Promoting School and Life Success Through Early Childhood Family Literacy

Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.     

促进大班幼儿情绪能力发展的情绪教育实践探索

情绪能力的强弱影响着幼儿良好心理品质的形成,它对幼儿的成长起着重要的作用。文章运用观察法和访谈法了解幼儿和教师在进行情绪教育实践探索前后的变化,归纳了情绪教育的三个关键点:让幼儿及时感知并正确识别自己的情绪,充分锻炼幼儿的情绪表达和理解能力,教给幼儿调控情绪的方法。     

Evaluating Emotional Literacy in Schools: The Development of the School Emotional Environment for Learning Survey

This paper describes the development of the School Emotional Environment for Learning Survey, an instrument for evaluating the perceived level of emotional literacy of the school as an organization. It elicits student and staff perceptions of their affective experience of being a part of the school community. It was designed to look at the extent to which a school enables members of its community to interact in a manner that builds an understanding of their own and others' emotions, which can then be used to shape their actions. Emotional literacy is seen here as a potential in everyone that is contingent on the interaction between a person and their social context, rather than a capacity that is either present or absent in the individual.
Qualitative data were collected from an ethnographic case study of two schools using closed- and open-ended questionnaires, semi-structured interviews, focus groups, a draw-and-write exercise and participant observation. The data were used to generate grounded theory and to build a theoretical framework for organizational emotional literacy. This theoretical framework is described as the CORE framework, addressing the domains of communication, relationships, organization and emotional experience. These domains are then characterized by particular qualities and values that are described in the 'matrix of emotional literacy'. This framework and matrix were then used to develop a questionnaire, which was trialed as a tool to audit the level of emotional literacy in both primary and secondary schools.     

郭沫若的感情生活与泛神论思想

《三叶集》大部分篇幅是郭沫若矛盾痛苦心灵的忏悔。其天性放荡不羁，但传统和良知又使它不能尽情迸发。他充满自卑又不能泯灭自负，这成为它接受泛神论的心理基础。一方面浓重的忏悔意识使他企慕完美人格，另一方面其伦理意识仍然屈从自由天性的引导。     

Father-Time: Welcome to the Rest of Your Life

This guest editorial reports on the expansion of a program for expectant and new fathers within a local health service on the Central Coast of New South Wales, Australia. The program, titled “Father-Time: Welcome to the Rest of Your Life,” incorporates, and is an extension to, the all-male discussion forum previously reported in this journal (Spring 2005, Volume 14, No. 2).     

Pre-K Music and the Emergent Reader: Promoting Literacy in a Music-Enhanced Environment

Emergent literacy may be nurtured in an early childhood environment that integrates literacy experiences with meaningful music activities in which young children develop skills necessary for success in both areas simultaneously. Early childhood educators can develop the knowledge and skills needed to bring music into the classroom as an engaging and stimulating element of literacy education.     

守望生命守望爱——基诺族巴什悲情与巴什情歌

由于生存环境和文化习俗的影响,基诺族社会中存在许多同氏族恋人——“巴什”。为了种族的繁衍,基诺社会形成了“同氏族禁止成婚”的习惯法,由此导致许多巴什悲情。大量的巴什情歌反映的正是这种悲情。通过对巴什情歌的考察,可以看到,在理想与现实的冲突面前,在情与“法”的较量中,在生存与死亡的张力之间,基诺族巴什们选择的是守望生命守望爱,以一种有别于其他民族的方式,凸显民族文化特征和民族精神。     

生命科学与情商教育

生命科学是情商(EQ)形成的物质基础和生理基础,生命科学与情商教育密切相关.将生命科学与情商教育有机整合,对促进学生成才和成为社会的栋梁将产生积极而深远的影响.     

在内在生命的唤醒与提升中成就教师

教师发展是学校内涵发展的重要议题和关键所在。我校追求的教师发展,特别注重唤醒其内在生命价值和生活意义,力求引领和帮助教师发展专业能力、提升工作智慧．同时获得精神追求、思考方式、生活态度等的提升,并将“变经验管理为道德领导,不断完善成就教师的推动机制”、“化日常生活为意义生活,不断浓厚成就教师的群体氛围”和“变任务布置为搭建平台,不断优化成就教师的行动载体”作为三大着力点,不断加以丰富与完善。     

人须在事上磨:《传习录》的生活德育思想

"人须在事上磨"是《传习录》生活德育思想的集中体现。事上磨炼就是在日常生活中磨炼心中的先天良知,这一育德方法可以有效地纠正品德培养中知行脱节的问题。事上磨炼作为"致良知"的重要方面,让"致良知"德育方法可以切实地运用到生活之中。事上磨炼强调生活实践对当下生活德育的开展有一定的指导意义。     

网络文化:机遇、挑战与对策

作为社会基本技术支撑的因特网、“信息高速公路”的建设,使人类正在迈入一个全新的“网络时代”。这种新型的技术、或经济基础,必然导致人类的文化活动和文化形态发生相应的变革,当然也会带来多方面的困难与挑战。网络文化的建设只有适应新的时代特点,重在建设与创造,才是唯一可能的合理选择。     

情感因子：提高思想政治理论课实效的新视野

提高思想政治课教育教学的实效,需要以学生的思想实际为基础,把握思想政治课教学的生长点;以学生的成长发展为目标,把握思想政治课教学的根本点。发挥情感因子的作用对于提高思想政治理论课教学实效具有积极意义：发挥情感因子的作用是思想政治理论课教学实效的基础,是思想政治理论课教学实效的关键,是思想政治理论课教学实效的归宿。为了提高思想政治课教学实效,需要充分运用情感因子。为此,需要晓之以理,发挥情感因子的渗透性;导之以行,发挥情感因子的能动性;持之以恒,发挥情感因子的持续性。     

弘扬陆羽文化,倡导绿色生活

茶为民生,健康为本。茶为国饮,不玄不虚。茶之天性,清静雅和。茶之品格,精行俭德。茶之艺术,和合合美。我们应大力弘扬陆羽茶文化,倡导"绿色生活",共享"绿色文明"。     

大学生情绪智力与生活满意度的关系:情感体验的中介作用

以390名大学生为被试,采用情绪智力量表、积极—消极情感量表和生活满意度量表考察大学生情绪智力与积极情感、消极情感和生活满意度的关系。结果表明:(1)情绪智力与积极情感和生活满意度呈显著正相关,与消极情感呈显著负相关;积极情感与生活满意度呈中等程度的显著正相关,消极情感与生活满意度呈显著负相关;(2)路径分析发现情绪智力显著正向预测了积极情绪和生活满意度,显著负向预测了消极情绪;(3)结构方程模型建模结果表明积极情感和消极情感在情绪智力与生活满意度之间起着部分中介作用。     

提升大学生生命科学素养的思考与探索

提升大学生生命科学素养是我国公民具备科学素质提升的需要,通过对生命科学在大学生的现在和未来所面对的各个领域中的可能情况进行研究,对生命科学素养的内涵进行凝练,归纳需要提升的关键点,并对契合现代健康安全生活需求的生命科学素养教育系列课程改革,有利于提高大学生生命科学素养。长沙学院推进大学生生命科学素养的改革实践,将生命科学素养教育作为素质教育的重要组成部分,以教学改革的方式推动生命科学素养的培养,并通过大学生群体进一步将生物科学知识普及到社会中去,对于公民科学素养的提升具有促进作用。