小田鼠菲勒利克

在冬天来临之前,正当田鼠一家日夜忙碌着采集过冬的食物时,小田鼠菲勒利克却什么也不干,而是在那里想入非非。他声称自己是在为寒冷、单调、漫长的冬日采集阳光、色彩、故事。寒冷的冬日里,这只富有诗人气质的小田鼠,能发挥他美妙的想象给家人带来温暖和快乐吗?轻轻地读一遍这个童话,也许你会在小田鼠那充满激情的、美丽的、浪漫的诗句里,感受到温暖的阳光、多彩的颜色和变化着的季节。     

英国《化学习题精选》(一)

《化学习题精选》是英国中学化学教师为学生提供复习和提高作业质量而编的。它的特点有:1.围绕题目编成一系列短小的问题。这些问题系按照英国现用的教材结构编写的;由浅入深,由易到难,逐步引导学生的学习兴趣;可在课内外用作讨论或练习之用。2.作者将各小题划分为三种类型:(1)知识性(以K表示),理解性(以C表示)及综合性(以H表示)。每小题都注明评分标准,用以了解学生的知识水平和分析问题、解决问题的能力。本书共有一百题,我们根据我国中学化学教学大纲的内容选译部分习题,供教师们参考、选用。选译习题中也略有超我国教材水平的,可作因材施教之用。习题的后面,附有用数字回答问题的答案。     

班主任如何强化学生的角色意识

从文化人类学家米特所创立的角色理论的角度分析,培养学生全面发展的过程就是逐渐强化学生角色意识的过程。所谓学生角色,是指某个学生在团体(班集体、家庭、社会)中占有的适当的位置,以及被团体规定了的行为模式。这里讲的位置,是指学生个人在德智体美劳各方面发展的程度和在团体中的地位。实践证明,要强化学生的角色意识,使每个学生角色都能达到团体所规定的地位,班主任就必须: 第一,对每个学生角色都应有积极的期待。米特认为,在一个团体中,多数成员一致期望站在团体内某个地位上的人应有的社会规     

Preschool children use linguistic form class and pragmatic cues to interpret generics

Generic noun phrases (e.g., "Bats live in caves") are important for expressing knowledge about abstract kinds. Past work has found that parents frequently use generic noun phrases in their speech to young children. However, little is known regarding how children understand these expressions, nor which cues signal generic meaning. The present set of 5 studies examined the influence of linguistic form class (e.g., "What color are dogs?" [generic] versus "What color are the dogs?" [nongeneric]) and of pragmatic context (e.g., "What color are they?" in the presence of either a single exemplar [generic] or multiple exemplars [nongeneric]). Participants were 2-year-olds (N = 42), 3-year-olds (N = 40), 4-year-olds (N = 40), and adults (N = 51). The data indicate that by 2 years of age, children use linguistic form class, and by 3 years of age, children use pragmatic context. These findings demonstrate that young children have begun to understand the distinction between generic and nongeneric noun phrases from a very young age, and that identification of generics is signaled not by formal or pragmatic cues alone, but by a combination of information from both language form and pragmatic context. It is suggested that children make use of multiple linguistic and conceptual cues to acquire and interpret generics.     

Prenatal parenthood

In this article, we discuss the intuitive knowledge mothers have of their unborn baby. We propose a shift in focus from caregivers' merely providing information to first listening to pregnant mothers as they share their intuitive knowledge of their baby. This approach enables mothers and fathers or partners to know they are already parents to their unborn baby and empowers them to get in touch with their baby's presence and who he or she is during pregnancy. This intuitive knowledge may be a protective behavior that will enable mothers to keep babies safe during pregnancy.     

Attributions and Attitudes of Mothers and Fathers in China

OBJECTIVE: The present study examined mothers' and fathers' attributions and attitudes related to parenting in China. DESIGN: Interviews were conducted with 241 pairs of parents to obtain maternal and paternal reports of attributions regarding successes and failures in parent-child interactions and on progressive versus authoritarian attitudes about parenting. RESULTS: Mothers' mean levels of attributions and attitudes did not differ significantly from fathers' mean levels of attributions and attitudes. Significant correlations were found between mothers' and fathers' attributions regarding uncontrollable success, authoritarian attitudes, and modernity of attitudes. CONCLUSIONS: Supporting the cultural evolutionary view that drastic social changes bring about non-conforming and individualistic behavioral tendencies, these findings rectify and expand the existing literature portraying Chinese parenting as uniformly Confucian and traditional.     

博耶论通识教育

我们认为，普通教育亟待赋予新的必不可少的因素，需要使核心课程计划与学生的生活以及他们所继承中的世界的联系更加紧密协调。在学生们各自不同的兴趣之外，需要有某些共同的兴趣，有对知识更加综合化的观点和对生活更加深刻的理解。     

Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension

Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications.     

Child abuse potential in parents with histories of substance use disorder

OBJECTIVE: To examine the relationship between parental history of substances use disorders (SUDs) and abuse potential. METHOD: Milner's (1986) Child Abuse Potential Inventory (CAPI) was administered to fathers and mothers (with and without histories of SUDs) of 10- to 12-year-old boys. RESULTS: Fathers and mothers with lifetime histories of SUDs had higher Abuse Scale scores and were more likely to score in the Elevated range (as determined by clinically significant cutoff scores) than parents without such histories. No differences were found between parents with current diagnoses of SUD and those with past (but not current) histories of SUD. Fathers and mothers with a partner who had a history of SUD were more likely to score in the Elevated range, regardless of their own SUD histories. Separate regression models revealed that, for both fathers and mothers, emotional dysregulation (positive and negative affectivity) predicted Abuse Scale scores. Additional contributors to Abuse Scale scores were SUD status in fathers, and lack of involvement with the child in mothers. CONCLUSIONS: History of SUDs in both fathers and mothers increases abuse potential. Contributors to abuse potential differed in fathers and mothers, underscoring the importance of examining parents separately in child maltreatment research.