色社会主义伟大实践中,也就形成了中国特色社会主义旗帜。深刻理解和准确把握旗帜、道路、理论体系、制度之间的关系,高举中国特色社会主义伟大旗帜,坚定中国特色社会主义的道路自信、理论自信、制度自信,是提升中国特色社会主义的境界,夺取中国特色社会主义新胜利、推进中国特色社会主义事业向前发展的重要保障。     

山西省高校教师工作满意度的调查研究

通过对山西省七所高校281名教师进行的工作满意度的调查研究表明:女性教师要比男性教师的工作满意度要高,但在工作满意度的各个维度上并无显著差异;不同婚姻状况在上级满意度、工作环境满意度、晋升的满意度上存在差异显著。未婚教师整体上要比已婚教师的工作满意程度高。不同年龄段的高校教师在工作满意度的各个维度上差异均显著,尤以30-39岁、40-49岁年龄段的高校教师工作满意度的得分低;不同学历的高校教师在对上级、对工资的满意度上差异显著;不同职称的高校教师在工作满意度的各个维度上差异均为显著,讲师与副教授工作满意度的得分较低;不同工作时间的高校教师在工作本身满意度、上级满意度以及工作环境满意度的维度上存在显著差异,工作时间为11-20年的高校教师各项工作满意度的指标得分均较低。     

自我效能、兴趣水平与学习策略等八因素的相关性——以英语高职生为研究样本

本研究主要运用相关分析法及个人访谈法对来源于高职院校三大类学生的归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感水平分别与他们的自我效能感水平、兴趣水平作了相关分析。结果发现:三类不同学生归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感之间两两相关。对厌学者而言,自我效能与学习策略、动机行为达到非常显著的相关,与兴趣水平达到显著的相关,与学校环境存在不显著的负相关。兴趣水平与焦虑水平、自我效能达到非常显著的相关,与学校环境达到显著相关,与归因存在负相关。对次厌学者而言,自我效能与学习策略达到非常显著的相关,与动机行为达到显著相关,与学校环境、归因倾向呈现低等程度的负相关。乐学类学生的自我效能与动机行为产生了显著的正相关,与学校环境、归因方式产生低度负相关;他们的兴趣水平与动机水平、焦虑水平、自我效能、动机行为产生了中低度相关,与归因、学校环境、学习策略产生了中低程度的负相关。