论心理学的解释学转向

哲学的解释学转向给心理学研究带来了深刻影响,"理解"与"解释"也成为心理学研究的重要维度。心理学的解释学转向既有深刻的理论背景和哲学溯源,又具备现实的科学基础。在解释学转向下,心理学研究出现了三个转变,即从本质论到建构论的转变,从方法中心到问题中心的转变,从价值无涉到价值关涉的转变。解释学转向引起了心理学的方法论变革,对于克服主流心理学面临的困境具有积极的意义。     

Boys’ and girls’ conversational participation across four grade levels in Norwegian classrooms: taking the floor or being given the floor?

The participation of girls and boys in teacher‐led classroom conversations in Norway was examined across four grade levels (first, third, sixth and ninth). Boys participated more across all grade levels. The difference in girls’ and boys’ participation was least in the first grade and greatest in the ninth grade. A greater proportion of the girls’ utterances was initiated by the teacher allocating turns. The boys had more overlapping utterances with the teacher and contributed more comments that were not invited by the teacher. The difference in girls’ and boys’ participation was less in a classroom with a female rather than a male teacher. Boys made many uninvited comments in classrooms with male teachers. The discussion draws attention to relationships between conversation participation and learning, between participation and influence, and between participation and developing skills to take the floor in public.     

习水县红饰苗族斗脚舞与中学体育课程资源的耦合

斗脚舞是红苗特有的一项民间传统体育活动,挖掘和整理斗脚舞传统体育资源,将斗脚舞做为体育课程资源引入课堂,对于在少数民族地区开展全民健身活动有着重要的推动作用。     

篮球比赛反败为胜案例的分析与研究--决胜时刻的技战术分析

通过运用文献资料、录像观察、专家访谈、逻辑分析等研究方法,以最后时刻决定胜负的44场比赛及2012-2013赛季 NBA 季后赛的2场比赛为研究对象,并结合笔者所执教的山东财经大学男篮两场成功和失败案例,对决胜时刻的反败为胜做分析,分析出篮球比赛反败为胜时刻影响攻守技战术运用的因素：教练员因素、时间因素、比分因素、核心队员是否上场等。通过对比赛决胜时刻技战术的研究,探索出篮球比赛中落后队伍反败为胜的经验和影响因素,使篮球反败为胜时刻的攻防技战术应用有可靠的理论依据,对反败为胜时刻的攻防技战术应用具有极强的实战指导意义,从而使得篮球比赛更为精彩。     

Encountering Pedagogy through Relational Art Practices

Two artists involved in ‘socially engaged art’ practice were invited to work with art education teacher candidates and instructors in an effort to rethink notions of teaching, learning and art. We initiated this residency, which we called ‘The Summerhill Residency’, to examine how learning encounters might create environments for meaningful exchanges between the ways in which artists and secondary art education teacher candidates learn to think about pedagogy and the nature of artistic learning. Drawing upon Bourriaud's theory of relational aesthetics, we consider, yet trouble, the relational aspects of the processes and products of the artist residency, and examine the crisis of imagination that permeated teacher candidates' experiences. Throughout the project, a/r/tography offered a rich form of living enquiry that opened up possibilities for learning within a community of enquirers.