中国古代心理教育思想探微

中国心理学的发展较西方要晚,心理教育的发展就更晚了。但中国古代心理教育思想却源远流长,且在心理教育的内容和方法上表现出了明显的特征。     

复杂性科学方法论:内涵、现状和意义

复杂性科学方法论主要包括复杂性科学的方法论批判、复杂性科学的方法意蕴、复杂性科学的研究方法等三个层面的内容,国内外学者对这些内容进行了许多探索,取得了重要的进展。复杂性科学方法论对传统科学方法论来说既是重大的挑战,也是发展的机遇,是科学方法论研究的一个新方向。     

农村家庭教育中家长素质的研究

农村家庭教育中家长素质的现状表现为：学历低、教育观念落后、教育方式不当、教育价值观错位、重男轻女的思想严重等方面。农村家庭教育中家长应具备的素质包括：较高的文化素养、正确的教育观念、良好的心理素质、较强的教育能力。提高农村家长素质的途径有：创办家长学校,召开家长会,印发函授学习资料。     

桂馥证义的方法论研究

桂馥的证义方法应是研究<说文义证>的重要切入点.许慎编排<说文>的目的是为解经书之义,桂馥准确把握许意,反向援引大量例证对<说文>释义的准确性进行求证,求证过程中采用的证义方法是桂氏价值的精髓所在.     

分层教学法在篮球教学中的运用

根据实际教学中出现的问题 ,我们将“分层教学法”引入体育教学 ,并以 98、99年级共 6 0 0名学生为教学对象 ,按照不同学生的现有水平、智力、素质、技术状况以及实际接受能力 ,制订出不同的教学方案 ,分类推进。通过半年的教学实践 ,各层面学生的成绩都有较大幅度的提高。     

Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.     

Assessing journal author guidelines for systematic reviews and meta-analyses: findings from an institutional sample

Objectives:Systematic reviews and meta-analyses (SRs/MAs) are designed to be rigorous research methodologies that synthesize information and inform practice. An increase in their publication runs parallel to quality concerns and a movement toward standards to improve reporting and methodology. With the goal of informing the guidance librarians provide to SR/MA teams, this study assesses online journal author guidelines from an institutional sample to determine whether these author guidelines address SR/MA methodological quality.Methods:A Web of Science Core Collection (Clarivate) search identified SRs/MAs published in 2014–2019 by authors affiliated with a single institution. The AMSTAR 2 checklist was used to develop an assessment tool of closed questions specific to measures for SR/MA methodological quality in author guidelines, with questions added about author guidelines in general. Multiple reviewers completed the assessment.Results:The author guidelines of 141 journals were evaluated. Less than 20% addressed at least one of the assessed measures specific to SR/MA methodological quality. There was wide variation in author guidelines between journals from the same publisher apart from the American Medical Association, which consistently offered in-depth author guidelines. Normalized Eigenfactor and Article Influence Scores did not indicate author guideline breadth.Conclusions:Most author guidelines in the institutional sample did not address SR/MA methodological quality. When consulting with teams embarking on SRs/MAs, librarians should not expect author guidelines to provide details about the requirements of the target journals. Librarians should advise teams to follow established SR/MA standards, contact journal staff, and review SRs/MAs previously published in the journal.     

“知识”概念及其涵义研究

首先,从知识的特质与其涵义的核心内容入手,指出"知识的哲学属性"与"知识的实践特质"的两分研究视野决定了其概念涵义的离散性和定义的多面性。以此为逻辑前提,讨论对知识概念及其涵义进行研究的方法论,继而应用"诠释佐证法"鉴别知识概念涵义的三个主要研究视角和展开范畴:①从知识的来源和知识创造角度看,"知识"是智能过程、心智状态和"传统";②从知识的语义环境和与相关概念的逻辑关系看,"知识"是"数据、信息和知识连续统一体"的一个环节和部件;③从管理角度看,"知识"是具有双重特性的有形资产和具有潜在价值的无形物。最后,分别以"人本主义语义-逻辑坐标"和"外在主义语义-逻辑坐标"对文献中既有的大量知识定义进行归聚,区别出两个互补的定义集合--"人本主义主观知识定义集合"与"外在主义客观知识定义集合",并以知识的本质属性为依据分析两个集合平行互补的哲学原理。     

体育社会学研究视域的构筑

在建构论的意义上,在梳理社会学的核心问题和研究范式的基础上,对体育社会学的学科属性及其学理基础进行了分析,并通过透视在历史脉络中体育社会学研究所体现的两种目标取向,提出了体育社会学研究不可或缺的理论关怀和自觉的学科边界意识等问题.最后,对有关体育社会学研究的方法论进行了若干探讨,从而对其可能被认知的体育社会学视域做出了探索性研究.     

关于竞技体育科研方法变革的若干思考

对竞技体育科研方法变革进行了思考。竞技体育科研发展经历了＂经验—实践＂、＂认识—实践＂、＂科学—实践＂三个阶段。面对竞技体育的复杂性,竞技体育科研方法暴露了诸多的局限性,竞技体育科研走向多学科综合研究成为体育科研的必然趋势,要寻求各门学科之间能相互沟通的共同概念、理论和方法;改革我国体育科研体制,在客观上形成真正实现综合研究的人才队伍;在研究课题的管理和成果开发中,把多学科综合研究的项目和课题放在突出位置。