读者主体和文本主体的深度同化和调节

造成文本阅读无效和低效的原因有两个:第一,是陈腐的机械唯物论和狭隘社会功利论;第二,是后现代教育理论中离开文本主体的绝对的读者主体论。后者把读者主体推向极端,放纵自发性的所谓多元解读。其实,读者主体的心理图式的局限,使得对文本的同化不是绝对自由的,而是受到文本主体制约的。文本,尤其是经典文本,并不如西方后现代哲学所说那样是无深度的、无本质的,而是有其稳定的立体层次结构的。要洞察文本,与文本作深度对话,必须不断地对自发主体心理图式进行专业积累,作以更新为特点的建构。建构的过程就是读者主体比照、遵循文本层次结构,旁涉作者的深层心理结构,总结阅读的历史经验,攀登上文本阅读的历史高度的过程。孔夫子早就指出的思而不学危险,如今正在中国语文课堂上泛滥。     

Mother and Child Ratings of Child Anxiety: Associations With Behavioral Avoidance and the Role of Family Accommodation

Objective. This study compared mother and child ratings of child anxiety to each other and to an objective measure of the child’s avoidant behavior, using a novel motion-tracking paradigm. The study also examined the moderating role of family accommodation for the link between mother ratings of child anxiety and child behavioral avoidance. Design. Participants were 98 children (7- to 14-years-old) and their mothers. Children met criteria for a primary anxiety disorder. Measures included parent and child versions of the Multi-Dimensional Anxiety Scale for Children and the Screen for Child Anxiety Related Emotional Disorders. Children also completed the Spider Phobia Questionnaire for children and the Family Accommodation Scale for Anxiety—Child Report. The Yale Interactive Kinect Environment Software platform was used to measure children’s behavioral avoidance of spider images. Results. Mother and child ratings of child anxiety were moderately correlated. Only child ratings of child anxiety were associated with child behavioral avoidance. Child-rated family accommodation moderated the association between parent ratings and child avoidance. When accommodation was low parent ratings correlated with child avoidance, but not when accommodation was high. Conclusions. The findings contribute to understanding commonly reported discrepancies between mother and child ratings of child anxiety symptoms.     

The Problems with the Future: Educational Futurism and the Figural Child

This article contributes to work on temporality in education. Challenging the future‐oriented focus in contemporary education, the authors question how ideas and assumptions regarding the future—centred on the Child—can set narrow boundaries around children in schools. In carrying out this task, we employ the work of Lee Edelman and John Dewey to examine the educational ramifications of the focus on the future, which we call ‘educational futurism’. The argument seeks specifically to explore how educational futurism imposes limits on educational discourse and privileges a certain future—making it unthinkable to imagine ways outside of such a privileged future. Juxtaposing Lee Edelman and John Dewey, we draw out connections and disconnections between their disparate philosophies, illustrating the ways in which educational futurism ignores or overlooks the lived experiences of children. We conclude by briefly noting the queerness of children and the impact of such queerness on broadening discussions of the future of children and their educations.     

Piagetian theory and the teaching of reading

An attempt is made to reconsider the implications of Piaget's theories for the teaching of reading. It is argued that the way the theories have typically been interpreted in relation to reading is unhelpful and does not accord with the behaviour of young readers. Alternative ways of linking Piagetian theory to the teaching of reading are proposed. It is considered that they both provide a more adequate explanation and offer the teacher more helpful directions along which to develop reading.     

Family Conflict and Children's Behavior Problems: The Moderating Role of Child Temperament

Child temperament was examined as a moderator of the link between family conflict and child behavior problems. Temperament assessed in early childhood was used to predict the relation between family conflict and externalizing behavior problems measured during the early elementary school years. For children with difficult temperament, a strong association between subsequent family conflict and behavioral adjustment was predicted; for children with easy or intermediate temperaments, low to moderate associations were predicted. These hypotheses were tested across 3 temperament groups (easy, intermediate, and difficult). Data were collected from 108 children and families participating in the Fullerton Longitudinal Study at ages 3 through 10 years. Consistent with the hypotheses, the data provided support for the moderating role of temperament in predicting the association between family conflict and child externalizing behavior problems. These findings suggest that temperamental difficultness operates as a vulnerability factor with respect to the development of children's behavior problems in families with high conflict.     

