龙文化起源的时间地点

龙文化起源于我国古代传说中的帝颛顼时代；龙文化的最初起源地在今河南濮阳；龙文化从形成至今在社会文明史上都产生着不可低估的影响。     

浅析影响艾青诗美理想形成的中外因素

艾青艺术世界建构过程中诗美理想的形成与中国传统文化因素及西方外来文化因素的影响有密切的渊源关系，在东西方文化的交融中，艾青显现出他“植根中国文化沃土的诗人”和“吸收西方文化营养的诗人”的创作品格。     

二十世纪浪漫主义文学主体性的演变

二十世纪浪漫主义文学的主体性在五四时期、三十年代、八十年代分别呈现出不同的发展特征。对此可用“个人性”、“政治性”、“文化性”来标示。而促使其发生转变的客观原因，则在当时的社会及人文背景。     

宗教文化因素对英语系形成与发展的影响

本文从宗教文化的意义出发,探讨了宗教对英语语言形成发展所产生的推动作用;从西方文学,日常口语,习语典故及专有名词等方面论述了宗教对英语发展的贡献,旨在让英语学习者重视文化差异,提高英语学习效果。     

阿拉伯-伊斯兰语境下的网络用语研究

网络用语是一种新型的媒体语言,在文化因素的干涉下,不同语言的网络用语逐渐形成自己鲜明的个性,其应用范围也正在向社会的其他领域辐射,对语言的发展产生潜移默化的影响。阿拉伯-伊斯兰语境下的网络用语,在一定意义上颠覆了阿拉伯人现有的文字体系,并呈现出鲜明的民族宗教特色。     

中国文化对心理辅导过程的影响

从来访者角度看,中国文化在四个方面对心理辅导过程有影响：①对心理辅导的认识误区影响咨询关系的建立;②国民性格中的封闭特点影响搜集个人资料和进行个人探索;③中国人家庭为重的观念影响个体的转变和问题聚焦;④对权威的崇拜会造成来访者对辅导员的依赖。通过了解中国传统文化对心理辅导过程的影响,因势利导,可以建立起更加适合中国人心理和行为的咨询模式。     

论《板桥杂记》对青楼文化的重新审视

余怀的《板桥杂记》以纤巧绮丽的文字极力渲染了晚明时期秦淮河畔的繁华风月。透过这层薄纱,我们可依稀辨出余怀对青楼文化的重新审视。本文试从叙述意图、叙述对象、叙述手法、叙述价值四个方面对《板桥杂记》所体现的青楼文化进行深层次解读。     

塔吉克人的文化变迁：从牧民到农民的身份转变

塔吉克阿巴提镇牧民搬迁工程在政府的主导下有条不紊地进行,塔吉克牧民逐步适应了新型的生计方式,进行着文化转型的历程。在这一过程中,各方面不仅要关注牧民物质生活水平的提高,还应关注塔吉克牧民传统文化的保护和变迁。     

The relationship between culture and the development of critical thinking abilities of prospective teachers

The emphasis placed on the individualistic and universal nature of cognitive development in some cognitive development models has resulted in the neglect of the cultural context in the development of cognitive abilities. Consequences of this approach for cognitive development are the strong emphasis which is placed on age-dependent patterns of growth and uniformity. Furthermore, the occurrence of changes in the relationship between an individual and the surrounding environment as crucial for the development of cognitive abilities are neglected. In this paper, a cultural approach to the development of critical thinking abilities is proposed in contrast to the traditional, individualistic approach.     

Parenting behaviors and preschool children's social and emotional skills: A question of the consequential validity of traditional parenting constructs for low-income African Americans

Few researchers have questioned the validity of traditional parenting dimensions (based largely on Baumrind's [Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43–88; Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1–103] work) with economically and ethnically diverse groups, despite the fact that evidence for the utility of these dimensions for predicting child and youth outcomes is equivocal. In this paper, we report on the findings from two independent studies by which we examined the relationship of traditional parenting constructs to children's social–emotional competencies among low-income, urban-residing African American preschool families with measures validated specifically for use with this population. In Study 1, 184 children and their families participated, whereas 210 children and their families participated in Study 2. Contrary to our hypotheses, across these two studies, findings failed to indicate significant relationships between constructs of parenting and children's social and emotional skills. Findings call into question the consequential validity of these constructs for this group and highlight inconsistencies among the larger body of parenting work. Implications for future theory-building and parenting research are discussed.