非洲学历与非学历留学生在汉语学习中的情感投入对比——以某大学非洲留学生为例

情感投入是语言学习的关键因素之一。非洲学历与非学历留学生在汉语学习中的情感投入存在明显差异：非学历留学生的学习动机、学习态度和自信心三种情感因素弱于学历留学生;学历留学生在学习汉语的乐趣、课堂活跃性和跨文化意识方面都低于非学历留学生,更受焦虑抑制消极情感因素的影响;非学历留学生情感投入中的积极因素所占比例明显大于学历留学生。教师应根据学生情感投入的差别,给予有针对性的教学指导,以提高其汉语学习水平。     

智慧学习环境下学习画面情感的自适应调整

为了在智慧学习环境下实现自适应情感交互,文章首先构建了基于学习者情感的学习画面情感自适应调整模型,并依托此模型开发了原型系统。随后,文章以济南市X中学的98名学生为研究对象,采用准实验研究法,通过学习者情感所占比例分析和问卷数据统计分析,验证了文章提出的假设成立,即智慧学习环境下学习画面情感自适应调整能够提高学习过程中学习者积极情感所占的比例,并能激发学习者的学习兴趣。在智慧学习环境下自适应调整学习画面情感,为解决智慧学习环境情感层面的自适应交互问题提供了新的思路与方法。     

高中英语教学中学生的情感障碍及解决对策

作为英语教师,应更新教育观念,充分认识到学生在英语学习中的情感障碍,注重情感教学,＂以情辅教＂,帮助学生形成健康的心理、稳定的情绪和良好的道德情操,使学生怀着快乐的情绪进行学习。     

试论感情语调的超常韵律特征

感情语调具有情韵特征,能传递感情信息。通过用不同模式朗读相同文本,提取感情语调和中性语调的韵律特征并测听对比发现,感情语调的音高、音长、音强等某项或多项出现超常现象。实验表明:这是读者主观体验和因情求气获得了承载感情信息的气韵,也就取得了产生超常韵律的动能;再通过朗读形成的超常韵律特征,使听者感知和读者听觉反馈的心理、生理发生变化而接收到感情信息。感情语调的超常韵律就是情韵特征,因此声象和意象均可反复。研究还发现,在感情语调语意焦点重音边界以及短语或句末声断之后,有时进入感情状态的气韵还会继续延伸,所以声断气连会起到此时无声胜有声和余韵缭绕的效应。     

Emotional labour,burnout and job satisfaction in UK teachers: the role of workplace social support

Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff.     

Understanding silence: an investigation of the processes of silencing in parent–teacher conferences with Somali diaspora parents in Danish public schools

This article questions the dominant understanding that immigrant and refugee parents in parent–teacher conferences are silent because they come from a culture where one does not question the authority of the teacher. Instead, it is argued that they become silent through certain interactional processes. Building on material from an explorative case study of the home–school relations of Somali diaspora families in Danish public schools, the article argues that while these parents have many opinions about their children’s education that they wish to convey, there are institutional and interactional processes in the parent–teacher conference that systematically silence their voices. The understanding of culture as a stable structure that persons are situated within in a top-down manner is thus challenged, arguing that dynamic here-and-now interactions unfolding in a specific practice result in persons becoming, rather than being, silent.     

Reducing students’ carbon footprints using personal carbon footprint management system based on environmental behavioural theory and persuasive technology

This study applied environmental behavioural theories to develop a personal carbon footprint management system and used persuasive technology to implement it. The system serves as an educational system to improve the determinants of students’ low-carbon behaviours, to promote low-carbon concepts and to facilitate their carbon management. To assess the validity of the system, high school students were chosen to participate in an experiment, the results of which reveal (1) the system has significant and positive short-term and relatively long-term effects on the reduction of their self-reported carbon footprint, (2) the system significantly improves their carbon footprint awareness and perceived behavioural control (PBC), and it also promotes behavioural subjective norms, (3) reduction of their self-reported carbon footprint is significantly correlated to PBC, carbon footprint awareness and attitude and (4) PBC is the most critical determinant of carbon reduction. Suggestions are accordingly made.     

Bullying and social support: variation by school-type and emotional or behavioural disturbances

The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.     

借鉴柯达伊教学法加强视唱教学中情感内觉体验

视唱教学可以提高学生的识谱能力,培养学生良好的乐感,使他们的音乐兴趣得以持续与发展,为他们进一步感受和学习音乐打下坚实的基础。