价值多元化语境下对大学生价值观培育原则的探讨

价值多元化对原有价值体系的解构以及对新价值的生成产生的巨大作用是今天这个时代的文化特征之一。高校承载着价值文化体系构建的历史重任。大学生是青年价值文化的主要创造者,高校对学生的价值观培育要重视对学生价值选择能力和判断能力等的培养。     

Enhancement and reduction of associative retroactive cue interference by training in multiple contexts

Retroactive cue interference refers to situations in which a target cue X is paired with an outcome in phase 1 and a nontarget cue Z is paired with the same outcome in phase 2, with less subsequent responding to X being seen as a result of the phase 2 training. Two conditioned suppression experiments with rats were conducted to determine whether retroactive cue interference is similarly modulated by a manipulation that influences retroactive outcome interference (e.g., extinction). Both experiments used an ABC renewal-like design in which phase 1 training, phase 2 training, and testing each occurred in different contexts. Experiment 1 found that training the target association in multiple contexts without altering the number of training trials during phase 1 decreased retroactive cue interference (i.e., increased responding consistent with the target association). Experiment 2 found that training the interfering association in multiple contexts without altering the number of interference trials during phase 2 increased retroactive cue interference (i.e., decreased responding consistent with the target association). The possibility of similar mechanisms underlying cue interference and outcome interference is discussed.     

Reducing risk for children in changing cultural contexts: recommendations for intervention and training

OBJECTIVES: This paper proposes guidelines to both parents and professionals for the prevention and reduction of risk associated with cultural differences, conflicts and misinterpretations. These guidelines are based on a conceptual framework derived from the multicultural reality of Israeli society and are supported by a growing corpus of studies on cross-cultural child development, immigration and minority families. METHOD: The paper is based on a conceptual model followed by practical implications for training and intervention. RESULTS: Central to this paper is the concept of the "adaptive adult" which serves as a guiding metaphor for the organization of socialization goals, child-rearing ideologies, perceptions and values of socializing agents in a given culture or group. Childcare practices are defined as adaptive strategies, that is, means for socializing children to become "successful adults." The paper describes different types of "adaptive adult" metaphor (e.g., past and future oriented), and discusses images held by groups who have experienced either a duality of private and public culture or changes in their cultural contexts. The paper further explores and exemplifies the potential contributions of the proposed framework for a five step intervention plan with parents and for training of professionals in multicultural contexts. CONCLUSIONS: Children of families in changing cultural contexts are often considered to be at risk for maltreatment. This is because such families may experience sociocultural and socioeconomic change and a loss of their former support networks. Parental acculturation stress and related dysfunction might also affect children. The risk increases when children are exposed to systems with conflicting socialization goals and with contradictory definitions of desirable child-care or supervision frameworks. Conflicts and clashes between parents and socializing agents have been found to have long-term detrimental effects on children and families. Cultural differences may also result in misinterpretation of parental behaviors and misdiagnosis of abuse and neglect. Such conflicts and misinterpretations can be avoided if both parents and social agents learn to understand and to respect their cultural differences, so that together, they can devise ways to bridge them.     

试论美术教学中"兴趣"的激发

兴趣是个体力求认识、探索某种事物的心理倾向。它在目标实现过程中有着不可低估的积极作用。文章在论述兴趣在美术教学中重要性的基础上,分析了激发美术兴趣的途径。     

独立学院对音乐专业应用型人才的培养与研究

独立学院音乐专业人才培养和当前社会音乐人才需求无法对接,特别是应用型人才,独立学院在这方面和专业性音乐学院和综合性大学是无法比的。本文针对独立学院音乐专业应用型人才培养的问题,对我国独立学院音乐专业应用型人才培养进行研究分析,找出了目前我国独立学院音乐专业应用型人才培养的问题,分析问题的原因,并提出了解决对策。     

Making sense of young people’s digital practices in informal contexts: The Digital Practice Framework

There is a growing body of research looking at young people’s use of digital technology in informal contexts. However, there is a gap in the literature about how to describe and categorise young people’s digital practices in such contexts. This gap is important because in order to be able to understand the differences between young people’s digital practices in informal contexts and how these differences arise, you first need to be able to describe and categorise those differences in meaningful ways. You need to be able to answer the question “How do young people use digital technology in informal contexts?” in order to be able to answer questions such as “How do children’s digital practices in informal contexts vary?” and “Why do children’s digital practices vary?”. This paper is significant because it introduces The Digital Practice Framework, an original, theoretically informed, tool to fill this critical gap in the literature. It goes on to indicate how this framework has been used to analyse the factors that facilitate or hinder the development of young people’s digital practices in informal contexts.     

