Guys and Dolls,and Testosterone

SYNOPSIS

Zeifman et al. present a study of fathers’ and non-fathers’ caregiving in response to infant crying. The associations among testosterone, amount of crying, and parental status were evaluated in a laboratory paradigm using a realistic infant simulator. Although fathers did not show lower levels of testosterone, men who listened to greater amounts of crying showed significant increases in testosterone, and men who increased in testosterone had less optimal caregiving. Hormonal influences on parental behavior, which have been studied extensively in non-human animals, are now being explicated in humans. Zeifman et al. help advance this area of research.     

图画书阅读:对图像语言的诠释

图画书是图文共同构成的一个艺术整体,图像对构造故事、传情达意起着非常重要的作用.图像语言是一种象征符号系统,它运用示意的方式传递那些文字未明确表达出来的意义.图画书具有图文合奏的多线叙事特征.图画书所构造的故事和意义具有多重性,因此需要读者对图像语言作出创意性的解读.图画书阅读是一种主动诠释、主动建构的阅读过程.     

Piaget, Meet Lilly: Understanding Child Development through Picture Book Characters

Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice in early childhood education. In this article, we provide examples of picture books that can be used to understand children from infancy (birth–2 years) to early childhood (2–6 years). Twenty-four suggested titles accurately narrate and illustrate early development.     

图画书阅读与儿童非智力发展

图画故事书是学前儿童阅读的起点,是儿童人生的第一本书。当前,图画书对培养孩子的观察力、想象力、审美能力和语文能力方面的积极作用。已得到了人们普遍的认可。但图画书如同一本“生活的百科全书”,它除了对孩子的智力启蒙会产生积极的影响外,对孩子的情感、态度、习惯、性格等非智力方面也有着不可忽视的作用。     

《诗经》中的花与美人

《诗经》中多以鸟兽虫鱼草木比兴,含蓄委婉的抒情言志。在文学作品中花多与女人联系在一起,而《诗经》开创了以花来比喻女子的先河。本文从《诗经》中用花来比喻女人的三种用法,来探讨古人表达感情时自然纯真的状态。     

绘本与幼儿园语言教学

绘本具有生活性、生命性、多元性、双重性等特征,在幼儿园教育活动中有着重要价值,尤其是在语言领域更为突出。绘本便于进行语言的复述和精加工处理,促进幼儿的语言理解能力、前阅读和前书写能力以及语言表达能力的提升,是幼儿园开展语言活动的有效教学资源。建议在运用绘本的教学活动中为幼儿选择适宜的绘本,创设自由宽松的环境,开展个性化分类教学。     

绘本教学的误区及其纠正策略

当前幼儿园绘本教学主要存在的问题有:以绘本教学替代早期阅读、绘本材料界定模糊、绘本教学雷同故事教学、视"文字"为雷区等。文章就这些问题提出对应的改进策略为:概念澄清式研修;精细式式绘本分类;四阶式教学范式;助力式理论导引。旨在改进绘本教学,达到师幼共同成长的精神理想。     

体育舞蹈与健美操人文背景、舞美要素及技术特点比较分析

通过文献资料综述法、比较法,对体育舞蹈与健美操的技术风格、人文背景和形体姿态、音乐、服饰、舞韵等舞美要素进行比较分析,结果发现：健美操由体操动作的韵律化而产生,注重动作姿态的规格,在力道上追求大方、开放,更加侧重外在美,在人文内涵上相对单一,节奏明快、激昂;体育舞蹈动作技巧精细,注重情感表达,力道隐忍、含蓄,在审美取向上更加侧重内外美的结合,有较强的情节性和叙事性,音乐风格特点各异,表达的思想内涵丰富.二者在技术特点和审美方面既有区别,又有联系,学习中可以相互借鉴,相互吸收.     

英文绘本在幼儿英语教学中的应用——以英文绘本《Peppa Pig》为例

目前,英文绘本在我国幼儿教育中掀起了一股热潮。本文以受欢迎程度较高的英文绘本《Peppa Pig》为例,借助全语言教学理论,分析英文绘本的特色,明确英语绘本教学的意义,发挥英语绘本对幼儿启蒙英语的促进作用。     

解读低幼绘本读物

绘本读物是低幼儿童阅读学习的主要对象,它所表现出来的内容需要同低幼儿童的接受视野相融合,它所呈现的形式是语码和图码的有机结合,它所具有的价值是在接受主体阅读过程中生成的意义显现。深入解读低幼绘本读物的内容、形式及其价值,有利于绘本读物更好地发挥其促进低幼儿童发展的作用。     

图画书与学前儿童语言教育

图画书作为一种独特的读物形式,因其自身具备的诸多阅读特点,能有效促进学前儿童语言发展,如亲子共读图画书时父母的关爱和温暖会有益儿童语言学习能力的发展;图画书阅读对促进儿童语言中枢的成熟起着重要的催化作用;图画书的连贯性画面能促进儿童流畅语言表达;图画书为以形象思维为主的学前儿童提供了便于理解的基础。目前图画书已成为学前儿童语言教育的重要资源和手段,它可以为普通话教学提供绝佳文字资源;可以成为复述故事教学法的重要内容资源;可以培养儿童的阅读兴趣。     

幼儿绘本阅读的选择与价值探究

绘本图文结合的表现形式符合幼儿的年龄与认知水平发展特点,其明艳多彩的画面与生动有趣的故事情节深受幼儿的喜爱。绘本阅读以易于幼儿理解的方式为幼儿认知世界打开了一扇窗,有利于激发幼儿的想象力与创造力,培养幼儿的记忆力与思维力,提高幼儿的欣赏力与审美力。满足幼儿在认知、情感、审美、想象等多方面发展的需要,对幼儿的发展具有整体性功能,选择适宜的绘本,开展幼儿绘本阅读活动,对幼儿发展具有重要意义。     

Child Readers and the Worlds of the Picture Book

Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives.     

