网络社会群体的身份认同

网络大规模覆盖后,出现了网络社群,但在这一虚拟社群中网民的身份认同不能再像现实社会可以用一般社会结构理论来分析。网络社群的身份认同出现了一些新的现象：网络社群缺少主流价值观;网民在网络社会群体中的身份认同是现实自我的延伸。同时网络的弱控制性也可能使网络群体彼此间的身份认同更加强烈,使网民在网络中重塑自己的形象：网络社会群体使人们的人际关系游离于社会却沉溺于虚拟,容易致使现实交流的困难。政府及相关政策部门应关注网民的身份认同中出现的问题,引导其向良好的方向发展。     

社会转型期儿童新型社会人格塑造模式的思考

社会人格顾名思义就是指经过社会化后形成的相对稳定的人格特征。主要包括德性形成,性别社会化以及人际关系的发展等几方面。社会结构的高速转型给当代儿童青少年社会性发展带来了挑战和机遇,要求现代儿童青少年必须在这几方面不断调整自己,使自己逐渐形成与现代化相和谐的新型社会性人格特征.。作为教育者要在这几方面不断改进教育方法和要求,探索当代社会新型人格特征的新的塑造模式。     

阿Q典型性的社会意义

本文通过分析阿Q的典型性窥视我们民族深厚的心理和文化积淀,唤起科学和人文意识,高扬我们中华的民族精神.     

SOCIAL BEHAVIOUR OF GIFTED PRESCHOOL CHILDREN

This paper is divided into two parts: in the first a short overview of the current state of research on social behaviour of gifted preschool children is given; the second reports a small experimental observation study on social/cooperative play behaviour of gifted preschool children as compared with a normal kindergarten group. The study was conducted within the broad framework of a two year model project with a group of gifted children aged 3 to 6. Most striking in the results is the high absolute and relative amount of positive verbal interaction in the project group.     

论大学为社会服务职能的内涵

大学为社会服务职能是大学职能的重要组成部分,人们对这一职能存在着多种不同的理解。本文在对大学为社会服务职能定义进行梳理的基础上认为,服务的直接性、服务的层次性和服务的独立性构成了大学为社会服务职能的完整内涵。     

SOCIAL AND PERSONALITY CHARACTERISTICS OF GIFTED STUDENTS

This study aimed at investigating the relationship between intellectual, social, personal and personality variables of academically gifted secondary school students. A total of 297 tenth grade boys and girls were identified on the basis of three main criteria: 1. Academic achievement with special emphasis on Arabic language, science and math scores; 2. Behavioural traits; 3. General mental ability and general adjustment. Data related to socioeconomic status and personal characteristics were also collected. Results of the analysis of variance showed that there were significant differences between gifted and nongifted groups in general mental ability, achievement, general adjustment, behavioural traits, personal and social variables, in favour of the former.     

论教学现实的社会建构

对师生而言理所当然的教学现实,其实正是由师生在共同的教学活动中主动建构的,是师生对教学活动的知识表达。教学现实的建构既是在教学活动中进行的又是师生参与教学活动的前提。教学现实可以从两个方面去分析,即客观的教学现实和主观的教学现实。客观的教学现实,首先表现为社会对教学的外部强制,而经由制度化、系统化和合法化过程,建构的特征被掩盖起来,突出展示出它的客观的、理所当然的、不证自明的特征。主观的教学现实则集中体现为主体的主动建构,是特定个体或群体的教学现实。