写作教学应调动学生的主体意识

写作教学要有成效,最重要的是调动学生主体意识。可以通过阅读教学,拓展阅读,自由练笔,创设氛围等方法,让学生体会到写作是思想成熟、整体素质能力提高的途径,从而积极主动自觉训练,提高写作能力、语文水平和整体素养。     

激发非英语专业学生学习动机的有效方法

动机是影响外语学习的关键因素之一,因此在外语教学中,教师要了解并激发学生的学习动机,使外语教学取得良好的效果。     

Barriers to dance training for young people with disabilities

Dance is a viable and enjoyable activity – and potential career – for young people with disabilities, yet they face several barriers to participation and training. The aim of this article, by Imogen J. Aujla of the University of Bedfordshire and Emma Redding of Trinity Laban Conservatoire of Music and Dance, is to review the literature on barriers to dance training for young disabled people and to put forward practical recommendations for overcoming these challenges. The main barriers identified were aesthetic, attitudinal, training‐related and logistical in nature, with further barriers related to physical access and a lack of knowledge or available information about opportunities. One of the key recommendations for overcoming these barriers is to build an effective network between special and mainstream schools, dance studios, youth dance groups and professional integrated dance companies in order to encourage dance participation at a range of levels and support young disabled people throughout their dance journeys.     

关于调动高职学生学习的积极性的几点思考

高职院校学生普遍存在学习积极性不高,自信心不足等现象,这些都影响了学业的顺利完成,影响了其今后的职业选择。教师应该对学生有意识进行情感教育、审美教育、理想教育,全方位培养学生的综合素质能力,适应当下。     

A Proposal for Motivating Research

We use an experimental course collaboration that occurred in the winter of 2012 as a case study for an approach to interdisciplinary collaboration between Theatre and Humanities courses, and we argue that the theatre methodology of “devising” can serve as a particularly rich locus for collaboration between Theatre students and other Humanities students because it allows students to cooperate in generating a creative product that draws on two different areas of expertise. In this case, English students operated as critically informed advisors for Theatre students who devised original performances using a canonical text as source material. This experimental collaboration produced many of the positive results that have been discussed in previous studies concerning interdisciplinary pedagogy, including thoughtful consideration of the nature of each discipline, transferring of tools and methodologies between disciplines, increased student enthusiasm, and faculty development. However, it did not require extensive resources or curricular restructuring and thus might operate as a useful model for instructors with reservations about or limited resources for attempting interdisciplinary collaboration.     

Pavlovian conditioning in multiple contexts: Competition between contexts for comparator status

Water-deprived rats were used to investigate the effects of training a CS in more than one context on conditioned lick suppression. In each experiment, partial reinforcement of the CS was intermingled with unsignaled presentations of the US. In Experiment 1, subjects were either trained in one context alone, trained consecutively in two contexts (such that all training in one context occurred prior to any training in the second context), or trained alternately in two contexts. Following training, the first context, the second context, or neither context was extinguished. Testing of the CS occurred in a third (neutral) context. To the extent that either training context became established as a comparator stimulus for the CS, the comparator hypothesis (Miller & Matzel, 1988) predicts an increase in excitatory responding to the CS following extinction of that context. Subjects trained in a single context exhibited appreciable fear of the CS only when the CS’s training context had been extinguished. Additionally, subjects trained consecutively in the two contexts showed increased fear of the CS following extinction of the second, but not the first training context (i.e., a recency effect). Subjects trained alternately in the two contexts showed no increased fear of the CS as a result of either context alone being extinguished. In Experiment 2, subjects trained alternately in two contexts showed increased fear of the CS only when both training contexts were extinguished, suggesting that both training contexts had become comparator stimuli. These data indicate that multiple training contexts can either compete or act synergistic-ally in modulating responding to a Pavlovian trained CS as a function of the order of training in the different contexts.