The eternal flower of the child: The recognition of childhood in Zeami’s educational theory of Noh theatre

European theorists of childhood still tend to locate the first positive acknowledgements of childhood as a human developmental period in its own positive right between the 16th and 18th century in Europe. Even though the findings of Ariès have been constantly challenged, it still remains a commonplace, especially within the history of education, to refer to Jean-Jacques Rousseau of the 18th century as one of the earliest and most prominent conceptualisers of childhood as a positive period that must not be evaluated in the light of its distance to adulthood but for its inherent value as an important and unmissable period of human life. Such a view is as unhistorical as it is biased and eurocentred. This article endeavours to shed at least a small light on the history of education and of childhood outwith the usual focus. The central objects of examination are the theoretical treatises of Zeami Motokiyo regarding the Noh theatre which have long been recognised as one of the great cultural achievements of humankind. Despite their acknowledged importance, theorists of education have hardly engaged with these treatises even though they present us with a whole theory of education that also embraces a very original and positive theory of childhood. Given that the treatises originate from the 14th-early 15th century, they pre-date everything the typical Western History of Education would bring forth as the beginning of a positive childhood and a pedagogy that acts accordingly.     

Association between mothers’ problematic Internet use and maternal recognition of child abuse

BackgroundThere are few studies about mothers’ problematic Internet use (PIU). Mothers’ PIU may lead to inadequate parenting and child abuse.ObjectiveThis cross-sectional study aimed to clarify the association between mothers’ PIU and their recognition of child abuse.Participants and settingWe analyzed data collected of health examinations of children aged 4 months, 1.5 years, and 3 years which were carried out in Matsue City, Shimane Prefecture, Japan between April 2016 and March 2017. The number of the subjects were 1685, 1729, 1674, respectively.MethodsWe used logistic regression analysis to clarify the association between mothers’ PIU (Young’s Diagnostic Questionnaire for Internet Addiction score: ≥5) and their recognition of child abuse (selecting < True of me > for < I sometimes think that I am abusing my child > on a questionnaire survey), which was adjusted for covariates such as maternal age, number of children, daytime caretaker, social support, postpartum depression, and current smoking status of the parents.ResultsBased on the multivariate logistic regression analysis, the mothers’ PIU was significantly correlated with their recognition of child abuse for children aged 4 months, 1.5 years, or 3 years [odds ratio (OR): 13.30, 95% confidence interval (CI): 1.26–139.98, OR: 7.02, 95% CI: 1.28–38.55, and OR: 28.06, 2.48–317.93, respectively].ConclusionThis study revealed the possibility that mothers with PIU recognize child abuse more than mothers without PIU. However, further studies should be conducted to increase reliability and validity.     

阅读教学中儿童想象思维的体察与培养

想象思维是人体大脑通过形象化的概括作用,对脑内已有的记忆表象进行加工、改造或重组的思维活动,是一种开放式的创新思维。阅读教学中,儿童想象思维更具有其鲜明特征。本文在解析儿童想象思维特征的同时,针对现实不足,就如何找准儿童想象思维的生发点、如何创设儿童想象表达的路径、如何完善儿童想象表达等问题进行探究,以期实现儿童想象、思维、语言的同步发展。     

论音乐教学中幼儿师范生创造力的培养

将以“创造性”学习理论为依据。笔者通过对幼儿师范生学习心理的分析,结合幼儿师范生所开设的各音乐学科的特点,注重与幼儿园实际音乐教学的联系,探讨如何在主体课堂教学环境下对学生进行创造能力的培养。     

对当前幼儿园教师自主学习现状的调查与思考

通过调查,发现当前幼儿园教师在自主学习方面存在许多偏差和局限,结果表明教师注重“外在的”、“技术性”的在职学历进修;现代信息技术在学习中的运用较差;学习内容的选择确定,组织方式大都由管理者发起;学习研究过程中缺乏合作研究意识;学习过程中的自我反思自我调控评价能力不同。解决这些问题的对策有转变管理理念,端正教师学习动机;加强软件投资与建设;增强合作意识;建立自我评价机制。     

实现中华民族伟大复兴的必由之路

新中国60年波澜壮阔的历史表明,中国特色社会主义道路是中国共产党带领人民在长期的实践中经过艰辛探索而逐步开辟出来的、实现中华民族伟大复兴的正确之路、必由之路。新时期坚持中国特色社会主义道路,必须澄清中国特色社会主义与民主社会主义的本质区别,坚定社会主义必胜的信念和信心;必须坚定不移地坚持解放思想,坚定不移地推进改革开放,坚定不移地落实科学发展、构建社会和谐,坚定不移地为全面建设小康社会而奋斗。     

新生适应期心理健康状况调查与分析

为了解大学新生适应期的心理健康状况,更好地帮助其成长,本研究用SCL—90量表、开放问卷及半结构式访谈分别对3422名和70名2008级大学新生进行测试和访谈,并对结果进行统计分析。SCL-90测试结果发现：影响大学生心理健康的因素从高到低依次是：强迫症状、人际关系敏感、偏执、敌对、抑郁、精神病性、焦虑、其他、恐怖、躯体化。开放问卷和半结构式访谈揭示：大学生活适应问题与大学新生的心理健康状况关系密切,大学生之间的心理健康状况存在年龄、性别、是否独生子女等差异。     

史浩拜相模式的传承与其子史弥远的独相——史氏相权与赵氏宫廷的关系研究之二

史弥远继承并发展了其父史浩以藩邸旧臣际遇储君而拜相的政治模式。作为景献太子的藩邸臣属,史弥远凭藉东宫之助,在诛韩之变与排击政敌中获得胜利并得以起复拜相。及景献太子死后,史弥远察知有望出任储君的济王竑不利于己,便积极培养贵诚（理宗）以取而代之。理宗即位,史弥远又独相九年,且泽荫惠及子孙,从理宗的优礼、保全、重用等举动中可见。     

Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth

There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively.     

写作能力的培养从家庭教育开始

学生主观的写作恐惧情绪,客观的词句贫乏无话可说,起源都在于家庭教育。家庭教育中,家长进行孩子启蒙教育的开始,与孩子交流的言语习惯、思维习惯都已是在潜移默化地影响了孩子的语言与思维,这两点也直接地影响了将来孩子在写作中语句、内容、情感、观点的几大写作要素的发展。因此,以家庭教育为入口,从根本上解决写作难的问题具有现实意义。