心理理论的相关研究对游戏教学的启示

“心理理论”（Theory-of-mind）指个体对他人和自己心理状态及其与他人行为关系的推理或认知。心理理论使得个体能够对自身及其他个体的行为进行解释和预测,从而在个体的社会认知、社会行为、个体间理解与社会交往中起至关重要的作用。参考“心理理论”及相关研究的范式以组织实施儿童的游戏活动对促进儿童社会性的发展具有重要的意义。     

心理理论的相关研究对游戏教学的启示

"心理理论"(Theory-of-mind)指个体对他人和自己心理状态及其与他人行为关系的推理或认知。心理理论使得个体能够对自身及其他个体的行为进行解释和预测,从而在个体的社会认知、社会行为、个体间理解与社会交往中起至关重要的作用。参考"心理理论"及相关研究的范式以组织实施儿童的游戏活动对促进儿童社会性的发展具有重要的意义。     

幼儿分享教育初探

21世纪,我国教育改革开始注重人的个性品德和社会性发展。学会分享是其中的一个比较重要的方面,分享能帮助儿童走出"以自我为中心"的狭隘圈子,学会理解他人,关心他人,从而能够与人交往、合作,建立和谐的人际关系。因此,教师在工作中应注意对幼儿进行分享教育,让幼儿明确分享的意义,开展分享活动训练,扩大幼儿的交往范围,并与家庭合作,强化巩固幼儿的分享行为。     

体验心灵成长 和谐师生关系

心理沙龙是心理健康教育过程中经常使用的一种集体活动方式,旨在促进自我反省与情感分享,形式比较活泼多样.参加者可以在活动中自由地发表见解、分享感受,也可以从他人的分享中获得启发,进而促进行为的改变和心理的发展.     

幼儿分享意识及行为培养研究

在个体社会化的过程中,分享行为是一种非常普遍的社会行为。幼儿分享行为的培养能使幼儿顺利适应社会生活,并完成社会化的必要条件。促进幼儿分享行为的发展,使幼儿与他人更好地交往,有利于幼儿在未来的发展打下坚实的基础。因此,幼儿分享行为越来越受到社会各界的关注和重视。本文对幼儿分享行为的现状进行调查分析,发现其中存在的问题,最终有针对性地提出幼儿分享行为的培养策略。     

儿童面对不同对象的公平性选择：心理理论的作用

儿童能够与他人公平分享资源是其利他行为的重要表现形式。本研究旨在探讨资源分配任务中儿童面对不同分享对象时做出的公平性选择与心理理论的关系。实验1选取4-5岁儿童59名,考察儿童在面对朋友和陌生儿童时做出的公平性选择,结果表明儿童对朋友的公平性选择多于陌生儿童。实验2选取4-5岁儿童46名,考察儿童在面对朋友和两类陌生儿童（直接互惠的陌生儿童和间接互惠的陌生儿童）时的公平性选择情况,结果发现心理理论对儿童与不同对象间的公平性选择有促进作用,儿童的公平性选择受分享对象特点的影响,推测他人心理状态的能力在儿童对不同对象公平性选择中有一定的影响作用。     

智力障碍儿童心理理论、执行功能与说谎行为的关系

本研究以88名智力障碍儿童为被试,旨在考察其心理理论、执行功能与为自我和为他人说谎行为之间的关系。结果发现：在控制年龄和性别后,智力障碍儿童的心理理论、抑制控制与其为自我说谎行为及为他人说谎行为均正相关,而工作记忆和为他人说谎行为正相关;此外,将心理理论和执行功能一起纳入回归分析后发现,抑制控制显著预测了智力障碍儿童为自我和为他人的说谎行为,而工作记忆、心理理论对为自我和为他人说谎行为的预测作用均不显著。这些结果表明心理理论和执行功能可能是智力障碍儿童说谎行为的认知机制,抑制控制在智力障碍儿童为自我和为他人说谎行为上起着更强的预测作用。本研究结果有助于丰富和完善智力障碍儿童说谎行为的认知理论,同时也为家长和广大教育工作者积极应对智力障碍儿童的说谎行为提供了指导。     

