中国手工业时代技艺教育的起源与发展

中国手工业时代从公元前21世纪夏初期开始至19世纪中叶。技艺教育起源于原始人类对生存技艺的传承。最早的手工业专门著作《考工记》记述了官营手工业工种规范和制造工艺的文献,保留有大量的手工业生产技术、工艺美术资料,一定程度上反映了当时的社会发展情况,在中国科技史、工艺美术史和文化教育史上占有重要地位;其后的儒家经典著作《学记》反映了当时“父承子继,世代相传”的技艺教育制度;私学兴起又促进了古代科学技术的发展。这些都给近代中国职业教育的发展带来深远影响。     

Recognising fathers: the needs of fathers of children with disabilities

In this article, the authors aim to develop a better understanding among practitioners of the issues faced by fathers of children with a learning disability, and suggest how schools can involve the parents who are regarded by many as ‘hard to reach’. They recontextualize the roles and perceptions of fathers in the light of outcomes from the recent ‘Recognising Fathers’ report published by the Foundation for People with Learning Disabilities. Following an introduction to Government policy and literature relating to fathers, the outcomes of semi‐structured interviews conducted with 21 fathers in the course of the ‘Recognising Fathers’ study are summarized in terms of the emotional impact, the roles and responsibilities, the impact on fathers’ paid employment, support and father–practitioner interaction. The article concludes with practical suggestions for how practitioners might meet the needs of fathers in their own schools and provide them with an effective support network.     

新学说 新标准 新理念 新实践——阐释、接受理论与语文教学

现代阐释,接受理论对语文教学有积极的影响和直接的借鉴作用。读者是中心,文本是开放的对象。我们要更新观念,认清教师、学生作为读者的中心位置,创造性地使用教科书和其他有关资料。期待视野指读者的认知结构和阅读要求,我们要用有关理论指导教学实践。     

理财产品能否“理财”

中国各商业银行理财产品实质上是一种金融投资产品,这些理财产品对于防范通胀,实现居民投资者保值增值的理财目标具有一定价值。     

Fatherhood Education From a Cultural Perspective: Evolving Roles and Identities After a Fatherhood Intervention for Latinos in South Florida

This article uses gender-role theory to consider the involvement of Latino fathers in their children’s lives as a result of participating in a fatherhood educational intervention. Open-ended interviews (n = 48) were conducted with participants of the program. Findings revealed that the content of the group intervention encouraged fathers to redefine their identity as a male and father by examining their own communication, discipline, and self-control as well as recognizing certain aspects of Latino culture. Implications of this study can be used to design culturally competent behavioral interventions for Latino fathers.     

Differences between residential and non-residential fathers on sexual socialisation of African American youth

This study investigated differences between residential and non-residential fathers on topics discussed during father–child sex communication and factors associated with child sexual socialisation. Young people (N = 159, 53% female) provided self-reports using computer surveys on the role of their fathers on father–child sex communication, general communication, parental monitoring, father social support and topics discussed during father–child sex communication. The analysis revealed differences in topics discussed between young people with residential vs. non-residential fathers. Independent group t-tests revealed significant differences between young people with residential vs. non-residential fathers on social support and parental monitoring for sons and parental monitoring for daughters. Sons and daughters with residential fathers had higher scores on these variables. Discriminant function analyses, chi-square tests and hierarchical linear regression analyses were carried out to determine whether there were meaningful distinctions between young people with residential vs. non-residential fathers. The analysis revealed social support and parental monitoring provided the most meaningful distinction between young people with residential vs. non-residential fathers. These results highlight the importance of non-residential fathers in the sexual socialisation of their young people through parent–child sex communication. Discussion focuses on the need for development of interventions to promote the inclusion of non-residential fathers in the sexual socialisation of African American youth.     

Supporting the Vulnerable Child: Engaging Fathers in the Home–School Dimension of Pastoral Care

Abstract

Drawing on findings from a recent study of pastoral care within a primary school, this article highlights the role of fathers as a key factor in a range of successful interventions. While gains can be made in work with vulnerable children, the home–school dimension of pastoral care deserves far greater attention by schools, educationalists and researchers than it has so far received. The English government has a strategy to promote a closer relationship between parents and primary schools: much depends upon the resources available to schools and the commitment of staff.     

‘People are suspicious of us’: a critical examination of father primary carers and English early childhood services

Positive father involvement and investment in the early years is of importance for children's later emotional, cognitive and social well‐being. This article critically examines the multiple motivations and barriers experienced by the growing number of father primary carers. The small‐scale research study presented suggests that for a ‘positive culture shift’ towards fathers in the UK to occur, early childhood services need to question the extent to which they are ‘father friendly’. Research suggests that policy initiatives such as a ‘Daddy month’ (found in Canada and most Nordic countries) may encourage much needed attitudinal shifts towards fathers by legitimising their caring activities. Other initiatives that encourage father primary carers in their role may include the recruitment of professional male early childhood workers.