试论艺术知觉的"表现性"

艺术知觉是一种对事物的表现性知觉,是区别于普通知觉、科学知觉的审美知觉。“审美局性”、“表现性”是审美知觉是否存在的两个关键性概念。本从艺心理学的角度,运用比较的方法,对“表现性”这一艺术知觉的特征进行了具体的闻释。     

新感觉派都市小说叙事模式对传统小说的突破和创新

新感觉派是中国现代文学史上第一个现代主义小说流派．该派作家借鉴了欧美现代派和日本新感觉派的艺术表现技巧，以“感觉”为艺术表现核心，采取了独特的内向化的审美视角来发掘都市人的深层心理，拓宽了小说艺术表现领域，全面突破传统小说叙事模式，创造了新的小说叙事模式，丰富了现代小说的表现技巧。     

Power Users and patchworking – An analytical approach to critical studies of young people’s learning with digital media

This paper sets out to problematise generational categories such as “Power Users” or “New Millennium Learners” by discussing these in the light of recent research on youth and information and communication technology. We then suggest analytic and conceptual pathways to engage in more critical and empirically founded studies of young people’s learning in technology and media‐rich settings. Based on a study of a group of young “Power Users”, it is argued that conceptualising and analysing learning as a process of patchworking can enhance our knowledge of young people’s learning in such settings. We argue that the analytical approach gives us ways of critically investigating young people’s learning in technology and media‐rich settings, and study if these are processes of critical, reflexive enquiry where resources are creatively re‐appropriated. With departure in an analytical example, the paper presents the proposed metaphor of understanding learning as a process of patchworking and discusses how we might use this to understand young people’s learning with digital media.

Les “Power Users” et la construction en “patchwork” – Une approche analytique des études critiques portant sur l’apprentissage chez les jeunes avec l’aide des médias numériques.

Le présent article vise à faire ressortir la problématique des catégories de générations, celles par exemple des “Power Users” ou des “Apprenants du Nouveau Millénaire” en les examinant de façon critique à la lumière des recherches récentes sur la jeunesse et les TICE. Nous suggérons ensuite des voies d’approche analytiques et conceptuelles pour nous engager dans des études plus critiques et plus solidement empiriques de l’apprentissage chez les jeunes dans des environnements à fort contenu technologique et médiatique. En nous appuyant sur l’étude d’un groupe de jeunes “Power Users”, on avance l’hypothèse selon laquelle le fait d’analyser et de conceptualiser l’apprentissage comme un processus de construction de patchwork peut améliorer notre connaissance de l’apprentissage chez les jeunes se trouvant dans de tels environnements. Nous avançons l’idée que cette approche analytique nous fournit les moyens d’étudier de façon critique l’apprentissage chez les jeunes se trouvant dans des environnements à fort contenu technologique et médiatique et de déterminer s’il s’agit là de processus de recherche critique et réflexive dans lequel ils se réapproprient les ressources de façon créative. En s’appuyant sur un exemple analytique, cet article présente une proposition, celle d’une métaphore pour comprendre l’apprentissage comme un processus de patchwork et discute de la façon dont nous pourrions l’ utiliser pour comprendre de quelle façon les jeunes apprennent avec les medias numériques.

?Power User“ und ?Patchworking“ – eine analytische Annäherung an kritische Studien über das Lernen junger Leute mit digitalen Medien

Dieser Artikel problematisiert generationspezifische Kategorien wie ?Power Users“ und ?New Millenium Learners“ welche hier vor dem Hintergrund der jüngsten Forschungsergebnisse im Bereich Jugend und Informations‐ und Telekommunikationstechnologie (ITK) diskutiert werden. Darauf aufbauend werden analytische und konzeptionelle Wege vorgeschlagen, wie auf empierischer und auf Fakten basierender Grundlage das Lernen junger Menschen in einem technologie‐ und medienreichen Umfeld studiert werden kann. Eine Gruppe junger ?Power Users“ ist die Grundlage unserer Argumentation, dass Konzeptionalisierung und Analyse des Patchwork Lernprozesses junger Leute unser Verständnis von ihrer Herangehensweise an den Lernprozess verbessern kann. Wir argumentieren, dass die analytische Herangehensweise uns hilft, das Lernen junger Leute im ITK Kontext zu analysieren und wir untersuchen, ob diese Prozesse kritisch und reflexiv sind und dazu beitragen, Ressourcen kreativ zu nutzen. Der Artikel schließt mit einem analytischen Beispiel in dem wir die zuvor diskutierte Metapher – Lernen als einen Patchworkprozess zu verstehen – nutzen, um zu diskutieren wie dieses Verständnis genutzt werden kann, um unser Wissen über das Lernen junger Leute mit digitalen Medien zu erweitern.

