数学焦虑的成因及对策

数学焦虑是由数学问题和情境引发的一系列自我强迫和紧张,接近精神病学中的焦虑症状.在深入了解我国中小学数学教育现状的基础上分析其成因,着重讨论教师观念上的错误和教学行为的不当,提出帮助学生克服数学焦虑的若干建议.     

焦虑的性别差异对美国考生数学成绩的影响探析

在美国高考数学学科中,女生表现出明显弱势。通过对其中存在的性别差距进行分析,发现焦虑现象对女生的影响明显大于男生,是导致女生成绩低于男生的重要原因。通过对影响女生焦虑产生因素的理论分析,提出缓解女生焦虑的四项措施。     

海派小说的“魔性”原型

男性文本中女性常常被异化为“天使”与“妖妇”两个极端。在中国,女人祸水论是妖妇形象产生的心理基础。男性对妖妇的恐惧是男人心中的阉割焦虑使然。蝴蝶、猫、狐狸是妖女形象常见的几种喻体。动物比拟是为了表明女人所具有的恶魔力量植根于女人的天性。在施济美等女作家的文本中,男性意义世界中的“妖妇”,实际上是一个善良的“天使”。戏拟手法既拆解了男性眼光中的女性神话,又消解了男性的主体地位。     

全运会太极拳运动员多维竞赛状态焦虑的调查研究

文章运用马腾斯的CSAI-2问卷,对参加第十二届全运会武术套路比赛中太极拳男女运动员的竞赛状态焦虑水平进行测试。旨在探讨在国内最高级别的武术赛事中,高水平太极拳运动员多维竞赛状态焦虑的影响因素及其与比赛成绩的关系。     

Library Anxiety Among Chinese Students: Modification and Application of LAS in the Context of Chinese Academic Libraries

In this paper, the status of library anxiety among university students in China is studied. With interviews, questionnaires and statistical methods, a modified Chinese Library Anxiety Scale (C-LAS) is developed, considerably different from that previously proposed by Bostick [Bostick, S. L. (1992). The development and validation of the Library Anxiety Scale. PhD dissertation, Wayne State University] and suitable for the Chinese cultural sphere, consisting of seven factors including resources, retrieval, regulations, staff, knowledge, comfort and affection, delineated further into 36 statements in total. Two aspects of users including demographic factors and participation in library training courses are also studied. This study proposes a quantitative measure for the levels of library anxiety in China. The findings also suggest that resources, retrieval, and regulations are the main factors impacting library anxiety and that users' library anxiety levels are related to demographic factors and participation in library training courses.     

The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.

当代大学校园文化素描

文章以现象描述的方式,从四个方面呈现了当代大学校园文化生活的一般状态。文章认为,由于大众化及市场化等因素影响,大学校园文化的很多体验发生了变化。市场化所引起的身份焦虑导致大学理念逐渐衰落;考试和考证文化超过了探究的兴趣;师生之间的影响更多地让位于同伴;物质条件改善并没有带来闲暇的心境。大学校园文化的教育和社会引领价值正面临着严峻的考验。