Toward a theory of teaching: A social learning view

Two hypotheses were investigated: Do teachers spontaneously use modeling techniques during instruction, and are teachers who are trained to use these procedures more effective? Twenty-four teachers attempted to instruct a like number of 5-year-olds to seriate length. Twelve additional youngsters served as uninstructed controls. Untrained teachers made little use of modeling techniques and were generally ineffective. Trained teachers were significantly more effective than their untrained counterparts. Teacher use of specific modeling behaviors correlated with teaching success. The results were discussed from a Social Learning Theory view of teaching.     

Collective construction of the self and social relationships: a rejoinder and some extensions

This commentary elaborates on the basic thesis developed by Rothbaum, Pott, Azuma, Miyake, and Weisz and underscores the significance of the co-constructive process of the self and social relationship. Implications for future cultural psychological inquiry in this area are discussed.     

社会稳定观的哲学思考

贯彻和落实以人为本的科学发展观,构建社会主义和谐社会,离不开社会的稳定.因此,树立科学的社会稳定观,深刻理解改革、发展与稳定、和谐的辩证法,掌握保持社会稳定的科学方法,用发展的眼光来看待社会稳定,对我们正在进行着的各项事业具有重要的理论和现实意义.     

The diagnostic of social relationships in school

The social relationships between the persons in a school setting may be seen as a central element of school learning. Educational research has been intensively occupied with the teacher-pupil relationship, and has described the processes influencing these relationships (Hofer, 1979; Nickel, 1978) as well as their determinants (Betzen and Nipkow, 1973; Döring, 1975). On the other hand, the relationships between the pupils have been analysed less intensively and consequently, although an important function regarding socialization has been attributed to these relationships. Even though catalogs for social learning objectives exist, necessary information concerning social interaction, the determinants of such interaction and the characteristics of pupil groups can only be found in an inadequate form. Therefore, many teachers must depend on subjective theories when attempting to employ appropriate pedagogical measures concerning social contact within a group of pupils. Adequate means to diagnose aspects of the pupils' social field, to determine learning results and to give behavior-related feedback, are lacking.In the first part of our article, we intend to describe and systematize the most important components of social relationships between pupils, so that the diagnostic instruments at hand may be analyzed utilizing this grid.     

当代中国社会幸福观研究

当代中国社会幸福问题引起了各界人士前所未来的关注。国内外学术界对当代中国人的生活是否是幸福、多大程度上幸福存在着不同的甚至相反观点。这需要我们对当代中国人幸福从研究方法与研究内容上去展开更深的入研究。     

社会分层视角下的社会稳定

贫富差距不断扩大使社会不公平问题加剧，各个阶层之间出现了矛盾和冲突，影响了我国社会的和谐与稳定。市场经济本身并不能消除各阶层之间不断扩大的差距，如果不加控制，差距只会越来越大，因此政府必须进行适当的干预和调节，通过建立良性的社会分层结构来促进各阶层之间互惠互利、和谐相处，实现社会的长期稳定。     

A social relations analysis of toddler peer relationships

We examined whether young children form different relationships with specific peers. Using the social relations model, effects of individuals as either actors or partners were distinguished from effects of relationships. Relationship effects are inferred when behavior within a dyad cannot be predicted from behavior that both partners give and receive in other social contexts. 32 20- or 30-month-old children were each paired with 2 partners (same age and gender) and observed for 18 40-min play sessions. The social relations analysis indicated that children differed consistently in their initiation of interaction (actor effects) and in the conflict contributions they elicited from their peers (partner effects). Relationship effects were found in games and contingent interaction, and were generally reciprocal. Relationship effects emerged gradually; in contrast, neither actor nor partner effects increased over time. Results were discussed in the context of definitions of relationships and peer relationships of young children.     

Visual observing by rhesus monkeys: Some relationships with social dominance rank

Five rhesus monkeys were tested in a visual exploration situation to determine whether the mean frequency or mean duration of visual observing were systematically related to the dominance status of the observing animal. A dominance hierarchy among the five subjects was first determined by means of a competitive food-getting task. Following dominance testing, visual exploration testing was begun. All subjects were permitted to observe all other subjects in a round-robin pairing system involving two animals at a time. In each pairing, one animal served as the experimental subject (observer); the other as the stimulus (visual incentive). A highly significant linear effect of dominance was found in regard to duration of observing. Subjects high in the dominance hierarchy observed for significantly shorter durations than low-dominant subjects. Significant effects of dominance on the frequency of observing were also found, with animals intermediate in the hierarchy viewing more frequently than animals at either extreme. The data were interpreted in terms of the arousal and reduction of fear as a function of dominance and also through the notion of dominance distance.     

