论心理健康教育在大学生思想政治教育中的作用

当今高校中相当一部分大学生在生活、学习、情感、就业等方面出现的心理偏差、心理缺陷,在很大程度上阻碍了他们的健康成长。而思想政治教育作为一项育人工程,在高校各项学科建设中,尤其是在学科建设的主体即高校大学生的培养中发挥着不可忽视的重要作用。     

政策扶持背景下我国人口较少民族地区发展现状及对策研究——以云南省保山市人口较少民族地区经济社会发展为例

自2005年,国家制定《扶持人口较少民族发展规划（2005~2010年）》后,各省均制定了相应的扶持规划并积极实施,当前,在对我国的人口较少民族地区进行下一个五年计划的时间点上,我们有必要对过去的扶持工作进行总结,查找问题,思考对策,谋求取得新的扶持工作的突破。以云南省保山市为例,在政策扶持背景下对我国人口较少民族地区经济社会发展中出现的问题进行思考,具有现实意义。     

累犯从重处罚依据之再探析

学界关于累犯从重处罚的依据存在着社会危害性说、人身危险性说以及主观恶性和人身危险性说三种观点。文章认为对累犯从重处罚的依据在于犯罪人的人身危险性较初犯更大,即主张人身危险性说。因此,对人身危险性的评价在累犯制度的适用中具有重要地位,应当将人身危险的评价引入累犯制度。     

从语篇功能视角探析语篇的信息结构分布

交际是一个动态的过程,即已知信息与新信息不断更替的过程,因此,需要说话者不断地推断听话者的心理认知活动;而同时,听话者也在交际的过程中不断地完善自己的心理表征,使得交际得以进行。     

社会调查在研究性学习中的应用——以濉溪老城石板街的调查研究为例

研究性学习是学生在教师指导下以类似科学研究的方法去获得知识和应用知识的一种学习方式。它注重学生在教师的指导下自主学习,从而提高学生学习的积极性和主动性,培养学生分析问题、解决问题的能力,为学生进一步了解社会,学会学习奠定了基础。而社会调查是实施研究性学习的一种重要途径,也是对新形势下历史教学法的一种探索。     

Students' reasoning about chemical bonding: The lacuna of repulsion

This article concerns a lacuna in chemistry students' reasoning about chemical bonding. Although chemistry students are familiar with the charges that make up the atom––both positive and negative––they refer only to the attraction between unlike charges. Specifically, they ignore the repulsion between the positive nuclei. We named this disregard of repulsion the lacuna of repulsion. Repulsion is a crucial component in the force-based explanation of chemical bonding, presenting the bond as a dynamic equilibrium between attraction and repulsion electrical forces. We noticed this lacuna incidentally while interviewing chemistry students for a bigger project aimed at supporting students in understanding the force-based explanation of chemical bonding. This article describes our systematic qualitative study of the lacuna of repulsion and its impact on mental models of 23 high school chemistry students. Our findings show that students use six mental models, most of them built upon each other. Beginning from a simple mental model that describes the chemical bond as electrons, continuing with the including attraction forces, and completing with repulsion and a dynamic view of the bond. Only when one considers both attraction and repulsion forces and understands the dynamic balance between them is it possible to build the force-based dynamic mental model of chemical bonding.     

Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories

In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.     

Academic identity,confidence and belonging: The role of contextualised admissions and foundation years in higher education

This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students.     

Building a just world: the effects of service-learning on social justice beliefs of Chinese college students

This study aimed to examine the effects of different service experiences on the social justice beliefs of 60 Chinese college students with mixed methods. The quantitative results indicated that the participants in two service groups (i.e. for at-risk adolescents and adolescents with cerebral palsy) demonstrated a more significant promotion of social justice beliefs than their peers in non-service group. A qualitative analysis provided evidence of the mechanism underlying service-learning, as well as different service experiences affecting on students’ social justice beliefs. Finally, the implications for implementing service-learning and realizing social justice goals in China were discussed.     

Habitus as foregrounded history: theorising affect in the social formation of embodied practice

This article builds upon a tradition of feminist critical engagements with Bourdieu, developing the concept of ‘foregrounded history’ as a way to conceptualise the temporal and affective in processes of habitus formation. Through analysis of affects ‘produced through the social encounter’ within everyday childhoods on a British council estate, the article explores habitus as histories both embodied and felt in the present. Drawing upon ethnographic research conducted within the interrelated fields of the Primary School and the Community Centre, this article considers processes of distinction, disagreement and resistance in the formation of classed positionings on The Estate.