“情感教学”在军事院校教学中的问题与反思

笔者从多年教学体会到,情感是学员学好知识的催化剂,应从把握学员的心理状态出发,合理调节,实施情感教学,为学员创造良好的学习、讨论氛围,激发学员学习的兴趣,提升课堂教学效果,争取在校期间学到更多的知识,从而达到学以致用的目的。     

基于情感教育视野下的民族院校思想政治教育工作模式的创新

民族院校思想政治教育工作具有自己的特殊性。如何提升民族院校思想政治教育工作的针对性和实效性是当前民族院校面临的重要问题。包括将情感教育纳入工作理念、不断创新工作方式和方法、做学生的朋友、开展"我爱我家"建设、微笑使学生倍感亲切等情感教育的应用,可以使民族院校的思想政治教育工作取得较好的实效。     

Social‐emotional well‐being and resilience of children in early childhood settings – PERIK: an empirically based observation scale for practitioners

Compared with the traditional focus on developmental problems, research on positive development is relatively new. Empirical research in children's well‐being has been scarce. The aim of this study was to develop a theoretically and empirically based instrument for practitioners to observe and assess preschool children's well‐being in early childhood settings. The analysis of preschool teachers' ratings yields six dimensions of social‐emotional well‐being: (1) making contact/social performance, (2) self control/thoughtfulness, (3) self‐assertiveness, (4) emotional stability/coping with stress, (5) task orientation, (6) pleasure in exploration. Composite scales were constructed. PERIK consists of six scales of six items each. The scales differentiate in both the upper and lower range and despite their brevity have good psychometric qualities. The instrument was published together with a booklet containing examples of how PERIK observations can be employed in practical work with children.     

基于社会网络中心性分析对改善团体凝聚力的研究

立足社会网络理论,结合班级个体交往过程中的情感“输入”与“输出”的支持关系,利用各种中心度和中心势测度指数,以X大学Y班级为例,分别从点度中心性、中间中心性两个方面对该团体的情感支持网络进行了相关分析,最后提出了提高团体凝聚力的一些启示和反思。     

浅谈亲子教育和隔代教育对幼儿个性心理发展的影响

父母对于孩子身心成长具有重要影响。父母自己带孩子在孩子个性心理发展上有着不可比拟的优势。     

从体验哲学的角度探讨汉英中表示“喜悦”的转喻

体验哲学认为语言具有体验性,强调意义不是来自与外在客观世界的对应,而是来源于人类的身体体验和社会体验。情感,作为人类经验的重要组成部分,是人体经验最中心、最普遍的方面之一。而人的抽象情感在很大程度上是通过建立在人体感知基础上的转喻表达。文章通过对汉语、英语中情感范畴＂喜悦＂的分析,指出两种语言对＂喜悦＂的认知都取决于人的生理和心理活动,说明汉语、英语中表达＂喜悦＂的转喻和隐转喻方式是建立在人们体验的基础上的。     

高职英语实施情感教学的实践

情感教学支撑认知目标的实现,认知目标的实现又需要情感因素的进一步发挥,这种相辅相成的关系最终会形成师生间的良好互动。实施情感教学,要从研究授课内容入手,挖掘情感因素,激发学生学习英语的积极情感;真诚地对待学生,建立平等、互动的师生关系,创造良好的课堂学习环境。     

论学生管理中的感情投资

教师对学生的感情投资是融洽师生关系，营造民主、和谐的教育环境。增强管理效果，提高教育质量的重要途径。教师在教育教学和管理活动中，必须注重对学生的感情投资。关心、爱护学生，尊重、信任学生，谅解、宽容学生。要把对学生的感情投资和严格要求、严格管理结合起来。     

Factors Influencing M.S.W. Students' Interest in Clinical Practice

This study utilizes linear and log‐linear stochastic models to examine the impact that a variety of variables (including graduate education) have on M.S.W. students' desires to work in clinical practice. Data was collected biannually (between 1992 and 1998) from a complete population sample of all students entering and exiting accredited graduate programs of social work in California (n = 5,793). The influences of past practice experiences, professional motivations, socio‐demographic characteristics, ideological affiliations, and education and training experiences while a graduate students were all examined. Findings suggest that there is tremendous commonality in the variability of interest toward doing clinical practice among all student groups both before and after the completion of graduate studies. Male and female students, students of varied ethnic, social class and political identifications/affiliations, along with students of varied ages did not differ in their desire or interest to engage in clinical practice. The desire to prepare for private practice had the strongest influence—that was maintained over the course of their education—on students' interests in clinical social work. Desires to work with the poor were not associated with students' desires to be clinicians who wish to apply their trade across a wide variety of problems and populations.     

精神损害与精神损害赔偿

精神损害赔偿制度虽然在我国起步较晚，但是发展却非常迅速，几乎人人都知晓精神损害或精神损害赔偿，司法实践中的案例也是层出不穷。但在生活口语中，“精神损害”和“精神损害赔偿”往往是同时表达同一个意思，即要么是表示受到了精神损害，要么是表示需要适用精神损害赔偿制度；我们不必对大众在法律术语的使用上做过高要求，但在理论研究上剐’有必要对这两个概念进行明确的区分，以避免理论上的混乱和立法上的瑕疵。