孔子与亚里士多德的理想人格理论比较

理想人格是人们向自己提出的道德上应有的完美人格形象。本文从理想人格的基本内涵、修养方法和道德规范三个方面,对孔子和亚里士多德的理想人格理论进行了比较,试图使人们对中西古代理想人格理论有一大致的了解,从而为新时期我国理想人格的建构提供一定的理论参考。     

建构中国化的人格理论模型初探

建构中国化的人格理论模型是探讨中国人人格的基础和目标，一味地借用西方的人格理论无法真正地反映中国人的人格。因为其间存在善巨大的化差异，甚至在人格的基本概念上也存在差异。而在中国传统化中，早已孕育了人格理论的基石，各学派的人性论、理想人格等观点都是建构中国化人格理论的基础。在此基础上，和现代心理学相结合，可以建构真正反映中国人人格的理论模型。     

广义自身心理学对弗洛伊德人格理论的新发展

广义自身心理学是对弗洛伊德人格理论在新的历史条件下的新发展。它以自身这个统摄性的概念为核心,对个体人格的形成和发展作出了新的解释。本文从人格动力观、人格结构观、人格发展理论和人格病理观几方面探讨广义自身心理学对弗洛伊德人格理论的新发展及其重要意义。     

西方人格理论的逻辑发展规律述评

自弗洛伊德创立第一个科学形态的人格理论以来，西方人格心理学已走过了百年的历程。百年来，西方人格心理学学派林立，理论如云，当代西方人格心理学理论表面看来，似乎各自独立、互不相干，但实质上它们之闻存在着逻辑发展规律。本文从人格理论的形成和研究对象两个方面着手，力求探讨西方人格理论的逻辑发展规律，并对西方人格理论进行初步的评价。     

中国传统的五类型人格理论与超稳定心理结构

传统的五类型人格理论是中国人格理论的核心之一,论文首先考察了其形成的过程和主要发展;其次重点分析、诠释和评价了"圣人人格、君子人格、士者人格、庶人人格和小人人格"五种人格类型的内涵、特征、外在事功以及形成原因;最后,通过对中国人格理论的双核心"五类型人格论"和"五因素人格论"关系的分析,提出了超稳定心理结构的理论构想,进而推论超稳定心理结构是传统中国超稳定社会结构的深层心理原因,并进行了纲要式论证.     

广义进化论人格观的建构

心理学家基本上都把智力和人格作为两个相互独立的、不同的概念，随着智力观和人格观的发展，二者有逐步融合的倾向。本文拟以广义进化论为理论基础，提出建立在智力基础上的广义进化论的人格观点，并尝试对各种人格理论进行整合。     

图式阅读理论在外语教学中的应用

图式阅读理论认为，读的阅读能力来自于三种图式，语言图式，内容图式和结构图式，图式理论融合了传统的语言结构观点和心理学的观点，将阅读的过程解释为读在语篇各个层次上的自上而下和自下而上两种信息处理方式相互作用的过程，运用图式阅读理论，可以有效地提高外语阅读教学效果。     

沙利文的人格发展思想新认识

本文从发展心理学的角度对沙利文人格理论渊源、基本内容和现实意义几个方面进行了介绍和分析。主要内容为：沙利文人际关系为中心的人格理论基本构成；人格发展的阶段理论；人际关系理论与现代发展心理学研究成果的对比，包括与皮亚杰认知发展理论，新认知发展理论及其他发展心理学家成果的一致性；沙利文人格理论的贡献。     

浅谈健康人格的内涵

人格是心理学各学派人格理论的核心内容,是临床心理学的研究内容之一,也是健康心理学的重要组成部分。但是对于人格及健康人格的概念,不同的学科乃至心理学内部存在着不同的见解,至今没有形成一个统一的定义。本文总结了西方的主要的健康人格理论,以及我国学者提出的健康人格标准。通过中西的对比。从描述健康人格的主要立足点出发,提炼出健康人格概念的核心内容,为进一步的健康人格研究奠定理论基础。     

期望·认知·强化—罗特尔的社会学习人格论评介

本作从三个方面介绍了罗特尔的社会学习人格理论，即人格的基本看法和基本结构、人格的发扬以及人格的评估技术，并对罗特尔的人格理论作了简要的评价。     

理科教学中讲解语言与沟通性语言的结合运用

理科讲解语言与沟通性教学语言（对话）以不同的学习理论为指导，因而其运用的目的、基本特征及要求不同。由于它们各适用于不同的理科教学内容和教学目标，因而各有其存在的价值，它们是理科教学语言有机整体中的两个极其重要的、不可分割的组成部分。在新课程理科教学中辨证地运用这两种教学语言，对全面有效地实施理科教育有重要的意义。     

从政治发展理论到民主巩固理论:西方民主化研究的演进逻辑

民主巩固理论是当代西方政治学研究的重要主题,它与政治发展理论、政治转型理论有紧密的联系,这三个理论共同构成了民主化研究的理论基础.从政治发展理论到民主巩固理论实质上也揭示了政治理论发展的演进逻辑:理论的发展是前后相继的,它们在研究主题、研究途径和研究目的上具有一致性;同时,理论变迁的动力主要源于政治世界的变化和新的研究途径的兴起.对理论发展的探究有利于准确把握政治理论的内涵,为进一步评析和运用政治理论有重要的规范性价值和意义.     

