国家侵权精神损害赔偿制度的构建

我国精神损害的国家赔偿制度尚未建立，这不利于公民精神权利的保护。由于精神损害有其自身特点，西方社会在国家赔偿的领域确认它的时间较晚，但现在已经为许多国家所接受。我国确立此项制度有其必要性，在具体规则设计上，我们既要考虑精神损害国家赔偿的原则、构成要件和法律计算技术，又要顾及其他的各种情况。     

精神卫生法中的预先指示制度论析

预先指示是有决定能力的成年人在预计到将来会丧失决定能力的情形下而预先表达自己意愿的声明。精神疾病可能会损害独立做出选择及决定的能力,这就使得预先指示与精神卫生法联系起来。预先指示允许有决定能力的人在发生一项将损害决定能力的精神疾病之前指明他的医疗选择或偏好。支持者认为该项制度能够促进个人自治,并使得有精神疾病的人能够参与到他们自己的将来的医疗决策之中。反对者则认为该制度会带来广泛的法律及道德问题,这就使其在实践中无法操作。鉴于预先指示制度在医疗、经济、人权方面的益处,我国在制定精神卫生法过程中应当对其予以考虑。     

An alternate path to stoichiometric problem solving

Stoichiometric problem solving has always been a stumbling block for many students in introductory chemistry courses. Research has shown that it is quite common for students to rely on algorithms when doing stoichiometric calculations. In previous studies, students were confronted with simple stoichiometric problems that involved comparing molar masses with simple ratios to one another. It turned out that students very successfully used their own problem-solving strategies. It is typical of these strategies that students describe relations in their own words rather than applying mathematical calculations. In this paper, an alternate path to teaching introductory stoichiometry-based on the results of research-will be discussed. The recommendation given is to use problems of the kind mentioned above which can easily be solved by quick mental calculation.     

论体育教学中引发大学生过度焦虑的原因及改善对策

在体育教学过程中,对复杂、具有危险性的技术缺乏信心、对社会一些现象不理解、应试能力差、不能正确对待教师与同学的评价等,引起心理应激负效应,是大学生形成焦虑过度的主要原因,由此造成了消极对抗情绪.提出了在体育教学过程中,必须重视和加强心理健康教育,使学生了解心理卫生知识,掌握调节心理状态的手段、方法,培养学生防御心理疾病的能力.     

体育锻炼与增强高校学生的应激能力

消极的应激反应会使大学生产生心身障碍，它对大学生的学习、生活以及社会安定都会造成不良的影响。而高校学生的心理和生理特点决定了他们不可避免地会遇到许多应激状况。体育锻炼能减缓应激，有助于提高对应激的应付能力，增进高校学生的身心健康。     

信心、决心、恒心--与职校生谈成长观

通过接受职业教育，获得可持续发展能力，进而成为技术技能领域的专家，是职业院校学生的共同梦想。实现这一梦想，要求职业院校学生树立正确的成长观，即学会对自己的智能类型、心理特征、学习方式给以准确定位，并以此为依据认识职业教育的特点与个人优势，增强接受职业教育同样成才的信心；正确地认识职业学习本身的规律。尊重并遵循这些规律，在先进学习理论指导下，有效地提高学习效率；同时，还需正确认识人生发展与社会发展的互动态势，并在终身学习的社会氛围中不断提升自己的综合能力。     

商务谈判者的心理影响因素分析与训练

商务谈判中不良的心理状态会降低谈判者的谈判能力,影响谈判效果和谈判水平的发挥。通过对商务谈判中经常出现的不良心理状态进行分析,提出几种有效的心理训练方法以期促进商务谈判者提高心理素质,更好地发挥出谈判能力。     

大学生心理健康教育的主导——自我教育

针对当前大学生心理健康教育现状,应该注重学生自我发展的问题,通过强调自尊、自我效能感、复原力及自我教育能力在自我教育中的作用,重点着眼于启发和发展学生自我教育意识和能力,为其将来步入社会打下必要而坚实的基础。     

Flexible Mental Calculation

The ability to be flexible in mental calculation by using a method that is efficient for calculating the particular problem being faced is an important aim of teaching in this area. Flexibility is commonly seen as arising from a rational choice between mental calculation strategies, based on the characteristics of the problem faced. In this article it is argued that strategy choice is a misleading characterisation of efficient mental calculation, and that teaching mental calculation methods as wholes is not conducive to flexibility. An alternative is proposed in which calculation is thought of as an interaction between noticing and knowledge, and an associated teaching approach to promote flexibility is described.This revised version was published online in October 2005 with corrections to the Cover Date.     

大学生职业生涯规划的心理辅导浅析

就业困难的严峻现实给当今大学生带来巨大心理压力,心理问题凸显。大学生职业生涯规划设计中理想过高,就业预期与社会需求不对称,困扰大学生的就业心理,阻碍大学生的就业通道。心理辅导实践有助于树立正确定位,完善良好职业规划设计,促进毕业生与用人单位需求对接、就业理想切合社会实际,有利提高大学生就业率和创业能力。     

In-Service Teachers’ Content and Pedagogical Content Knowledge in Mental Calculations with Rational Numbers

The purpose of the present study is to examine content knowledge (CK) and pedagogical content knowledge (PCK) of Greek teachers in number sense and specifically in mental calculations with rational numbers (fractions, decimals and percentages). Examined within the framework of CK were the type of strategies employed by teachers and the extent of the repertoire of these strategies, which provides an indication of their flexibility. Teachers’ CK performance in mental calculations with rational numbers was compared with the extent of their strategic repertoire as well as with the PCK they employed when teaching mental calculations with rational numbers. The data revealed that the teachers’ high CK performance in mental calculations with rational numbers is positively influenced by the existence of an extensive strategic repertoire. Furthermore, it was found that a high CK performance and an extensive strategic repertoire in mental calculations with rational numbers positively influence the PCK of mental calculations with rational numbers.     

