"我"在哪里?--读弗罗姆《爱的艺术》

弗罗姆在<爱的艺术>里对西方社会存在的问题做了详细的分析,对弗洛伊德的很多观点提出置疑,并结合马克思的思想,从异化的根源出发,通过对信仰问题的阐释,找到了当今西方社会缺乏真爱的原因.针对"异化、个性、信仰"三个话题,结合马克思主义思想,深刻地阐述了东西方思想观念的差异.     

Theoretical Value Belief, Cognitive Ability, and Personality as Predictors of Student Performance in Object-Oriented Programming Environments

The research described in this article reports the results of a study designed to evaluate the relationship among object‐oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a main determinant of performance. Rather, the findings suggest that characteristics of an individual nature have more effect on a student's performance. This supports our belief advanced herein that theoretical value belief and personality are significant predictors of computer programming performance in OO environments. From the findings of this study, we assert that academicians who must teach OO computer programming consider these factors when developing course materials or student assistance programs.     

The relationships of communicator style, personality-based learning style, and classroom community among online graduate students

This study examined the relationships among communicator style, personality-based learning style, and sense of classroom community among 72 graduate students enrolled in online doctoral coursework. Findings suggested that communicator style patterns were related to learning styles and to classroom community. Moreover, the results of a canonical correlation suggested that friendly and open communicator styles were significantly related to feelings of being connected and the precise communicator style was related to both feelings of connectedness and to feelings that membership in the online learning community fostered educational goal attainment. No significant relationships were found between learning styles and classroom community.     

名士自风流

嵇康是“竹林七贤”的领袖人物,是魏晋时期真正的名士。他那潇洒的外貌,内在的智慧,脱俗的言行,高迈的精神风范为后人所景仰、赞叹。试从两个方面,论述了嵇康的人格魅力。     

以人为本重视学生的个性教育

转变传统教育思想观念,革新旧的教育体制模式,以人为本,树立正确的服务观、学生观,适应市场经济体制下的教育模式。坚持以人为本,加强学生的个性教育是当代教育理论的前沿问题。正确理解个性教育的内涵,努力探索个性教育的方法对学校教育具有十分重要的意义。     

金钱心理与不道德工作行为：管理人员和大学生比较研究

随机抽取204名企业管理人员和395名大学生为被试，运用自编《金钱心理问卷》和《不道德工作行为情境问卷》，调查分析管理人员和大学生的金钱心理类型及其发生不道德工作行为可能性的差异。研究发现：金钱崇拜者和金钱不满者与金钱排斥者、金钱冷漠者相比，更可能在工作压力的情境下从事不道德行为；金钱冷漠者和金钱排斥者比金钱崇拜者更可能受到不道德组织氛围的影响；大学生比管理人员在工作压力、从众、组织氛围等情境中更容易发生不道德工作行为。     

聋校中学生人格因素的分析

为了深入了解聋校中学生的人格特征和培养他们的良好个性品质, 本研究对不同性别、年级和不同程度听力损失的聋生进行了人格调查和统计 分析。研究结果表明:性别、年龄、听力、智力及学习成绩是影响人格形成与 发展的重要因素,尽可能地保留残余听力和提高学业成绩有助于聋校中学生 人格的发展。     

论个性教育与创新教育的统一性

针对教育现实对个性教育的忽视所造成的各种问题根源进行探索，以分析其形成的社会原因、教育原因，进而从个性教育的理论价值与现实意义两方面强调个性教育与创新教育的统一性。     

Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light”

Abstract

This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students’ learner profiles over time. Both short- and long-term results were promising.     

当代世界高校入学考试制度改革趋向研究

当代世界各国高等学校入学考试的改革纷繁复杂、各具特色,但是都有其本质的内在诉求。为满足这些诉求,各国高等入学考试改革虽有所差异,但表现出一些共同趋向。通过梳理各国高等入学考试,对这些共同趋向进行了探讨、总结,以期对中国正在进行的高考改革有所启示。