全球化背景下比较教育的多重身份及其构建

本文分析了比较教育身份危机的表现形式和生成原因,提出应从二元对立、非此即彼的思维方式中解脱出来,站在更加开放的平台上来理解比较教育;同时,结合全球化的时代背景,指出在全球化浪潮带来的种种机遇和挑战下,比较教育应着力构建多元一体的新型身份,应立足于国际合作和整体发展,促进多元文化背景下各种教育相互尊重与国际理解.本文认为比较教育身份应具有融合的视野、开放的胸襟、创造的智慧等学术品格.     

浅析提高图书分类查重质量的方法与技巧

分编图书、查重质量是关键环节,选择适宜的查重途径是基础,通过选取ISBN查重、题名查重、责任者查重这三种最常用的检索方法进行分析比较,来提高图书分类查重质量的方法与技巧。     

文本细读:中国古典教育话语的叙事范型

在中国传统文化语境下,中国古典教育话语具有相应特点的话语范式.中国古典教育思想的保存文本不仅具有理论话语范型的特点,而且还具有以"教育情境"说话论理叙事范型的研究特色.     

翻译过程与语篇语境动态构建

在翻译过程中,语境起着重要作用。但是静态语境观将翻译看作“成品”而非“过程”,仅仅强调研究语境对理解源语语篇的影响,忽视研究语境对的语语篇生成的作用。从动态语篇语境的观点来看,翻译是一个以语篇为单位、从源语语篇理解向的语语篇的生成转换过程,这一过程可以通过动态构建源语语篇语境和的语语篇语境来实现。     

Storybook writing in first grade

Research literature on writingstorybooks overlooks first graders. This ispuzzling as children enter first grade havingemergent literacy, in reading, writing, andstory composition. It may reflect the belief that at thisage children should learn to read and write(conventionally) as the curriculum demands,while elaborate writing is assumed be taughtand developed in higher grades. This study investigated story writing by Arab(N = 184) and Jewish (N = 321) first graders inIsrael. The children were presented with fourrelated pictures, asked to paste them in thesequence of their choice in a booklet, and thento write a narrative in their first language(Arabic or Hebrew). Writing the storybook wasperceived as a space for literacy development,and was tested in the contextof two instruction methods: Success For All(SFA) and whole-class Active Learning (AL). Theclasses were observed and teachers wereinterviewed on writing instruction.Nineteen categories of writing yieldedthree clusters–factors: book print awareness,writing conventions, and story quality. Thesethen served as measures for writing outcomes. Jewish and Arab children in SFA achieved higherscores than AL students; the Jews were higherthan the Arabs on most categories, but theestimate gain was highest for Arabs in SFA. The effect of SFA was highest for at-riskJewish students and lowest for at-risk Arabstudents. The results are discussed against thelinguistic and cultural background of the twogroups and in respect of their implications forwriting instruction in a bilingual context.     

语境与模糊语义

文章将语境分为上下文语境和情景语境 ;模糊语义分为相对的动态模糊语义和静态模糊语义。文章从五个方面讨论了语境对模糊语义的影响 ,并得出结论 :语境对动态模糊语义极为重要 ,动态模糊语义的研究有助于静态模糊语义的理解     

Child victims of sexual abuse: Teachers' evaluation of emotion regulation and social adaptation in school

This study assessed the social adaptation of sexually abused children and tested whether children's emotion regulation competencies mediated the association between child sexual abuse (CSA) and two outcomes of the social domain (i.e. withdrawal and social difficulties). A group of 283 child victims of sexual abuse and a comparison group composed of 60 nonabused children was recruited. Teachers completed questionnaires assessing the children's emotion regulation competencies, withdrawal, and social difficulties exhibited in the school context. Results showed that sexually abused children displayed poorer emotion regulation skills and higher levels of both withdrawal and social difficulties relative to nonabused children. CSA was associated with social difficulties and withdrawn behavior through the mediation of emotion regulation competencies. Teachers and school psychologists should be assisted in identifying children at risk of social difficulties and emotional dysregulation and schools be encouraged to adopt a trauma‐informed approach.     

浅谈家庭教育中的幼儿心理素质培养

家庭是幼儿心理素质形成的最主要的场所,家长应充分认识到从小对孩子心理素质培养的重要性,做好孩子身心健康成长的指导者和引路人,为孩子心理健康发展奠定基础.     

家庭暴力问题的社会学探因

家庭暴力是社会学的研究内容，随着人们对生活质量要求的提高和女性自我意识的觉醒，反对家庭暴力的呼声日益高涨。文章就中国家庭暴力的现状、含义、特点和原因等从社会学角度进行分析与探讨，旨在找出其存在的社会根源，为解决这一社会问题提供社会学理论依据。     

Learning Environments,Family Contexts,Educational Aspirations and Attainment: A Moderation-Mediation Model Extended

In this extension of a previous study (Marjoribanks, 1999), a moderation-mediation model was constructed to examine relationships among learning environments, adolescents' educational aspirations and the educational attainment of young adults from different family contexts. Data were collected as part of a longitudinal survey of Australian youth (4382 females, 3940 males). The findings from the two investigations indicated that when distal family contexts were defined conjointly by family social status and parents' aspirations: (1) distal family contexts, academic performance and learning environments combined to have large associations with adolescents' educational aspirations; (2) distal family contexts, adolescents' learning environments and educational aspirations combined to have large associations with young adults' educational attainment; and (3) there were family-context differences in the linear and curvilinear nature of the relations among measures of individual characteristics, learning environments and educational outcomes, and these also varied between females and males in those family contexts. This revised version was published online in July 2006 with corrections to the Cover Date.