Flexible learning: a Luddite view

This article reflects on the flexible learning concept through the eyes of the 19th-century industrial activists known as the Luddites. During a period of economic uncertainty, the Luddite perspective provides a sensitive justification for a change-free educational environment, and for a backlash in favour of ‘inflexible learning’ (IL). The article outlines institutional strategies for encouraging IL in the face of flexibility, including a five-step intervention programme helping teachers to resist flexible tendencies in their work, and to return to the naturally inflexible state of many of their colleagues.     

信用：一种社会资源

信用作为社会的价值基础，不仅是道德规范，更是社会资源，是市场经济最需要又最衡缺的资源，信用的改善，需要一个长期过程，同时需要全社会的共同努力。信用增长和完善的过程，实质上就是资源生成和资本积累的过程。     

Language: a social mirror

<正>Language and gender studies have experienced a long history in the field of linguistics.Sociolinguists did various kinds of research concerning gender-differentiated use of language.The differences between man’s and woman’s language has long been noticed by anthropologists,historians and linguistics.Then there gradually emerged great gap between male and     

My language autobiography: a critical view

In this article I critically examine both my spoken and written language acquisition. I present the advantages and disadvantages of being a Chinese/English bilingual. Through my own language acquisition experience, I suggest that language education in China may put emphasis on learners' subcultural diversities since China is a country with numerous sub‐dialects, and language education also needs to reconsider the balance between first and second languages.     

科举制度的社会流动视角

社会流动是个人或群体在社会分层中地位的升迁或降落。本文从社会流动的视角来考察科举制度,分析科举制与社会流动的历史渊源以及科举制度对我国古代社会阶层流动的贡献,并探寻科举制促进社会流动的深层原因。     

邓小平对毛泽东社会公平观的继承与超越

毛泽东邓小平在领导中国人民进行社会主义革命和建设的过程中,始终把实现社会公平、提高效率作为社会主义的价值目标.邓小平继承并超越了毛泽东的社会公平观.邓小平的社会公平观以效率为基础,坚持效率优先,兼顾公平,以效率促公平,以公平推动效率.邓小平的社会公平观,符合中国国情,科学地解决了在中国初级阶段条件下公平与效率的关系问题,为建设有中国特色的社会主义奠定了坚实的理论基础,提供了中国社会发展的切实可行的价值指导思想.     

邓小平对毛泽东社会公平观的继承与超越

毛泽东邓小平在领导中国人民进行社会主义革命和建设的过程中 ,始终把实现社会公平、提高效率作为社会主义的价值目标。邓小平继承并超越了毛泽东的社会公平观。邓小平的社会公平观以效率为基础 ,坚持效率优先 ,兼顾公平 ,以效率促公平 ,以公平推动效率。邓小平的社会公平观 ,符合中国国情 ,科学地解决了在中国初级阶段条件下公平与效率的关系问题 ,为建设有中国特色的社会主义奠定了坚实的理论基础 ,提供了中国社会发展的切实可行的价值指导思想。     

邓小平社会发展动力观新探

邓小平的社会发展动力思想是一个科学的系统。其中,改革开放是终极动力．科学技术是创新动力,精神文明是潜在动力,落脚点是人民这个动力主体。     

Principals' relationships with parents: The homogeneity versus the social class of the parent clientele

Parental participation in schools has become a goal for many principals in light of theoretical and empirical work suggesting that increased school-parent interaction can result in significant educational benefits. This study examined the principal-parent relationship in three types of schools: those serving a homogeneous high-SES parent clientele, a heterogeneous middle-SES parent clientele, and a homogeneous low-SES parent clientele. The main question posed in this paper is whether the principal-parent relationship in schools with a heterogeneous parent clientele differs from the relationships in homogeneous schools, regardless of social class, or whether social class is the determining factor in the principal-parent relationship. Discriminant analysis of 250 elementary school principals indicated two significant functions: one according to the social class of the parents and the other according to the homogeneity of the parent clientele. The differences in the relationships, as suggested by the significant discriminating variables, are in the areas of parental involvement, the organization of parent groups, and principals' response strategies to this involvement. The results suggest how principals interact with different types of parents to capitalize on areas where parents can help without allowing excessive interference in the school's functioning.     

Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships

As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging and has hinted at potential social tensions. To understand this notion better, we have used robust quantitative tools in this study to select 20 participants from a larger classroom of 860 students to take part in an in-depth qualitative interview about cross-cultural group work experiences. Participant views on social tensions in cross-cultural group work were elicited using a unique mediating artefact method to encourage reflection and in-depth discussion. In our analysis of emergent interview themes, we compared student perspectives on the role of social relationships in group work by their academic performance level. Our findings indicated that all students interviewed desired the opportunity to form social relationships with their group work members, but their motivations for doing so varied widely by academic performance level.