《达·芬奇密码》——一部典型的后现代小说

《达.芬奇密码》作为一部雅俗共赏的小说深受读者欢迎。作者丹.布朗为这部小说注入了全新的创作理念,尤其融入了诸多晚期后现代主义特征。从后现代主义的视角来解读这部小说,并通过实例进行分析,从而得出结论：由于作者对后现代技巧的运用,使得《达.芬奇密码》成为了一部雅俗共赏的后现代主义小说。     

海峡两岸研究生玩兴幽默感比较

采用心理测评工具,对大陆研究生创造人格和创造氛围知觉进行测评,与台湾地区数据对比,《玩兴量表》有四因子得分,大陆样本得分都低于台湾地区样本,且差异非常显著;在《幽默量表》测验中两岸样本各有三个因子得分较高,显示出不同的地域差异。最后得出大陆学生人格特质中玩兴和幽默感较弱,不能以更轻松和开放的心态对待工作。     

Fun and games in higher education: an analysis of UK student perspectives

ABSTRACT

In an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches.     

Playful reflection: an investigation into the kindergarten project ‘Play in physiotherapy with children’

This article investigates adult learning in an action research (AR) project called ‘Play in physiotherapy with children’, conducted in Tromsoe Municipality, Norway, in 2010–2011. The project's objective was to explore how a play-based intervention approach would affect professional collaboration and child development. It was designed as a small-scale project, organized around two children with motor delay and their professional teams of teachers, physiotherapists and special pedagogue in two different kindergartens. It was situated in the kindergartens, and lasted for 16 weeks. The professional participants were invited into a process of action–reflection cycles as co-researchers. Video was a core tool in the design. Treatment sessions with the children were filmed during the action phases, and were the focus of attention in the reflection meetings. The two professional teams evaluated the video-reflection meetings as crucial to their learning and change. The focus in the article is on the learning in the reflection meetings during the AR process. We discuss two aspects of the space of reflection that was created during the project. First, we look into the role of video in reflection, and discuss how this can be understood with the help of concepts from Bourdieu's ‘theory of practice’. Second, we reflect on the role of play and playfulness in reflection and change among grown-ups. To do this, we use perspectives from phenomenological theory on play and playfulness from Buytendijk and Gadamer. We conclude that the use of video-reflection is a potent tool in AR processes. Concepts from Bourdieu's ‘theory of practice’ illuminate why, and also contribute to the understanding of the experienced change. Further, we argue that theory on play can help AR practitioners to understand the mechanisms of engagement and involvement that are crucial in AR processes.     

玩趣人格对员工创造力作用机理研究——关于创造力形成的新研究视角

通过对玩趣相关研究文献的深入分析,从个体和组织层面探讨玩趣人格对创造力的作用机制,从而构建一个包含玩趣人格、创造力、工作倦怠、敬业度及组织玩趣气氛5个变量的整合性模型:提出玩趣人格不仅能直接正向影响创造力,还可以通过缓解工作倦怠从而间接影响创造力。同时,员工敬业度与组织玩趣气氛在玩趣和创造力之间起调节作用。期望该模型的构建可以进一步深化对员工创造力形成机理的认识,推进成年人玩趣及创造力的研究向更加深入的方向发展。最后论文还从员工甄选、敬业度管理及组织气氛塑造三方面对该模型的实践意义进行了讨论。