强化高校健美操课堂学生情绪劳动的可行性研究

基于"情绪劳动"视角,从健美操课堂的教学特性及学生个人长远发展的角度,采用文献综述法论述强化高校健美操公共课堂学生情绪劳动的可行性,分析学生情绪劳动的重要性,提出促使学生付出情绪劳动的策略,以及强化学生情绪劳动过程中健美操教师应该注意的问题。     

情感诉求在广告中的应用

文章论述了情感广告的含义及情感诉求在广告中的作用,并从三个方面论述情感诉求的表现形式,即人类的基本情感、幽默感和社会性情感。进一步提出广告创意中情感诉求应注意的问题。     

跳动的“初心”--论席慕蓉的诗歌创作

席慕蓉的诗歌作品以感悟见长,新颖的情感表达技巧与强烈的自我认知使她的诗歌透露出早熟于他人的情感意识。席慕蓉的诗歌通常呈现出细腻温婉的情感基调,善于在诗中以乐写哀,用悲与喜的二元对立统一来诠释自身对生活“非完美”的追求。再者,在禅理结合的渗透下,诗歌道出人世的瞬间与永恒、前世与今生,呈现一种具有宿命论抒情色彩的情感表达。同时,在坚持自我本真的诗歌创作中,席慕蓉突破了社会语境的禁锢,用自给自足的诗情表明写诗的原由、目的及价值,从女性的独特视角来窥探人事百态,解读人生哲学。     

不同类型的经典音乐对大学生情绪的影响

目的:通过分组调查研究的实证方法考察大学生性别和专业对音乐所引起的情绪体验有何影响.探讨不同类型的经典音乐对大学生情绪的影响.得出结论:不同情绪类型的音乐引发大学生不同的情绪体验.     

艾米莉·狄金森诗歌世界探微

作为美国诗歌史上唯一可同华尔特·惠特曼相媲美的伟大诗人,狄金森的诗歌以想象丰富,意象奇特、艺术表现形式多种多样著称。从狄金森诗歌意象涉及最多的自然、情感、宗教入手,寻找其诗歌灵魂的吉光片羽,探寻这个敏感与敏锐的女诗人之魂。     

阮籍《咏怀》诗的心灵体验

阮籍《咏怀》诗并非针对一时一事,而是在宏观层面上表达了对宇宙人生的哲学思考,是一种丰富情感体验的个人抒发,包括幻灭感,孤独感,危机感三个方面,由此构成《咏怀》诗独特的艺术魅力。     

关于聋生心理健康教育的研究

特教学校心理健康教育是素质教育的重要组成部分。要使聋生健康心理素质得以形成,必须全面了解和研究聋生的心理。提高聋生的认识水平,培养聋生的道德感和世界观。注重书面语言的情感交流,给聋生以成功的体验。创设交往空间,友善人际关系。开展个别心理辅导,不断创新健康心理教育模式,搭建健康心理发展的平台。     

当代青年大学生对“中国梦”的认同现状和培育践行--基于浙江部分高校的调查

当代青年大学生是中国特色社会主义事业的生力军和接班人,承担着推动和接力实现“中国梦”的伟大使命。在大样本问卷调查和深度访谈的基础上,从理性认知、情感认同和行为实践三个维度探索分析了当代青年大学生对“中国梦”的认同现状和主要特征,继而提出用“中国梦”引领当代大学生坚定理想信念、强化责任担当和激发文化气质。     

‘I’m strong within myself’: gender,class and emotional capital in childcare

Emotions have received increasing attention in educational circles in the last decade. Drawing on Bourdieu, feminist scholars use emotional capital to illustrate the ways gendered inequalities can compound the disadvantages of social class. This paper examines relationships within childcare services in Australia, showing how emotional capital functions as a resource for staff. Data from interviews with childcare staff illustrate key aspects of emotional capital, such as reflexivity, resilience and embodiment. Findings show that investing in emotional capital is the key to a long-lasting commitment to childcare work, and should be valued accordingly.     

Fostering Social and Emotional Skills for Well-Being and Social Progress

Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to foster such skills. This paper presents evidence on the importance of social and emotional skills; on how policy makers and schools are currently enhancing and monitoring such skills; and, on the existing gaps between knowledge, expectations and practices to mobilise these skills. The paper concludes by pointing ways in which education stakeholders can do more to better develop and mobilise the skills that drive individual's well-being and social progress. The paper draws on findings and frameworks that are being published in a full OECD report entitled ‘Skills for Social Progress: the Power of Social and Emotional Skills’ in the first half of 2015.