First-Person Engaging Narration in the Picture Book: Verbal and Pictorial Variations

This article explores what effects pictures have on the concepts of immediate-engaging, distant-engaging, and distancing first-person narration. The basic premise is that a pictorialized (as opposed to an illustrated) narrative involves different dynamics of engagement than a purely verbal narrative. The effects of these dynamics are explored in Louise Fitzhugh's I Am Five, Kay Thompson's and Hilary Knight's Eloise, Jeannie Baker's Where the Forest Meets the Sea, Michael Bedard's and Les Tait's The Clay Ladies, and in Ellen Raskin's Nothing Ever Happens on My Block. In all of these books the verbal narrative is immediate-engaging, but the pictures vary. Some are third-person limited, which allows for various forms of irony; others are third-person objective, which largely eliminates irony and a broader perspective of what is going on; while others are interspersed with moments that are, or come close to being, first-person viewpoints and therefore draw the reader in more actively.     

Six Decades of Picture Book Illustration: The Art of Barbara Cooney

The work of the late Barbara Cooney may be divided into three distinct periods: 1940–1958, a stage of work primarily in scratchboard; 1959–1980, a period in which she experimented broadly; and 1980–1999, the folk art phase in which she worked largely in acrylics. This article explores the development of each stage in detail, and reflects on Cooney's strengths and weaknesses as well as her overall contribution to picture book art. It also explores the contribution of limitations, both technical and artistic, to the general impact of Cooney's work and investigates some of her ideological as well as technical developments.     

幼儿图画故事的讲述策略及其教育意义

幼儿图画故事是幼儿喜爱的早期阅读材料之一,它以特殊的表现形式和丰富的图文内容带给幼儿视听享受。图画故事需要成人参与讲述,需要成人与幼儿进行面对面近距离的交流。成人参与图画故事的阅读与讲述,挖掘图画故事的细节,掌握讲述的技巧和策略,才能在幼儿言语能力的成长中发挥最大价值。     

The Past Is Present: Representations of Parents,Friends, and Romantic Partners Predict Subsequent Romantic Representations

This study examined how representations of parent–child relationships, friendships, and past romantic relationships are related to subsequent romantic representations. Two‐hundred 10th graders (100 female; M_age = 15.87 years) from diverse neighborhoods in a Western U.S. city were administered questionnaires and were interviewed to assess avoidant and anxious representations of their relationships with parents, friends, and romantic partners. Participants then completed similar questionnaires and interviews about their romantic representations six more times over the next 7.5 years. Growth curve analyses revealed that representations of relationships with parents, friends, and romantic partners each uniquely predicted subsequent romantic representations across development. Consistent with attachment and behavioral systems theory, representations of romantic relationships are revised by representations and experiences in other relationships.     

儿童科学绘本阅读的价值与指导策略

从STEM教育到STEAM教育,说明艺术教育在人的终身教育过程中扮演着不可或缺的角色,同时也肯定了形象思维在学习过程中的地位。学前儿童阶段是培养人一生所需能力的重要阶段,应注重科学与艺术融合,理性与感性融合,逻辑思维与想象思维融合。科学绘本是运用科学与艺术教育的融合,促进逻辑思维与形象思维有机统一的有效方式。根据STEAM教育的启示,阐述科学绘本对学前儿童的价值,即体现科学与艺术整合的跨学科性,心灵与情感共鸣的艺术性,精神与理性交织的实证性,愉悦与自由交融的趣味性,理论与实践统一的情境性。同时,阐述儿童科学绘本阅读的指导策略,即选择合适的科学绘本,选用适宜的启发手段,采用正确的引导方式,实施全面的发展计划。     

《礼记·曲礼》中的男女之大防

《礼记.曲礼》对于男女有别作了具体细致的规定,设立了“男女之大防”:防乱伦、防通奸、防见物思淫。其目的在于使人别于禽兽,保证种族蕃息昌盛,维护父系继承的宗法制度,从而实现社会安定有序。     

天真之眼——绘本在儿童哲学中的另一种运用

绘本不应该只是一个“插图故事”.绘本里的图画和文字以一种特殊方式相辅相成,每一幅图画都留下了空白让读者去填补,读者甚至可以从不同类型的分析和理解中衍生出不同的故事.由于儿童的大脑和眼睛更愿意与直观图片打交道,所以催生了读图时代.并且儿童对图画的观看不只是机械的复制,而是带有批判性和创造性的思考,这一思考同时还包含了儿童学习和成长所需要的的抽象、分析、综合、补足、纠正、比较、结合、分离、在背景中突出某物等一系列能力.为此,教师可以组织运用以儿童为中心的VTS策略,借助儿童的理性思考和丰富想象,将感性与理性、感知与思维相融合,为我们以绘本实施儿童哲学教育开辟一种新方式.