试论江泽民对邓小平解放思想理论的新贡献

在邓小平理论宝库中,有一个非常重要的理论,就是解放思想的理论。同志“在解放思想中统一思想”的论述,是我们党解放思想历史经验的新概括,是对解放思想运动规律的新认识,是对邓小平解放思想的新贡献,它使解放思想的理论在新世纪进入了新境界。学习江泽民同志“在解放思想中统一思想”的论述,对于在新的历史条件下列好地坚持党的思想路线,加强经济建设和党的建设;对于全党同志和全国人民以实际行动迎接党的十六大的召开,具有十分重要的意义。     

论陈樵及其诗歌

陈樵是元末浙东理学家,他终身不仕,隐居著述,以振兴程朱理学为己任,惜其学术著作皆遗,惟存诗歌《鹿皮子集》四卷。他的诗以咏物、咏怀诗为主,描述了其隐居生活环境,表达了他淡泊独善的追求;他的诗中唱和赠答诗占了很大的比重,这些诗涉及现实内容较多,体现了传统儒家思想对他的影响;另外他还有一些理趣诗、咏史诗等。他的诗歌艺术受时代影响,总体上学唐复古,但不同的体裁表现不同:七言近体学陆龟蒙,七言古体学温庭筠,乐府诗歌和当时以杨维桢为代表的“铁崖派”相呼应,力追李贺。     

新民主主义革命时期毛泽东对城市问题的思考

新民主主义革命时期毛泽东就已经开始对城市的管理和建设进行了思考。主要表现在:对城市战略决胜地位的历史思考;对如何正确处理城乡关系的辩证思考;对如何夺取与保护城市的战略思考;对如何接管建设城市的深入思考等几个方面。毛泽东对城市问题的思考对于新中国初期经济的恢复和发展起到了巨大的作用,对于今天的城市建设仍有启示意义。     

论创新观念的实现机制

实践的辨证本性是创新观念产生发展的动力机制；理性因素和直觉、非理性因素构成了创新观念运行的思维机制；合规律性合目的性是创新观念转化的内在约束机制；而社会的经济条件、政治条件、精神条件则是创新观念实现的外部环境机制。     

地籍测量综合实习中新技术应用研究

地籍测量成果一经土地登记即具有法律效力,直接关系着国家与私人土地产权的归属问题,因此,只有采取先进、精确的测量仪器与方法,才可以保证地籍测量最终成果的合理、准确、适时。本文认为,地籍测量实践教学可以通过转变实习指导思想,合理安排实习内容,创造必要的软、硬件条件,从而有效的引入GPS、RS、GIS等新技术,使学生了解并认识新技术,更重要的是学会如何运用新技术解决地籍测量中的实际问题。     

唐传奇"史才"考论

唐传奇作者之"史才"不等同于历史学意义上的史学才能,却又与史学联系密切。从唐代史官制度与文学之关系的角度来考察,小说家"史才"当从"假小说以寄笔端"中求取,其实质包孕史学传承、历史意识生成、历史笔法借鉴等涵义。     

电视公益广告的价值取向与编辑风格

电视公益广告是一种特殊的电视传播形式，它发挥着重要的社会传播与教育功能，展现出独特的价值取向，而电视公益广告因编辑风格的不同在电视传播中呈现出不同的形态和效果。     

新课程标准与小学古诗教学

小学语文新课程标准的颁布和语文教学理论研究的发展,要求古诗教学体现其新理念和新方法,从具体感知、激活想象、触发情感等三方面入手,正确把握语文教学乃至古诗教学的特点.     

新时代非典型用工关系的定位与规制

随着中国进入特色社会主义新时代和市场经济的深化,在劳动用工领域出现了一些用工灵活、从属性降低的非典型用工关系。这类用工关系法律关系性质模糊,法律规制缺乏。从非典型用工关系的内涵以及与劳务关系的区别看,其性质还是应该界定为劳动关系。为解决其规制问题,立法者需要在了解我国国情的基础上,借鉴域外规制的做法和经验。首先,采取将非典型用工关系纳入劳动法域调整的规制路径。其次,用劳动基本法规制涉及特殊用工方式、特殊用工主体的非典型用工关系,对涉及不同行业、领域的非典型用工关系则通过制定单行法规进行调整,从而最终形成中国特色的社会主义法治体系。     

The different faces of controlling teaching: implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education

Background: In Self-Determination Theory (SDT), a well-validated macro-theory on human motivation, a distinction is made between internally controlling teaching practices (e.g. guilt-induction and shaming) and externally controlling practices (e.g. threats and punishments, commands). While both practices are said to undermine students’ motivation, they would do so through somewhat differential motivational processes. Unfortunately, the relevance of the conceptual distinction between internally and externally controlling strategies has not been examined systematically. In the context of sport and physical education (PE), most studies on controlling teaching have either measured controlling teaching in an undifferentiated way or have focused on one particular feature of controlling teaching.

Purpose: The purpose of this study was to provide a more fine-grained picture on the differential de-motivational effects of internally and externally controlling teaching strategies in the domain of PE.

Participants: A total of 925 students with an average age of 15.80 years (±1.99) coming out of 92 classes taught by 22 different PE teachers participated in the present study.

Data analysis: Data on perceived controlling teaching style and students’ motivation were analyzed within a multilevel framework from both a variable-centered (regression analyses) and person-centered approach (cluster analyses).

Results: We found evidence for a distinction between perceived internally and externally controlling teaching. Both teaching styles were strongly related to each other (r?=?.54). At the level of zero-order correlations, both internally and externally controlling teaching related negatively to students’ intrinsic motivation and identified regulation and related positively to introjected regulation, external regulation, and amotivation. However, when both teaching styles were included simultaneously as predictors of motivation in the regression analyses, only internally controlling teaching predicted poor quality and low quantity of motivation. A cluster analysis revealed different profiles of perceived controlling teaching style, with two profiles being characterized by either high or low levels of the two types of controlling teaching and other profiles displaying elevated or reduced levels of one of the types of controlling teaching. This person-centered analysis confirmed that particularly students who perceive their PE teacher as internally controlling are likely to report poor-quality motivation.

Conclusion: Controlling teaching (and internally controlling teaching in particular) is related to maladaptive motivational outcomes. As such, it can be advised to PE-practitioners to refrain from using controlling strategies when teaching students. More research is needed to identify the conditions under which teachers’ behavior is perceived as externally and/or internally controlling.