温州市大中小学生气质、心理适应性和意志品质的研究

运用测验量表法对1255名大、中、小学生的气质、心理适应性和意志品质的发展规律进行了测试考察，探讨9～22岁学生的气质、心理适应性和意志品质的年龄特征、性别特征和城乡特征，为我国学生体质研究工作提供参考。     

Toward a general model of instructional communication

A general model of instructional communication is advanced and the linkages of four components in the model are tested. Data were drawn from college teachers and college students through a split‐class design which permitted collection of unique data from teachers and two sets of their students. Using by‐class analyses of data it was determined that teacher self‐reported temperament is significantly correlated with students' perceptions of the teachers' communication behaviors and the students' evaluation of teachers' source credibility and task attractiveness. All of these measures were also found to predict learning outcomes and teacher evaluations of another group of students. The results support the general model and provide a foundation for future research in instructional communication.     

A temperamental understanding of humor communication and exhilaratability

This study examined humor creation from a communibiological perspective. Employing Eysenck's temperamental framework (based on the super traits of extroversion, neuroticism, and psychoticism ‐ ENP), the study found positive relationships between humor orientation, humor assessment, and sense of humor with the super‐trait extroversion. Additionally, an examination of the super‐trait of exhilaratability (cheerfulness, seriousness, and bad mood) determined that humor assessment, humor orientation, and sense of humor related to exhilaratability. The STCI (State‐Trait Cheerfulness Index) and the ENP index were shown to be related instruments. Overall, it was found that while an individual's sense of humor may be culturally influenced, her or his propensity to use humorous communicative messages (jokes and stories) is largely temperamentally based.     

袁枚对《诗经》的文学诠释

袁枚对《诗经》的文学诠释围绕其诗学核心范畴性灵而展开。他认为《诗经》都是“直写怀抱”的性灵之作,肯定其中描写男女情爱的诗篇;指出《诗经》风格多样乃是因为诗人性情多样,否定《诗经》皆“关系人伦日用”之说;反对多附会、以琐屑为功的考据说《诗》与脱离文本说《诗》,发展孟子“以意逆志”和提出“歌”以悟《诗》的接受原则与方法。     

论大学生形体美的培养

为了培养大学生对形体美的正确认识,引导大学生通过科学的方法塑造美丽动人的体形,教师应对学生进行积极引导,教授学生科学的锻炼方法,积极、健康地塑造美丽形体。     

改变气质:教育的工夫

天文望远镜可以观察到太空中的星斗,看不穿人心,盲人能够看穿人心;电子显微镜可以观察到细胞的构成,看不到人性,盲人能看到人性。这是现代社会两类知识——关于自然的科学技术知识体系,与关于人心和人性的道德知识体系——之间的龃龉,也是科学时代人心的沦丧。知识在根本上是人心与人性本身,也是人心与人性的自我运用,不是外在于人心与人性的东西,而是心的本源智慧的外化,又回归到心的本源智慧。作为教育基本内容的知识,使人在人文世界的气质之性,皈依于天地之性,方是教育的最大工夫,亦是人生至乐。     

啜英咀华最得趣——试论用茶文化精髓陶冶学生性情

中国茶文化是中华民族优秀传统文化之一,是社会众生在茶事过程中寻求到的一种人生态度、精神境界和生活乐趣,也是高校可资利用的道德人文教育素材和当代大学生应该具备的文化修养.中国传统茶文化作为一种意识形态,必然与中华民族的传统哲学观、审美观和人生态度相通相融.它的精髓最集中、最突出地表现在"天人合一,物我协调"、"宽容和谐,宁静致远"、"怡情悦性,雅俗共赏"三个方面.以茶文化为载体,开展相关活动,将对高职院校学生的性情陶冶、人际交往乃至今后的职业生涯产生积极的影响.     

高校师范生加强教师职业气质培养初探

强化未来教师气质的培养,是高校师范教育的重要任务之一。要从注重教育实践和教育体验,注重提高人文素养和审美能力,注重礼仪教育和提升教师形象三方面入手,全面加强师范生的教师职业气质培养。     

龚鼎孳的才气、性情与学识——从钱谦益、吴伟业等人的《定山堂诗集》序文说起

文章依据钱谦益、吴伟业等人的《定山堂诗集》序文,评述了合肥诗人龚鼎孳的地负海涵、天鸿藻的才气,体恤穷交、弘奖英俊的性情和笼挫今古、博物洽闻的学识。龚鼎孳在明清易代之际因迎降和仕清而被称为＂贰臣＂,其文学成就也一直为评论者所贬抑。文章通过分析论述龚鼎孳的生平、仕宦经历与复杂矛盾的心路历程,认为应对才华横溢并在明清皇朝政坛和文坛均有所贡献的龚鼎孳予以客观而公正的评价。     

论李清照诗词的豪放风格

李清照是中国古代文学史上的杰出作家,其诗词具有委婉沉郁的婉约风格,但也从多侧面展现了豪放的气质。全文抓住李清照诗词婉约风格背后的豪放,探讨其明丽俊朗的不羁个性,卓越犀利的英雄豪情,凄清豁达的豪放情趣,分析家庭环境、婚姻生活、战乱逃亡等对其诗词豪放风格的影响,并阐释这种豪放风格之于李清照创作成就的意义。