高校学生住宿管理问题及伦理分析

高校中的宿舍因为制度规范化和私人自由化双重性质的存在,使住宿的学生不可避免会产生各种伦理冲突。作为公共管理范畴内的高校住宿管理,可以通过在管理制度的合理健全与管理行为的服务性伦理价值取向两个层面上加强建设,有效地解决各种伦理冲突。     

Developing the Inner Scientist: Book Club Participation and The Nature of Science

The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS). The aim of this study was to document NOS growth in first-year premedical students who participated in a science book club as a curricular option. The club read three acclaimed nonfiction works that connect biology to medicine via the history of scientific ideas. Students’ NOS status was assessed as informed, transitional, or naïve at the beginning and end of the academic year using the Views of Nature of Science Questionnaire–Form C (VNOS-C). Focus group interviews and document analysis of assignments and exams provided qualitative evidence. VNOS-C scores improved over the academic year regardless of book club participation. Students who participated in book club had marginally better NOS status at the end of the year but also at the beginning, suggesting that book club may have attracted rather than produced students with higher NOS status. It is notable that an improvement in NOS understanding could be detected at all, as there have been few reports of NOS growth in the literature in which NOS was not an explicit topic of instruction.     

Temperament and Interparental Conflict: The Role of Negative Emotionality in Predicting Child Behavioral Problems

This study examined temperamental irritability and fearful distress as moderators of the association between interparental conflict and child behavior problems in a disadvantaged sample of two hundred and one 2‐year‐old children and their mothers. Using a multimethod, prospective design, findings revealed that the relation between interparental conflict and changes in child behavior problems over a 1‐year period were moderated by temperamental irritability. Consistent with differential susceptibility theory, children high in irritable temperament not only exhibited poorer outcomes in contexts of high interparental conflict but also better adjustment in contexts of low levels of interparental conflict. Mediated moderation analyses revealed that fearful reactivity partly accounted for the greater susceptibility of irritable children, particularly in explaining why they fared better when interparental conflict was low.     

Maternal Unresponsiveness and Child Disruptive Problems: The Interplay of Uninhibited Temperament and Dopamine Transporter Genes

This study examined how and why dopamine transporter (DAT1) susceptibility alleles moderate the relation between maternal unresponsiveness and young children's behavior problems in a disadvantaged, predominantly minority sample of 201 two‐year‐old children and their mothers. Using a multimethod, multisource design, the findings indicated that a genetic composite of DAT1 susceptibility alleles (rs27072, rs40184) potentiated associations between maternal unresponsive caregiving and increases in children's behavior problems 2 years later. Moderator‐mediated‐moderation analyses further revealed that the DAT1 diathesis was more proximally mediated by the potentiating effects of children's uninhibited temperament in the pathway between maternal unresponsiveness and disruptive behavior problems. Results are interpreted in the context of supporting and advancing the biosocial developmental model (Beauchaine & Gatzke‐Kopp, 2012).     

Piagetian constructivism and the concept of mediated learning experience

The different tools of learning potential assessment rest on a mediation stage of some learning experience between a pre-test and a post-test. Althouth mediation might correspond to a broad range of educative behaviors, in these tools, as can be seen in this issue, it most often takes the form of quite direct instructions of cognitive strategies or of more general solving principles: As if the subject’s own activity would be totally substituted by the mediation during a mediated learning experience. From a constructivist conception of the development this view of the nature of mediation is indeed too narrow and too restrictive and raises some basic questions: What might be the meaning of a cognitive potential revealed only by direct instruction? How to relate learning potential and cognitive development? How to transform potentialities in subsequent cognitive development. This paper tackles these issues from a discussion of the Feuerstein’s distinction of mediated learning experience versus learning by direct exposure to sources of stimuli. From a constructivist view of cognitive functioning and cognitive development, it tries to broaden what mediation might be in the assessment of learning potential as well as in cognitive education programs.     