2岁儿童亲社会行为及与父母教养方式、亲子依恋的关系

1引言亲社会行为作为儿童社会化的重要组成部分,对个体身心健康及社会适应的作用是有目共睹的,由此得到发展心理学家和社会心理学家的广泛重视。研究者认为亲社会行为就是人们在社会交往中表现出的合作、分享、捐献、谦让、帮助、安慰等有利于社会和谐的行为。婴幼儿早期因为自我意识水平较低,许多研究者认为他们不可能具备真正意义上的亲社会行为,但根据奥里克(1978)有关儿童早期亲社会行为的界定:“亲社会行为是任何与他人分享、帮助他人、亲昵地接触他人的身体的行为”。婴幼儿出于友爱的身体接触,愿意与他人分享食物、玩具等皆可称为亲社会行为,这些行为被看作是个体友     

培养儿童亲社会行为的方法刍议

亲社会行为（ｐｒｏｓｏｃｉａｌｂｅｈａｖｉｏｒ）通常指对他人有益或对社会有积极影响的行为 ,包括分享、合作、助人、安慰、捐赠等。儿童亲社会行为的发展是他们道德认识水平提高、道德情感不断丰富的重要组成部分 ,它对儿童品德的发展有着不可低估的作用。如何通过教育或训练 ,运用一些适合儿童心理特点的切实可行的方法来促进儿童亲社会行为的发展 ,加速他们社会化进程 ,促使年轻一代健康成长 ,是学校道德教育的一个重要方面。根据国内外研究资料 ,笔者提出以下几种方法。一、角色扮演法角色扮演（ｒｏｌｅ -ｐｌａｙｉｎｇ）是一种使…     

谈绘本活动与幼儿移情能力的培养

<正>移情是一种理解他人情绪状态和分享他人情感体验的能力,是幼儿社会性和情感发展领域的一个核心概念。幼儿通过移情能够识别他人的情绪情感,并与之产生共鸣,理解其背后的意义。在幼儿期培养幼儿的移情能力,能促进幼儿道德和亲社会行为的积极发展,对促进幼儿全面发展有着重要的意义。而绘本作为国内外所公认的“最适合幼儿阅读的书籍”,     

论全球多元语境下中国大众文化的人文困顿及演绎趋向

中国当代大众文化消解荡涤了精英文化的领地而极大地拓展了文化表达的艺术空间。即大众文化的开放性、宽容性、普适性创设了一种共享文化苑囿,营造了普通大众话语的自说方式和平等的交际氛围。引领着文化范畴的平民化、普及化和民主化,激发了大众群体强烈的参与愿望、期待视野和体验情愫,导致了人的生存价值与生命意义的自觉生成并为人类性灵的充分张扬提供了现代化的技术手段和物质媒介,从而真正彰显着意味隽永的人文情韵。     

Exploring the National Discourse of Chinese Educational Researches

Academic discourse is a way of questioning and exposition in academic research. For a long time, talking about China in a Western way has caused two harmful consequences, which separated theoretical research from its object and from its subject of researches in the field of Chinese educational studies. With the prerequisite of cherishing our own culture, it is an inner need for Chinese educational development to explore the national discourse in educational studies, i.e., talking about Chinese problems in the Chinese way. Translated from Modern Education Science, 2004, 2     

玩具所属性对4～6岁幼儿分享行为的影响

本文采用自然实验法,考察了中班和大班幼儿对于公有玩具和私有玩具的分享意愿和分享行为,结果发现:1.中班幼儿对玩具的所属不太在意.在公有玩具分享上倾向于轮流,忽视同伴以及霸占和争抢玩具的情况较明显.在私有玩具分享上主动性较高,乐于交换.分享行为受成人的引导与暗示较明显.2.大班幼儿对玩具的所属有所顾虑.在公有玩具分享上倾向于共同游戏,出现自主的利他行为.在私有玩具分享上倾向于将交换作为一种手段,道德行为受外界评价的影响较多.研究者据此提出,只有在尊重幼儿心理发展水平的基础上,提高幼儿的道德水平,才能更好地培养其分享行为.     

儿童语用能力研究及其对学前教育的启示

语用能力决定了儿童语言的实际表现,目前有关儿童语用能力的构成及内涵还缺乏明晰的界定。通过文献研究、比较研究和理论研究等方法,对国内外学术界关于儿童语用能力的构成及内涵进行探讨,在此基础上,综合语言学、语用学及教育学的相关理论,将儿童汉语语用能力构成要素概括为语篇组织能力、言语行为能力、间接含义理解能力、会话能力、社交情感调节能力和非言语交流行为能力几个方面。儿童语用能力对学前教育的启示为:充分认识儿童语用能力发展的重要性,创设良好的语用能力学习环境,全面培养儿童的语用能力。     

