论中国艺术设计教育的文化自觉观

目前,我国艺术设计教育处于一个迅猛发展的时期,本文就其发展过程中所面临的诸多现实问题,如从艺术设计教育对传统的继承、在现代经济体系下的适应及其文化自觉等几个方面来对其在国家和谐社会经济大发展中的关系进行一些审慎的理性思考,从而把我国当代艺术设计教育放到文化自觉观的范畴进行剖析与梳理,并对其理念,模式,内容等方面作一些可操作性的探析。     

Teaching the teachers: emotional intelligence training for teachers

A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others.     

Measuring student teachers’ understandings and self-awareness of sustainability

Understanding sustainability is important, as people need to cope with issues associated with over-population and over-consumption. Education is seen as a key strategy to assist with the development of people’s understandings of this complex concept, which could then lead to them being able to make more sustainable lifestyle decisions. In order to teach this concept, teachers need to understand sustainability. This paper investigated 77 New Zealand student teachers’ understandings of sustainability and the level of self-awareness of their understandings. A definition of sustainability was developed for this research from which two tools were constructed to measure these teachers’ level of understanding and self-awareness. Findings showed that many of these student teachers had simplistic understandings of sustainability that were focused on an environmental component. Further evidence of their low level of understanding was illustrated in the way that over half of this group were not able to accurately rate their own level of understanding. These findings suggest a need for the development of teachers’ understandings of sustainability so that they can plan and teach effective sustainability education programmes.     

方向自悟暴露--探寻初中科学高效教学策略

在我们的教育教学工作过程中如何协调好教与学的双边关系,提高课堂教学的效率,这是我们永恒的主题。本文就学习目标如何表述和展示,如何用情景材料教学,帮助学生领悟,如何将学生的学习问题暴露再教学,作了一些探讨。     

胡适的妇女解放思想及其对当代女大学生自我意识的影响

胡适对于全中国的妇女解放运动的贡献不容忽视,他以西方资产阶级自由民主思想为武器,在批判传统妇女观的基础上,提出了他的妇女观。不仅对当时妇女解放运动起到关键性作用,也对当代女大学生自我意识产生了重要影响。     

运动与非运动群体肥胖中小学生自我认识水平与特点的研究

目的:从运动与非运动群体层面分析北京市肥胖中小学生自我认识水平与特点,为研究体育锻炼促进肥胖中小学生自我认识水平和心理健康水平发展提供参考依据.方法:采用儿童青少年自我认识量表对北京市972名肥胖中小学生进行调查.结果:①北京市肥胖中小学生的体貌、运动自我维度和总体自我认识的平均得分显著低于总抽样样本;②性别和年级对肥胖中小学自我认识水平具有一定的调节作用;③在控制相关人口统计学变量性别和年级的影响后,不同群体对肥胖中小学生的总体自我认识及其各自我维度的效应显著.结论:运动群体肥胖中小学生的学业、外貌、人际关系和运动能力的满意度和总体自我认知、评价水平显著高于非运动群体.     

高职院校学生自我意识的偏差与调适

高职生正趋于成熟,但还没有进入成熟阶段。这个阶段是青年自我意识发生矛盾最突出时期,但他们自我意识容易出现偏差。调适方法有:创造成功的机会,培养学生的意志品质,换位思考,与学生进行思想交流和感情沟通等。     

男性中心意识下的误读——对周蘩漪、曾树生认知错位的思考

周蘩漪、曾树生分别是曹禺的名剧《雷雨》和巴金的小说《寒夜》中塑造的两位女性人物，她们有着截然不同的精神内涵，作者和读者同样对二人有着明显不同的价值评判和情感投射。这种主观意识却与文本人物的客观意义存在不容忽视的错位问题。造成这种错位的根源，是男性中心意识给现代社会的文化价值观造成的消极影响。     

Developing pre-requisites for empathy: increasing awareness of self,the body and the perspectives of others

Empathy is an important affective attribute for graduates entering future practice with diverse populations. Self- and bodily awareness and the ability to take others’ perspectives are essential for developing, maintaining and encouraging the cognitive, affective and motivational elements of empathy. This paper presents a thematic analysis of students’ summative reflections on body-focused wellness activity participation, which indicates increased self- and bodily awareness and developing ability to take on the perspectives of others. Prolonged engagement with authentic activities that focus attention on shared bodily aspects of life and encourage self-direction appears to be central for developing awareness and the ability to take on others’ perspectives. For some students, perspective-taking may produce recognition of disempowerment and the need for power reciprocity in future professional relationships, an essential element of practising empathy.     

美术教学中学生价值观的培养

美术教学中对学生价值观的培养应该注意：培养自主意识是条件;发掘个性和创造性是基础;发挥主导价值观的统领以及情感因素的作用;通过知识、能力、态度、情感的和谐发展,促进学生科学、正确的价值观的形成。