家庭环境影响青少年发展的模式与对策

家庭环境是影响青少年健康发展的重要因素。文章在梳理生态系统理论、发展情境理论、积极青少年发展理论三种青少年发展理论的基础上,综合考虑家庭环境因素、积极心理品质、人际关系和学校环境系统在青少年发展中的作用,构建了家庭环境影响青少年健康发展的理论模型,并相应提出促进青少年健康发展的教育对策与建议。     

家庭背景、学校氛围如何影响学生抗逆力? ——基于PISA 2018的实证分析

基于PISA 2018中国四省市数据,对家庭背景、学校氛围与学生抗逆力的影响机制进行分析.研究发现,对标OECD国家进行比较,中国四省市抗逆力表现略低于国际水平;家庭背景层面,家庭文化资本和经济资本对学生抗逆力提升更有效,而家庭社会资本则无显著影响;学校层面,学校氛围能显著正向影响学生抗逆力;学校氛围和家庭背景对学生抗...     

社区远程教育为空巢家庭服务的模式

社区远程教育是建设和谐文化的重要途径。空巢家庭目前在中国一直呈上升趋势,由于空巢家庭成员本身所具有的特点,使他们成为社区远程教育的重要对象。本文针对空巢家庭特点,从教学资源、教学内容、教学方式和考核方式等几个角度,提出社区远程教育对这一群体的教学服务模式。     

《朱丽小姐》中的女性身份与自我认同

《朱丽小姐》是瑞典戏剧大师斯特林堡创作中期的一部重要剧作,反映了两性之间不可避免的冲突。从女性主义的立场出发,该剧的社会意义在于揭露了虚伪的传统道德对女性的迫害,以及强大的男权社会对女性的残酷统治。主人公朱丽的最终死亡不仅是对生的解脱,也是对不公的社会制度的最大抗议。     

沈从文家世探谜(下)

本文通过沈氏后人的家谱及相关资料,基本理清了沈从文家世的脉络。论证了沈从文的祖先的历史可以上溯到两三千年之久,而且其祖先既不“可能是被发配到边疆的犯人”,也不是“寒素之家”,而是“宦留黔、楚”的官宦之后,并且曾“钱粮有半乡之誉”。另外还对沈思远做官之谜和沈宗嗣过继之谜也作了质疑和探讨。     

“百花文学”浅论

“百花文学”在一个特殊的时代为中国现当代文学贡献了“新质”。这一独特的文学存在,不仅上承20世纪50年代以前中国文学的良好范式,而且开启了“新时期”文学的先河,具有积极影响。文章通过文本分析,从新英雄传奇、问题小说、家庭文学和讽刺文学四个维度考量“百花文学”的文学价值。     

基于家族企业的财务管理研究

随着我国社会主义市场经济体制的建立与经济体制改革的不断深化,家族企业已经成为促进我国经济发展的重要力量。但在很多家族企业中,财务管理观念和财务管理系统滞后,不能适应越来越短的产品周期以及日益激烈的市场环境,难以满足企业管理决策的需要,所以完善家族企业财务管理显得尤为重要,尤其要实现财务管理的专业化、确立财务管理的核心地位和强化监督等方面求突破。     

Creating a dialogue between sociological and egalitarian theory in education

No one discipline has a monopoly on the truth, especially in the analysis of a complex subject such as equality. If we are to deepen our understanding of inequality in education, we must open a dialogue with other disciplines, most especially with egalitarian theory. Bearing in mind the limitations of writing in a majority language tradition, the article explores the potential for creating a dialogue about equality between sociologists and critical and feminist egalitarian theorists. What sociologists can gain from egalitarian theory is a deepening of their understanding of the interface between the ethical and the empirical, of the interrelationship between fact and value in social life. In addition, egalitarian theory has the capacity to broaden our understanding of inequality in education beyond the distributive view of social justice that has dominated thinking in education to date. Drawing on the work of egalitarian theorists the article outlines four particular interpretations of equality that have relevance for researchers in education.     

Chapter 2.

Abstract

In 2002, the first in a series of working conferences was held as a collaboration between the counseling service of Bennington College and the Austen Riggs Center's Erikson Institute. The title of the first conference was The Escalating Use of Medications by College Students: What Are They Telling Us, What Are We Telling Them?. It was meant to provide a space to explore the meaning and context of this phenomenon. The primary contexts examined were the student's familial/ cultural context and then the institutional context from which the counseling staff was attempting to respond to the student. This paper describes that initial conference and the emergent themes over the next few years.     

Multi‐sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes

The importance of storytelling in social, cultural and educational contexts is well established and documented. The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social interaction. The present study builds on earlier curriculum orientated research with a view to describe patterns of social and story‐oriented interaction during storytelling. The stories dealt with sensitive topics raised by family carers who wished the young person with PIMD to understand. Behavioural observation during storytelling sessions explored changes in engagement while semi‐structured interviews with parents and professionals explored the extent to which the experience had benefitted the young person with respect to the sensitive topic. Positive changes in engagement with the story were shown for seven of the eight participants. For six of the seven, a parent and a professional agreed that the outcome of the experience positively enabled the participant to cope better with the sensitive topic. The specific multi‐sensory storytelling factors leading to these outcomes are discussed, as is the issue of proxy reporting and determining the nature of understanding in people with PIMD.