穆木天文学起点与日本因素

穆木天早期留日经历在中国现代作家中极具代表性。日本留学生涯使穆木天由立志工业救国,转而走向文学,沉溺于象征主义,继而写作了被称为中国象征主义宣言书的《谭诗》,期间他的创作激情也得以激发,出版了诗集《旅心》。日本成为穆木天文学的起点,这在很大程度上左右着穆木天以后的文学轨迹。     

论教师的生活体验

生活体验是一种先于反思的、直接的意识对所经历的生活世界的直接体验和感受。在生活世界里,教师有着丰富多彩的生活体验,它们是教师进行课程开发的基础,是教师将生活融入教学的中介,是教师进行反思的起点和归宿。教师可以通过生活定位、反思经验、文本写作来获得生活体验。     

Metacognitive Experiences: The Missing Link in the Self-Regulated Learning Process

The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of online measures and our understanding of the self-regulation process. Furthermore, behavioral and performance measures as well as thinking aloud protocols can enrich not only the reliability and validity of our measures but also our awareness of the factors involved in the formation of the various facets of subjective experiences, be it affective or metacognitive.

School experience influences on pre-service teachers' evolving beliefs about effective teaching

This study systematically tracked a group of 37 pre-service teachers' evolving beliefs about and perceptions of themselves and their experiences from the initial data collection prior to any experiential base in schools through the varied phases of their professional placements involving steadily increasing levels of professional responsibility. The results indicated that the pre-service teachers' beliefs about good teaching evolved from a belief in being in control through expertise to a belief in being in control through charisma and building relationship with their students. The first teaching practicum experience dramatically challenged the beliefs of these students where the beliefs indicated immediately after the experience to be more focussed on ‘self’ rather than students. Subsequent belief structures differed in character from both those after the first teaching experience and from those held prior to the first teaching responsibility. The study also reports on the pre-service students' self-efficacy beliefs in good teaching. Gender differences are also discussed.     

Adverse childhood experiences and behavioral problems in middle childhood

Children who have been exposed to maltreatment and other adverse childhood experiences (ACEs) are at increased risk for various negative adult health outcomes, including cancer, liver disease, substance abuse, and depression. However, the proximal associations between ACEs and behavioral outcomes during the middle childhood years have been understudied. In addition, many of the ACE studies contain methodological limitations such as reliance on retrospective reports and limited generalizability to populations of lower socioeconomic advantage. The current study uses data from the Fragile Families and Child Wellbeing Study, a national urban birth cohort, to prospectively assess the adverse experiences and subsequent behavior problems of over 3000 children. Eight ACE categories to which a child was exposed by age 5 were investigated: childhood abuse (emotional and physical), neglect (emotional and physical), and parental domestic violence, anxiety or depression, substance abuse, or incarceration. Results from bivariate analyses indicated that Black children and children with mothers of low education were particularly likely to have been exposed to multiple ACE categories. Regression analyses showed that exposure to ACEs is strongly associated with externalizing and internalizing behaviors and likelihood of ADHD diagnosis in middle childhood. Variation in these associations by racial/ethnic, gender, and maternal education subgroups are examined. This study provides evidence that children as young as 9 begin to show behavioral problems after exposure to early childhood adversities.     

Athletic goal achievement: A critical antecedent of event satisfaction,re-participation intention,and future exercise intention in participant sport events

The purpose of this study is to develop a comprehensive understanding of consumer experiences in participant sport events. The authors explored two traditionally prominent components (i.e., service quality and perceived economic value) and one emerging factor (i.e., athletic goal achievement) of consumer experiences at participant sport events. The authors examined the effects of these three factors on re-participation intention and the effect of athletic goal achievement on future exercise intention. Results of moderated serial mediation analyses based on data from a sample of marathon runners (N = 3186), all three factors exerted significant effects on re-participation intention. In particular, athletic goal achievement was positively associated with re-participation intention and future exercise intention through the serial mediation of performance satisfaction and overall event satisfaction. However, the moderating effects of athletic goal importance on the serial indirect relationship between athletic goal achievement and two outcome variables (i.e., re-participation intention and future exercise intention) were not significant. The findings of this study offer participant sport service providers with insights to manage participants’ athletic performance, service quality, and perceived economic value for better consumer experiences. Such efforts should result in higher participant satisfaction, better retention rates, and a higher post-event physical activity level.     

黔中王门大师孙应鳌生平考述

孙应鳌是王阳明的再传弟子,是晚明黔中王门心学大师。他的生平经历了科举求仕的青少年时期、为官各地的中年时期和归乡讲学著述的晚年时期。     

新加坡网络信息管理机制分析

新加坡有煤体发展局、国家计算机委员会等机构实施对网络信息的管理。政府对网络信息依法实施检查、管制。国家对因特网实行注册登记制度,明确因特网及其内容提供商的责任、确定因特网管理之重点。强调行业自律和用户的自我责任。当前,仍面临着网络信息迅速增加而管理力量不足的问题,以及因特网法律的完善等问题。新加坡对网络信息的管理有许多值得学习的经验。参考文献16。     

"体育与健康课程"与学生的体育经历

通过对"体育与健康课程"理念的剖析,认为"体育与健康课程"迎合了当代社会对人们体育经历的需求,并为学生拥有成功的体育经历开辟了新的途径."体育与健康课程"尤其注重学生竞争性、自主性、公平性、协作性等体育经历的培养.     

企业间合作经验的学习效应研究述评

按照通常经验曲线理论,企业间合作经验的积累将会提升企业的合作绩效,但是实证研究却得出相互矛盾的结论．通过文献梳理,将企业间合作经验学习效应归纳为三个模型：基于合作能力的、边际递减的和不确定性调节下的学习效应模型．进一步提出下一步研究的方向．