从文学文本走向茶诗经典——论《七碗茶》在后代的传播与接受

《七碗茶》是后代广为熟知的饮茶经典,《七碗茶》从普通文本走向茶诗经典,除了茶诗本体固有的内在精华之外,更为重要的则是后代各类爱茶群体对于《七碗茶》的广泛青睐,开拓了其传播与接受的广度与深度。     

论大慧宗杲对苏轼的接受

大慧宗杲是两宋最杰出的禅师,他的成就离不开对苏轼的接受。通过结交受苏轼影响很深的惠洪、唐庚、李彭、张商英、韩驹等,宗杲实现了对苏轼的间接接受;而通过对苏轼人品的称赞、置苏轼像于佛殿、对苏轼作品的熟悉评述,宗果实现了对苏轼的直接接受。     

新闻舆论的社会责任及受众接受规律

新闻舆论具有凝聚人心、振奋精神、引领社会风气的重要影响，新闻舆论传播关系着社会舆论的指向．要对社会负责、对受众负责。研究新闻舆论担负的社会责任和受众接受新闻舆论引导的规律性，是为了使新闻舆论更为有的放失地进行宣传教育，避免宣传与接受脱节，也是为了进一步增强新闻宣传引导受众和教育受众的作用?     

唐宋人词选的理论批评价值

选本是一种独特的文学载体,它既是用以阅读的文本,又是文学批评的特殊形式。宋代词选作为词选的开端和尝试,其词学理论批评价值主要有四:侧艳的词体意识、崇雅的审美理念、重"当下"的接受意识和评选结合的批评机制。     

大学英语口语课应用同伴评价的信度与效度研究

同伴评价作为一种评价方式已经被忽略多年。很多研究者与教师都对它的可靠性和有效性心存疑虑。作者在一次平时英语口语测试中,采用了学生评价的方式对学生进行考核,把学生给同伴所打分的平均值与教师所给分值进行对比。通过此定量研究,作者意在调查英语口语教学实践中同伴评价的信度和效度。统计数据显示,学生给同伴所打分的平均值与教师所给分值非常接近。这也验证了在这种情况下,同伴评价具有较高的信度和效度。作者还开展了一个小组讨论来调查学生对这种评价方式的认同感以及所担心的问题。此调查对于未来同伴评价的设计具有一定的参考价值。     

Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model

Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant.     

庄子乐论的美学启示

庄子乐论,多在世态人情的叙事中加以表现,深入研究其意义能发现音乐与美学理论的许多根本问题,如音乐审美活动之于人的专对性、音乐情感的本真性、音乐文本的多义生成及其与接受者的对象化关系的论说,生动反映出自然朴素的美学崇尚,以及对社会、人生与生命的感悟。     

转盘游戏:加拿大全纳教育的认同与全纳氛围的构建

自1994年在西班牙召开的世界特殊教育大会上首次提出全纳教育后,加拿大经历了数十年的发展,致力于促进全加拿大人对全纳教育的认同和构建一个和谐的全纳氛围。加拿大每年一次的全纳教育周为各社区生活联合会提供了一个交流的平台,也有助于促进和唤起公众的全纳教育意识。转盘游戏现已成为全纳教育过程中的一个备受关注的焦点和亮点,另外也形成了以"六大网络"为核心的全纳教育行动纲要,它们相互联系、支持,共同在构建融合的全纳氛围和全纳教育认同方面凸显其重要性。     

Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education

Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.     

Why do people play games? A meta-analysis

During the last decade games have arguably become the largest form of leisure information systems (IS). However, today games are also increasingly being employed for a variety of instrumental purposes. Although games have garnered a substantial amount of research attention during the last decade, research literature is scattered and there is still a lack of a clear and reliable understanding of why games are being used, and how they are placed in the established utilitarian-hedonic continuum of information systems. To address this gap, we conducted a meta-analysis of the quantitative body of literature that has examined the reasons for using games (48 studies). Additionally, we compared the findings across games that are intended for either leisure or instrumental use. Even though games are generally regarded as a pinnacle form of hedonically-oriented ISs, our results show that enjoyment and usefulness are equally important determinants for using them (though their definitive role varies between game types). Therefore, it can be posited that games are multi-purpose ISs which nevertheless rely on hedonic factors, even in the pursuit of instrumental outcomes. The present study contributes to and advances our theoretical and empirical understanding of multi-purpose ISs and the ways in which they are used.