价值论与整合论:外国教育管理学理论的新进展

20世纪70年代以来，外国教育管理学理论呈现出一种极富生命力的多元化状态。早期发展起来的居于支配地位的教育管理科学论开始受到种种不同理论观点的批判、修正和完善。其中，教育管理价值论与教育管理整合论就是在反思教育管理科学论的过程中新进出现的两种颇具影响的教育管理理论。文章从思想基础、理论要点两方面，对这两种理论进行了简明扼要的讨论。     

The Role of Personality Traits and Goal Orientations in Strategy Use

The aim of this study was to contribute to the development of an integrated theory on individual learning differences. To that end, theories on learning styles, personality, and achievement motivation were combined in an explanatory model (tested with structural equation modelling). Goal orientations play an important role in this model, situated between personality traits and theories of intelligence, on the one hand, and learning strategy constructs (surface learning and deep learning), on the other. Surface-level strategies were related to entity theory beliefs and ego orientation as well as to conscientiousness, agreeableness, and effort orientation. Deep-level strategies were only directly related to task orientation and intellect. The relations found shed more light on what individual differences in learning consist of and help explain regularities in learning behavior. Copyright 2001 Academic Press.     

Troubling theory in case study research

The article begins by examining the variety of meanings that can be given to the word ‘theory’, the different attitudes that may be taken towards theories of these various types and some of the problems associated with them. The second half of the article focuses on one of these types, explanatory theory, and the question of what is required if case study research is to be effective in producing sound theories of this sort. A range of important distinctions is outlined and questions are raised about the possibility of, and need for, such theories.     

关联与顺应—语用理论对翻译的诠释

在语用理论视角下翻译是双重跨文化交际行为,语用理论的兴起为翻译研究提供了哲学基础,关联理论与顺应理论对翻译具有强大的解释力,可以为翻译研究提供宏观的理论和微观的策略与方法。语用翻译观认为翻译是对语境的顺应与选择的动态过程;翻译的本质则是通过明示与推理达到原作者、译者和读者之间的最佳关联。     

浅论科学的真理性及其批判

科学自产生以来,就意味着"真知",即绝对正确的终极知识。在欧洲"文艺复兴"之后,科学更是得到发扬光大。进入20世纪以来,科学界、哲学界却出现一股否定科学真理性的潮流。但是这种理论是站不住脚的,他们误解或混淆了科学与科学理论。只要对科学与科学理论作出准确的界定,这些理论将不攻自破。     

Scientific Theories and Naive Theories as Forms of Mental Representation: Psychologism Revived

This paper analyzes recent work in psychology on the nature of the representation of complex forms of knowledge with the goal of understanding how theories are represented. The analysis suggests that, as a psychological form of representation, theories are mental structures that include theoretical entities (usually nonobservable), relationships among the theoretical entities, and relationships of the theoretical entities to the phenomena of some domain. A theory explains the phenomena in its domain by providing a conceptual framework for the phenomena that leads to a feeling of understanding in the reader/hearer. The explanatory conceptual framework goes beyond the original phenomena, integrates diverse aspects of the world, and shows how the original phenomena follow from the framework. This analysis is used to argue that mental models are the subclass of theories that use causal/mechanical explanatory frameworks. In addition, an argument is made for a new psychologism in the philosophy of science, in which the mental representation of scientific theories must be taken into account.     

Explaining Learning: From analysis to paralysis to hippocampus

This paper seeks to explain learning by examining five theories of learning—conceptual analysis, behavioural, constructivist, computational and connectionist. The first two are found wanting and rejected. Piaget's constructivist theory offers a general explanatory framework (assimilation and accommodation) but fails to provide an adequate account of the empirical mechanisms of learning. Two theories from cognitive science offering rival explanations of learning are finally considered; it is argued that the brain is not like a computer so the computational model is rejected in favour of a neurally‐based connectionist model of learning.     

Both Theory and Practice: Science Literacy Instruction and Theories of Reading

Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in established educational theories? The purpose of the current study is to examine the implicit and explicit theories driving science disciplinary literacy instruction. Theories assist in organizing and advancing research in a systematic manner. Information on the status of theory is essential to both practitioners (who are implementing strategies) and researchers (who are making recommendations for classroom instruction). Our study revealed that in science literacy, vocabulary instructional practices are frequently supported with Schema and Dual-Coding theories. Articles also frequently used theories grounded in social dynamics, including social constructionism and sociocultural perspective, to support literacy instruction. However, recommendations for other aspects of instructional practices in science literacy are generally not well-grounded in major reading theories.