浅析新疆少数民族民间信仰中的性别意识

新疆少数民族民间信仰是中华民族文化中独具特色的组成部分。蕴涵在民间信仰中的性别意识,不仅折射出新疆少数民族的性别观,也影响其民族心理和民族习惯。通过对新疆少数民族民间信仰中性别意识的特征和表现进行分析研究,进而透视这种性别意识对新疆少数民族心智模式和行为方式所产生的影响。     

中西古代建筑文化差异之探讨

文章对中西古代文化进行比较,从宗教信仰、自然观、认识与思维、历史与保护等四个方面分别进行阐述,试图从中西文化上的差异上找出中西古代建筑形式与空间不同的根源,从而促进建筑文化的发展.     

适于IR-HARQ协议的速率匹配删截IRA码设计

基于非规则重复累加码（IRA）提出一种冗佘递增自动重传协议（IR-HARQ）且该自动重传协议的性能取决于速率匹配删截IRA码的性能．在此基础上提出用线性规划结合一维概率密度演化算法解决核心的速率匹配删截IRA码的设计问题,并给出了设计结果．仿真表明：相比于基于turbo码的相应方案,所提方案的性能在短帧（帧长1024）下大体相仿,而在长帧（帧长4096）下表现出一定的优势．相比于turbo和低密度校验码,基于IRA码的方案在解码的复杂性以及并行化方面具有独到的优势．     

Irish student teachers’ beliefs about self,learning and teaching: a longitudinal study

This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles.     

Developing effective teacher beliefs about learners: the role of sensitizing teachers to individual learning differences

Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.     

Measuring need for closure in classroom learners

Need for closure, as formulated by Kruglanski and colleagues [Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181–197; Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103, 263–283; Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 76(6), 1049–1062], refers to the motivated tendency to seek structure, simplify complex information, and avoid ambiguity. In this article, we argue that this motive may impact classroom learning in important ways and introduce a self-report measure of need for closure situated in the classroom learning environment. Psychometric properties of the new measure are assessed in multiple samples using exploratory and confirmatory factor analysis. Correlations between the new measure and existing indicators of cognitive closure, as well as variables known to influence motivation and academic achievement, support our assertions regarding the association between need for closure and academic functioning while also providing evidence for the construct validity of the measure. Finally, internal consistency and test–retest reliability suggest that the new measure functions as a reliable measure of need for closure within the classroom.     

企业间合作学习、控制方式、创新的关系研究

在交易成本理论以及社会交易的理论框架下,用实证的方法研究合作学习及其控制方式对创新的影响,并分析指出其在联盟管理中的实际意义。     

失败视角下变革型领导对员工创造力的影响

基于失败视角，本文运用社会信息加工理论，探究变革型领导对员工创造力的跨层次影响及团队失败共享信念和员工归属感在其中的作用，对60个团队中302对领导-员工配对数据进行分析，得到结论：变革型领导对员工创造力具有显著的跨层次正向影响，且对团队失败共享信念具有显著的正向影响；团队失败共享信念在变革型领导与员工创造力关系之间起到跨层次中介作用；员工归属感在团队失败共享信念与员工创造力关系之间起到正向调节作用。     

彝族民间宗教节祭中的交媾仪式

当彝族先民们还意识不到男女的交媾在人口繁殖中的决定作用时,图腾感生的神话便应运而生。当性生观念形成后,男女交媾的现实就取代了图腾感生神话,于是交媾仪式便伴随着彝族先民希求人丁兴旺的愿望而逐步盛行。彝族民间的交媾仪式以极其率真、坦露、直朴或抽象化的风貌融入到了农业祭祀、宗教舞蹈、节日风俗、祖先超度祭祀等日常活动中,表现出非常明显的民族特色和地域特色。     

高校大学生理想信念教育探析

在新时代背景下,加强大学生理想信念教育是有必要的,其主要原因是在经济全球化和文化交流合作日益广泛的时代,大学生的主流思想和政治意识出现多元的发展趋势。受社会不良思想和思潮影响,造成很多大学生群体社会责任缺失和缺乏正确思想价值观念,在一定程度上影响大学生群体的全面发展与进步。因此,需要加强对高校大学生理想信念教育内容和方式的创新,从而更好地培养学生正确的思想意识和文化价值观念。