“家”神话坍塌下的女性成长——试论20世纪90年代女性成长小说中的“家”

20世纪90年代的女性成长小说摆脱了长久以来时代的主流意识形态对“家”的种种遮蔽,还原出“家”在女性成长过程中深刻真实的本相。在这些小说中,“家”带给女主人公的感觉常常是破损压抑的,小说文本深入到女性微观的生命世界中,淋漓尽致地书写了在这种“不完全”家庭的阴影之下女性个体性格特征和性别意识生成的过程中细微的生命感觉,并以戏剧化的情节展示出家庭对于女性成长产生的深远影响。     

湖南省城市女性体育锻炼的调查与分析

运用文献资料和问卷调查等方法，对湖南省城市不同年龄段女性体育锻炼的动机、内容、形式与场所及主要影响因素等方面进行调查研究，认为女性居民体育锻炼目的主要是为了增强体质、塑造形体（健美和减肥）和闲暇娱乐，为此，应根据女性的身心特点和社会角色，开发一些不同强度、不同时间组合的运动项目与运动方法，开发更多的户外运动资源，以促进群众体育的发展。     

现代女性的“围城”——试论王海鸰作品的现实意义

王海鸰通过对不同时期婚姻家庭生活的描写,反映出激烈变革的当代社会给家庭婚姻生活带来的冲击。她的作品从不同的角度关注当今婚姻生活中现代女性的痛苦与困惑,揭示了现代女性所面临的现实问题与出路,具有深远的社会意义。     

言语暗示在体育教学中的应用

本文依据心理学、教育学的有关理论,借鉴多方面经验,对言语暗示在体育教学中的应用加以分析,提出了具体的实施措施。     

The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort

This paper investigates the relationship between attendance at pre-school school and children's outcomes into early adulthood. In particular, we are interested in: child cognitive development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early adulthood; a group of non-cognitive outcomes such as risky health behaviour; and personality traits. Using matching methods to control for a very rich set of child and family characteristics, we find evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14, and 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence of improvement in psychological well-being, petty crime involvement, or on almost all health behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no support here for other important social benefits.     

试论“家庭苦情”系列对“伤痕文学”的艺术超越——重读张平1980年代的“家庭苦情”系列

张平的小说创作一开始就达到了相当的高度。其小说处女作《祭妻》之所以在当时“伤痕文学”的小说创作潮流中,显得有些不同流俗,至今看来仍然没有被完全地遮蔽和淹没,在很大程度上,正是得益于兰子这样一位带有一定的精神超拔性,别具相当人性深度的悲剧性女性形象的成功塑造。《姐姐》讲述的依然是一个类似于《祭妻》的悲剧故事。《姐姐》之所以能够在当时众多的小说作品中脱颖而出,能够被评为1984年度的全国优秀短篇小说,同样与小说成功塑造了姐姐这一具有中华传统美德的女性形象有关。与当时的“伤痕”、“反思”小说作品中普遍地把历经“反右”、“文革”磨难,后又获得平反的知识分子设定为文本的视角性人物不同,张平的中篇小说《梦中的情思》的艺术视点又一次聚焦在了作为女性的秀兰身上,从而也使《梦中的情思》具有一种特别的个性化的意义。     

家庭体育教育是加强儿童青少年体育的重要基础和途径

运用文献资料法、逻辑分析法,在对我国儿童青少年体能水平、运动技能储备做基本分析、判断的基础上,指出儿童青少年体育不强的确切含义是体能不良和运动技能不济。表明＂课程体育＂对于加强青少年体育增强青少年体质的不足和不力。通过对家庭体育教育概念的阐释,指出家庭体育教育是儿童青少年终身体育基础之基础,更是家庭教育的重要内容。     

试析跨栏教学训练的心理障碍

本文介绍了跨栏跑教学训练中动机、错觉、情绪、性格气质等心理障碍 ,提出要改善这一局面 ,应培养高度集中注意力 ,端正认识 ,侧重改变学生的认识心理能力 .     

Perinatal Education and Grandparenting: Creating an Interdependent Family Environment. Part I: Documenting the Need

This is the first of two articles on the development, implementation, and evaluation of a grandparenting perinatal education program. In part one, a review of the literature is presented, along with the planned content and objectives for the program.     

影响家庭幼儿体育开展的因素分析与对策研究

幼儿体育对幼儿的全面发展具有重要作用,家庭体育是幼儿体育的重要部分.家庭体育的实施受到家长教育观念、对幼儿生理心理的认识以及体育锻炼行为等因素的影响.由此,提出了促进家庭体育开展的策略:家长必须了解幼儿的生理心理的发展特点,要树立正确体育观以及父母要以身作则,注重培养幼儿的体育兴趣和爱好.只有从思想观念和行为两方面加以重视和改变才能真正促进家庭体育的开展,才能促进幼儿全面的发展.     