The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration

Drawing on socio-cultural theory, this paper focuses on children's classroom-based collaborative creative writing. The central aim of the reported research was to contribute to our understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing activities. The study drew on longitudinal observations of ongoing activities in Year 3 and Year 4 classrooms (children aged 7-9) in England. Selected pairs’ collaborative creative writing activities were observed and recorded using video and audio equipment in the literacy classroom and in the ICT suite (13 pairs, about 2-4 occasions each).The research built on the contextualised, qualitative analysis of the social and cognitive processes connected to shared creative text composition. Using an analytic tool developed specifically for creative writing tasks, we linked collaborative and discursive features to cognitive processes associated with writing (‘engagement’ and ‘reflection’). The research has identified discourse patterns and collaborative strategies which facilitate ‘sharedness’ and thus support joint creative writing activities.The paper discusses two significant aspects of the observed paired creative writing discourse. It reports the significance of emotions throughout the shared creative writing episodes, including joint reviewing. Also, it shows children's reliance on collaborative floor (Coates, 1996), with discourse building on interruptions and overlaps. We argue that such use of collaborative floor was indicative of joint focus and intense sharing, thus facilitating mutual inspiration in the content generation phases of the children's writing activities. These findings have implications for both educational research and practice, contributing to our understanding of how peer interaction can be used to resource school-based creative activities.     

Teaching Kindergarten Children to Solve Word Problems

A kindergarten teacher's practice was investigated in order to understand her knowledge of her children's mathematical thinking, the ways in which she acquired that knowledge, and the uses she made of that knowledge in making instructional decisions. The focus of the investigation was the teacher's knowledge of her children's thinking about numbers, including counting and addition, subtraction, multiplication, and division. The teacher had attended Cognitively Guided Instruction workshops at which she had the opportunity to learn about research on children's mathematical thinking. She gathered information on her own children's thinking by posing word problems, listening to children as the described their strategies for solving the problems, and talking to other adults about her children. She used that information to select problems to pose in subsequent lessons.     

幼儿在园亲社会行为的观察研究

本研究采取事件取样法对100名大、中、小班幼儿的亲社会行为进行了观察研究,结果表明:幼儿的亲社会行为不存在性别差异;幼儿的亲社会行为主要是指向同伴,极少指向教师;在幼儿的亲社会行为中,合作行为最为常见,再次为分享行为和助人行为,安慰行为和公德行为较少发生。教师通常对幼儿的亲社会行为做出积极反应或消极反应;同伴对幼儿的合作行为多做出积极反应,对幼儿的分享行为、帮助行为、安慰行为多做出中性反应。幼儿的亲社会行为大多未得到及时强化。     

Emotion discourse, social cognition, and social skills in children with and without developmental delays

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed.     

Reporting possible sexual abuse: a qualitative study on children's perspectives and the context for disclosure

OBJECTIVE: The present study investigated the context in which children were able to report their child sexual abuse experiences and the children's views as to what made it difficult to talk about abuse and what helped them in the disclosing process. The aim was to study disclosures as they were occurring in their natural settings. METHOD: Data were obtained from therapeutic sessions and follow-up interviews from 20 families with 22 children. These children had said something that made their caregivers concerned about ongoing child sexual abuse. Qualitative analysis was conducted to capture the children's and caregiver's perspectives of the disclosure process. RESULTS: The children felt it was difficult to find situations containing enough privacy and prompts that they could share their experiences. They also were sensitive to others reactions, and whether their disclosures would be misinterpreted. When the children did disclose they did it in situations where the theme of child sexual abuse was in some form addressed or activated. The results indicate that disclosure is a fundamentally dialogical process that becomes less difficult if the children perceive that there is an opportunity to talk, and a purpose for speaking, and a connection has been established to what they are talking about. CONCLUSIONS: It is difficult for children to initiate a conversation about something secret, confusing and distressful, and where there are few conversational routines in a family for talking about such themes. Children also are sensitive to the needs of their caregivers and fear consequences for their family and offender. Children need a supportive structure or scaffold in order to reveal their experiences of child sexual abuse.     

语篇分析在英文影片字幕汉译中作用

根据语篇分析在翻译中的必要性,从影片类型,个人习语和话语轮次三个方面探讨语篇分析在英文影片字幕汉译中的指导作用,指出成功的字幕翻译应该首先建立在对整个语篇分析的基础上。译者通过对英文影片的语篇分析来决定译文在汉语文化中的类型以及其交际功能,并借助各种翻译策略体现与原文功能等值的语篇,进而使中国观众通过阅读中文字幕对英文影片产生与原语观众同样的共鸣。