Los “Power Users” y la construcción en “patchwork” – Un enfoque analítico sobre los estudios críticos acerca del aprendizaje de los jóvenes con los medios digitales.

El propósito del presente artículo es de hacer resaltar la problemática de las categorías de generaciones, entre ellas los “Power Users” o los “discentes del Nuevo Milenio”, a través de una discusión de esas categorías a la luz de las últimas investigaciones sobre la juventud y las TICs. Sugerimos después algunos caminos analíticos y conceptuales para meterse en estudios con una base más crítica y más fuertemente empírica, del aprendizaje de los jóvenes en entornos con una fuerte dimensión tecnológica y mediatizada. Basandose en el estudio de un grupo de jovenes “Power Users”, se argumenta que el hecho de analizar y conceptualizar el aprendizaje como si fuese un proceso de “patchworking”, puede en realidad realzar nuestro conocimiento de la manera de aprender de los jovenes en entornos de ese tipo. Argumentamos que el enfoque analítico nos ofrece maneras de investigar críticamente el aprendizaje de los jóvenes dentro de entornos fuertemente tecnológicos y mediatizados y de estudiar si se trata de procesos de investigación crítica y reflexiva en los cuales se produce una re‐apropiación creativa de los recursos. Con una salida hacia un ejemplo analítico este artículo presenta la propuesta de una metáfora para entender el aprendizaje como si fuese un proceso de construcción de un “patchwork” con una discusión sobre las posibilidades de uso de esto para entender como los jóvenes aprender con los medios digitales.     

The influence of competences and support on school performance feedback use

Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.     

构建新的文学话语——20世纪90年代末“新散文“创作与研究综述

20世纪90年代末,《大家》杂志首先提出"新散文"的写作理念。其"注重散文文体的自觉探索,注重审美经验的独到发现的写作",在世纪末的新时期文坛产生了极大的震荡,一大批写作者开始自觉地构建一种新的文学话语,同时,批评界对这一新的文学写作给予了充分的关注。     

创新教育简析

本文简析实施素质教育的诸要素 ,以达到思路明晰之目的。     

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F_4,540 = 7.03; p < 0.001; η_p² = 0.05), well‐being (F_8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; η_p² = 0.24) and lowest ill‐being (F_8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, η_p² = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.     

微电影:媒介融合视阈下“个人化”创作

微电影是新媒体时代的宠物,集娱乐、商业、文艺等于一身。媒介融合视阈下,微电影的创作处处充满着"个人化"的创作特点。基于微电影自身的特征以及创作原因,它的"个人化"的创作特点主要体现在制作、传播、内容、形式以及平民化创作等方面上。在"个人化"创作发展的基础上,微电影逐渐走向商业化、专业化、跨界合作之路。     

联盟网络中信任对知识创造影响路径实证研究

信任是影响联盟网络效率及效益的重要变量之一.在理论分析联盟网络中信任三维度与个体和群体两类知识创造活动之间的影响关系和作用路径之后,探讨了两类知识创造活动在信任三维度之间的中介作用以及组织学习在两类知识创造活动之间的调节作用.在此基础上采用质性研究和问卷调查相结合的研究方法,对来自950家联盟网络企业的有关信任与知识创造活动状况调查所获得的有效数据验证上述关系.实证结果表明,过程信任、制度信任与两类知识创造活动正相关关系显著,人际信任与两类知识创造活动的正相关关系微弱,两类知识创造活动对信任三维度的中介作用明显,而组织学习在两类知识创造活动之间发挥着重要的调节作用.     

Developing holistic practice through reflection,action and theorising

This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education.