Expert systems as a mindtool to facilitate mental model learning

This exploratory study investigated the question, Does the process of constructing an expert system model of a hydraulic drum braking system promote the formation of expert-like mental models? Thirty-three participants in three countries, who reported no knowledge of the subject domain in which the expert system was to be created, read encyclopedia extracts, viewed graphics, and then created small expert systems. The study was conducted via mainframe-mediated network using a variety of communication protocols. Participants' mental models were assessed using Pathfinder concept networks technique, troubleshooting tests, and prediction (change of state) tests. Each of the three measures was administered three times, as pretests, midtests, and posttests. Scores on all three measures suggested that there were small increases from pretest to midtest after participants studied the brake text and graphics. There were substantially larger increases in all scores from midtest to posttest when the expert system was constructed. In poststudy surveys and interviews participants responded that their knowledge in the subject domain had increased, that the creation of the expert system had been very helpful in learning the material, and that they had had fun doing it. When used as a mindtool, an expert system becomes a process, not the end product. It can facilitate a learning gain by engaging students, fostering their concentration, and assisting them in organizing systemic information.     

小学三年级学生数的基本计算能力调查及提升策略

要想提高小学生的基本计算能力,教师应落实好相关计算法则,并做好算理教学工作。为充分掌握不同地区小学生的计算能力水平,并客观评估课程标准达成度,本文对江苏省小学三年级学生的计算能力进行了调查并提出了提升小学生运算能力的策略。     

Effectiveness of holistic mental model confrontation in driving conceptual change

Prior research on conceptual change has identified multiple kinds of misconceptions at different levels of representational complexity including false beliefs, flawed mental models, and incorrect ontological categories. We hypothesized that conceptual change of a mental model requires change in the system of relations between the features of the prior model. To test this hypothesis, we compared instruction aimed at revising knowledge at the mental model level called holistic confrontation - in which the learner compares and contrasts a diagram of his or her flawed mental model to an expert model - to instruction aimed at revising knowledge at the false belief level - in which the learner is prompted to self-explain the expert model alone. We found evidence that participants who engaged in holistic confrontation were more likely to acquire a correct mental model, and a deeper understanding of the systems of relations in the model than those who were prompted to self-explain the expert model. The results are discussed in terms of their implications for science instruction.     

Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore

Mathematics is an important aspect of daily life. Basic numeracy skills are needed to accomplish everyday tasks. However, research regarding the relationship between cognitive ability, mental age, and basic numeracy skills for children with intellectual disability (ID) is scarce. This research study investigated the correlation between intellectual ability and the development of number sense and arithmetic abilities in individuals with ID. Thirty-two students from a special school for individuals with ID in Singapore participated in this research study. Based on the results, basic numeracy is more closely correlated to the mental ages of the students than their intelligence quotient. This finding will be discussed and suggestions for future research will be provided.     

Mental Calculation: its place in the development of numeracy

Recent curricular initiatives in the UK have been emphasising the importance of mental calculation in the achievement of improved numeracy standards. This article argues that while the emphasis on mental calculation is to be welcomed, the construct itself needs to be understood in all its complexity. This means recognising what is involved in mental calculation and, further, recognising the developmental shift from additive to multiplicative reasoning which is necessary for a mature conceptualisation of number. It is suggested that this shift is difficult to achieve because it involves reconceptualising the essential meaning of ‘a number’. Furthermore, the pedagogical practices which could possibly support children in their transition from additive to multiplicative reasoning must be more than helping children to develop an ever increasing repertoire of mental strategies.     

试论英语教学中学生语言思维能力的有效培养

作为人们的一种心理活动,思维常常需要借助于语言这一工具来进行表现,二者紧密联系,相互促进。在英语学习过程中,学生的思维能力会发生有意或无意的改变。在英语教学过程中必须遵循学生思维发展规律,培养学生的语言思维能力,这样才能得到事半功倍的效果。鉴于此,本文从英语教学出发,对如何培养学生的语言思维能力进行了探讨,对于提高英语教学效率具有一定的意义。     

浅谈体育教育对大学生心理健康的影响

体育教育对大学生心理健康有重大影响作用。通过体育锻炼可以改善心理障碍,达到调控情感情绪、改善机体健康状况、培养良好心理素质、促进意志品质和性格特征的发展,以及发展认知能力、提高学生社会适应能力的目的。     

论高师音教专业钢琴教学的特点

高等师范钢琴教育不是培养职业钢琴演奏家的教育,而是要培养未来的音乐教育工作者,使其具有一定的钢琴演奏、伴奏和从事基础钢琴教学的能力,不能套用音乐学院的教学模式。高师钢琴教学应突出师范性一专多能的特点,切合实际,因材施教,在培养学生专业技能的同时,应注意培养学生的伴奏能力和从教能力。     

Self-efficacy beliefs and mental time travel ability: Uncovering a hidden relationship in educational settings

The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy beliefs; and third, it was to investigate the role of self-efficacy beliefs in relationship between the past and future dimensions of mental time travel ability. Based on the survey method, a total of 260 student teachers participated in the study. Results showed that student teachers' mental time travel ability can well be classified under the headings of high mental time travel ability, medium mental time travel ability, and low mental time travel ability. Results also revealed that student teachers' self-efficacy beliefs vary as a function of their mental time travel ability. More importantly, self-efficacy beliefs played a significant mediating role in relationship between teaching-related past events and teaching-related possible future events. Overall results of the present study suggest that the relationship between mental time travel ability and self-efficacy beliefs makes sense in educational settings.