论元代辞赋创作各个时期的不同情致

元代辞赋的一个主要特点就是“因情立赋”,但其不同时期所抒发的各种主要情感却不尽相同。元代前期辞赋作品的主要情感是积极用世、退隐自适、仕隐矛盾;元代中期辞赋作品的主要情感是赞美复科、崇古尚理、怨世自伤;元代后期辞赋作品的主要情感是超世解脱、批判现实、迎新怀旧。从抒情方面来看,元赋中一些优秀作品超唐越宋,起到了矫正唐律赋、宋文赋情感缺失的作用。     

朝向自身的世界：冉冉诗歌创作论

冉冉的诗歌创作，很大程度在面对自己丰富、复杂的内心世界，以诗重重新创造着自己，诗人情感恒定的秩序性和完整性，是其创作的一大显特征，在诗歌观念，题材选择、艺术手法等方面，又呈显流变的态势，长诗《冬天》标志着冉冉的诗歌创作达到一个新的高度。简约而又想象丰富，奇特的艺术手法，展示出深厚、劲健的精神能量，完美地实现了“沉思中把握”事物的艺术目标。     

Investigating Transactions Among Motives,Emotional Regulation Related to Testing,and Test Emotions

The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano, J. Benson, & H. A. Davis, 2004), and the Regensburg Academic Emotions Questionnaire (R. Pekrun, T. Goetz, R. P. Perry, K. Kramer, & M. Hochstadt, 2004). Findings suggest that approach—avoidance motives were related to different academic emotions (i.e., pleasant and unpleasant) in the expected directions. Approach—avoidance variables, cognitive-appraisal processes, and during-testing processes explained significant amounts of variance in both test hope and test pride, and several categories of students emerged, including those of high approach—low avoidance, low approach—high avoidance, moderate approach—high avoidance, high approach—moderate avoidance, and moderate approach—low avoidance. The authors also discuss future research and implications.     

The Centre for Studies in Science Education at the University of Leeds

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families’ children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families’ children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.     

我国国内旅游经济实证分析

在对旅游业的大量定性分析的基础上,通过建模进行了实证分析,构造系统综合功能指数,寻求制约我国国内旅游业发展的病症所在,并有针对性的提出相关对策。     

言说情感的日常化——维特根斯坦论语言和逻辑的最佳结合点

维特根斯坦哲学继承了分析哲学传统,分析哲学的传统就是要在语言和逻辑中找到一个最佳的结合点,这也就是思想过程。被认识的具体存在物可以说只是一个假设存在的逻辑点,它实在而又客观,但它只是与逻辑中的真值问题有关,即与语词的意义和意谓问题有关。这一实在点与普遍性的关系是通过语词对这一点的描述而把普遍性收拢起来的。语言的先在性不断地在一种情感动力的助推下表达出来,语言成为整个世界的维系纽带或信息交换中心,而与之对应的各种物体则是非常直观地存在着,对物体的任何一点的接触都可能启动语言对普遍性的全面表达,如此这般的语言表达即是日常化。     

求解奇异线性方程组的双逐次投影法

用双逐次投影迭代法来求解奇异线性方程组,当线性方程组的系数矩阵是对称半正定时,给出了不同情形时有关参量的选取以及相应的算法,并就收敛结果分别与雅可比迭代法和Gauss-Seidel迭代法进行了比较,数值结果表明,该方法对求解奇异线性方程组是很有效的.     

论图书馆员职业情感的核心——"三爱"

图书馆员的职业情感是图书馆员对图书馆职业的态度的体验。正确积极、深刻坚定而具有转化力的职业情感对馆员自身和图书馆职业的发展都具有重要意义。馆员职业情感的核心内容主要表现为爱书、爱读者、爱工作,三者相辅相成,缺一不可,成为图书馆职业可持续发展的不竭源泉。     

Academic self-concept and emotion relations: Domain specificity and age effects

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.     

从错误分析角度看母语对外语学习的负向迁移

从错误分析角度阐述母语对外语学习的负面影响．以唤起中国英语学习者的语言迁移意识。语言迁移是一个复杂的概念,许多错误的成因是多方面因素作用的结果。学习者应积极利用母语的正面效应,尽量避免其负面影响。促进外语习得进程。