The Prevalence of Behavior Problems Among Toddlers in Child Care

A random sample of 94 toddlers in child care were rated by parents on the Child Behavior Checklist/2-3 (CBCL/2-3). Toddlers received nonparental care an average of 33 hours per week, and the majority began child care by six months of age. Although no comparison group was used, scores on the CBCL/2-3 for the present sample were compared with scores for the CBCL/2-3 normative sample and to prevalence data in the literature for children in child care. Fewer children with behavior problems were found in the present sample than in the normative group. The present sample consisted of middle-class toddlers in medium sized cities in Connecticut. Child care providers were relatives or nonrelatives in the home, in licensed and unlicensed family day care homes, and in day care centers. The findings point to the importance of considering contextual factors of family, child care, and social support before suggesting deleterious effects from early nonparental care.     

儿童性虐待认定及其存在的问题

儿童性虐待已经成为世界范围内的公共卫生问题,各国对儿童性虐待的流行学调查显示一致的高流行率及某些共同的特点,儿童性虐待由于具有特殊的创伤特征以及虐待形式的多样化而存在认定困难。建立专业的儿童性虐待评估机构是减少受虐儿童反复受到伤害,降低其创伤后障碍风险的有效途径。性科学教育及普法教育是提高人们自我保护和保护他人意识的关键,学校是性教育的主要场所,同时需建立家庭、学校、社会三位一体的安全责任体系。     

Associations Between Family Structure Change and Child Behavior Problems: The Moderating Effect of Family Income

This study investigated conditions under which family structure matters most for child well‐being. Using data from the Children of the National Longitudinal Survey of Youth (n = 3,936), a national sample of U.S. families, it was estimated how changes in family structure related to changes in children's behavior between age 3 and 12 separately by household income level to determine whether associations depended on families' resources. Early changes in family structure, particularly from a two‐biological‐parent to single‐parent family, predicted increases in behavior problems more than later changes, and movements into single and stepparent families mattered more for children of higher versus lower income parents. Results suggest that for children of higher income parents, moving into a stepfamily may improve, not undermine, behavior.     

Linking Extreme Marital Discord, Child Rearing, and Child Behavior Problems: Evidence from Battered Women

Relations between marital discord, parental behavior, and child behavior were investigated in a sample of 37 battered women and 37 comparison mothers and their children, aged 2-8 years. It was hypothesized that violent fathers would be more irritable but less involved, battered women more stressed and inconsistent in discipline, and both parents would reportedly use fewer positive and more negative child-rearing responses than comparison families. Based on maternal self-reports and mother-child observations, the only robust self-report difference between the groups of mothers were the level of stress and reports of inconsistency in parenting; in contrast, all of the expected differences were found between the mothers' reports of the 2 groups of fathers. Group effects on child behavior problems were also found. Children from violent families were reported to have more internalizing behavior problems, more difficult temperaments, and to be more aggressive than the comparison children. In the violent families, maternal stress and paternal irritability were the 2 significant predictors of child behavior problems, whereas in the comparison families only maternal stress was a reliable predictor.     

Cognitive development of intellectually gifted: A Piagetian perspective

This article explores some of the materials prepared for parents of gifted children and examines the explanatory language and concepts used in terms of their potential for shaping parental attitudes and affecting the adjustment of gifted children. The author argues that the conceptual frameworks used to explain giftedness, nongiftedness and the nature of differences have powerful effects on societal and educational attitudes, including the willingness to provide differentiated services for gifted children. A strong plea is made for professional sensitivity and responsibility in describing giftedness in ways that do not isolate gifted children or their parents and which potentiate shared advocacy with other educational advocacy groups.     

翻译中的同化与异化策略

从对翻译中的同化策略和异化策略的回顾、比较到分析当今翻译界在对不同文体尤其是新闻文本的翻译中的策略采用,分析了译者在翻译过程中采用不同策略时的心态、对原作的理解、对原作异质性的处理等等。