论形成儿童有效家庭心理支持的条件

本文就儿童赖以成长的一种重要的家庭因素——有效家庭心理支持的条件进行了深入具体的阐述，旨在从理论的角度使广大家庭成员明确认识到，为了促进儿童身心的健康成长，家庭应该怎样卓有成效地为儿童提供各种形式的心理支持。     

老庄的无为政治思想

老庄的核心政治思想是无为,无为其实有着很深刻的内涵,它类似于西方小政的提法。老子和庄子无为政治思想是有很大的区别的,老子的无为是君主无为而无不为,是一种权术;庄子的无为关注的是每一个人的生命。庄子的无为思想诚为古今中外最彻底之自由思想,但彻底的结果是陷入了悖论。     

Immigrant families’ use of early childcare: Predictors of care type

Early care and education (ECE) settings are important developmental contexts for young children, with nearly half of all U.S. children experiencing non-parental care during infancy and toddlerhood. However, there is little research examining patterns and predictors of ECE selection among immigrant families even though children of immigrants represent the fastest growing population in the U.S. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 10,700), including a diverse group of children with immigrant parents (N ≈ 2950), this study aims to fill gaps in the literature by examining predictors of the type of ECE (parent, relative, home-based, or center-based) children experience during infancy and toddlerhood (children aged 7–38 months). It examines how immigrant, family, child, and contextual characteristics predict ECE selection within immigrant families and whether these correlates of ECE selection differ across native and immigrant families. Results show distinct patterns of infant and toddler ECE related to immigrant status, particularly when it came to socioeconomic advantage predicting increased relative care for children of immigrants but not native families. Furthermore, several immigrant-specific characteristics, including region of origin, English proficiency, and availability of non-English ECE options, were associated with immigrant families’ ECE choices for their infants and toddlers.     

‘On the outside I’m smiling but inside I’m crying’: communication successes and challenges for undergraduate academic writing

Abstract

Student difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year.     

斯佳丽:飘不走的梦和人--对《乱世佳人》的女性主义解读

斯佳丽是玛格丽特·米切尔在<乱世佳人>里塑造的一位具有女性主义色彩的光辉形象,她敢于反叛传统,冲出男尊女卑传统偏见的藩篱,敢于走出家庭,投身于男权世界,为争取女性经济上和人格上的独立而奋斗.同时,她在爱情生活中也有自己的彷徨和迷惘.她所奋斗过的足迹其意义不可忽视.     

Making learning support contextually responsive

Abstract

Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. The Western Cape Education Department (WCED) implemented a learning support model, designed to systemically deal with barriers to learning in some primary schools in the province. An evaluation of the WCED model established that this learning support model is not completely contextually responsive to the South African context with specific reference to resources, both human and physical. Although the WCED endeavours to distribute resources more even-handedly across schools in the Western Cape Province, there is still a general lack of resources and institutional capacity which hampers the successful implementation of inclusive education. This situation creates specific barriers that are responsible for the gap between current educational policies and the implementation thereof in schools.     

家庭与学校支持如何影响中小学生的创造力？——基于社会与情感能力测评数据的国际比较分析

21世纪以来,创新成为世界上几乎所有发达国家追求的共同目标,创造力的发展也逐渐成为各国教育努力的重点方向。基于OECD 2021年发布的社会与情感能力测评的全球报告,对比中国苏州与OECD国家参与测评城市的数据,探讨中小学生创造力的影响因素,并采用两水平线性模型分析家庭及学校因素对于中小学生创造力的影响效应。研究发现,参与本次测评的中国苏州学生在惩罚型父母、亲子关系、课外活动、师生关系以及创造力自我评价上的得分都显著高于OECD国家城市学生,而在家庭社会经济地位和理解型父母得分上却显著低于后者。学生创造力发展存在显著的年龄与性别差异;家庭支持对学生创造力发展影响显著,但在具体维度的影响效应上有所区别;学校支持对于学生创造力发展具有显著的正向影响。学生的创造力水平是社会进步与个人发展的关键因素,基于此,应当关注个体差异,激发创造力的发展潜能;重视家庭支持,营造创造力发展的家庭氛围;加强学校支持,提升学生创造力思维品质。     

家庭、同伴支持对大学生社会责任感的影响

采用问卷法调查了400名“90后”大学生,运用回归分析法研究了家庭支持、同伴支持与大学生社会责任感的关系以及自我效能感在其中的中介作用。结果发现:（1）“90后”大学生社会责任感水平较高,社会责任感包括自我责任行动、他人责任行动与社会责任行动3个结构维度;（2）家庭支持与自我效能感、自我责任行动、他人责任行动与社会责任行动均显著正相关,同伴支持与自我效能感、社会责任行动均显著正相关;（3）自我效能感在家庭支持与自我责任行动、他人责任行动、社会责任行动间均起到部分中介作用,在同伴支持与社会责任行动间起到完全中介作用。