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1.
吴投文 《廊坊师范学院学报》2007,23(1):21-24,40
沈从文的全部创作，可以看作是他出走故乡湘西后给早期的全部生命体验以一种完整的文学归宿。作为一个有独特创作个性的作家，沈从文创作的基本情感取向、艺术风格与其独特的家世、湘西独特的自然风貌及历史文化传统，尤其是与其早年的人生经历都具有直接而深刻的联系，沈从文的创作直接或间接地受到这些综合性因素的潜在影响。探寻沈从文的早期人生经历对其创作的影响，可以发现沈从文创作中的一些深层次问题。 相似文献
2.
Parents of dyslexic children encounter many difficulties in understanding and accepting their children’s disability. This
affects the child’s self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of
dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children
participated in this experiment, an experimental group (N = 37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N = 30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire
(Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after
the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can
bring about improvement in parents’ awareness of the dyslexic child’s cognitive experiences, and that this improvement is
significantly greater than that achieved by watching a film about dyslexia. 相似文献
3.
4.
This narrative inquiry presents the experiences of a group of 10 new primary teachers grappling with relationships in the social context of their school environment during their first year of teaching. Their lived experiences are plotted together in the story of Gemma to provide one insight into the emotional dimension of attaining the identity of a real teacher in schools with individualistic cultures. Readers can add their stories to enrich interpretations of the text, extending the collaborative process beyond this group, to understand the difficulties faced by some new teachers motivated to say ‘call me teacher’. The paper concludes with a plea to take account of the emotional needs, as well as the professional development needs, of new teachers in the induction process by differentiating induction procedures and raising awareness of the different cultures experienced by new teachers during their placement as they strive to attain a positive identity. 相似文献
5.
Alberto Bellocchi Kathy A. Mills Stephen M. Ritchie 《Cultural Studies of Science Education》2016,11(3):629-652
The enactment of learning to become a science teacher in online mode is an emotionally charged experience. We attend to the formation, maintenance and disruption of social bonds experienced by online preservice science teachers as they shared their emotional online learning experiences through blogs, or e-motion diaries, in reaction to videos of face-to-face lessons. A multi-theoretic framework drawing on microsociological perspectives of emotion informed our hermeneutic interpretations of students’ first-person accounts reported through an e-motion diary. These accounts were analyzed through our own database of emotion labels constructed from the synthesis of existing literature on emotion across a range of fields of inquiry. Preservice science teachers felt included in the face-to-face group as they watched videos of classroom transactions. The strength of these feelings of social solidarity were dependent on the quality of the video recording. E-motion diaries provided a resource for interactions focused on shared emotional experiences leading to formation of social bonds and the alleviation of feelings of fear, trepidation and anxiety about becoming science teachers. We offer implications to inform practitioners who wish to improve feelings of inclusion amongst their online learners in science education. 相似文献
6.
Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff. 相似文献
7.
This study analysed the expectations and experiences of students on a five-year undergraduate (n?=?91) and four-year graduate entry (n?=?47) veterinary medicine degree programme relating to academic feedback. Qualitative and quantitative methodologies were used to explore new students’ expectations and prior experiences of feedback and capture experiences across one academic year. The majority of the students expect no less feedback at university than at school. Students’ experiences of the course highlighted themes of not knowing what was expected of them, a perceived need for more guidance and the importance of timely feedback. The impact of the staff–student relationship on how students obtain and perceive feedback and the emotional impact of positive and negative feedback were also highlighted. In addition, a recurring theme was the social context of veterinary medicine with issues relating to high academic achievers, competition between students and the need to gain professional and clinical skills. This study confirms a mismatch in student expectations versus experience. The paper draws on a rich data-set based on both quantitative and qualitative methods and is the first study of this type to be carried out in the context of students of veterinary medicine. 相似文献
8.
Lai Ha Yuen 《International Journal of Early Years Education》2019,27(1):20-33
The immigrant population in Hong Kong is steadily increasing every year. This immigrant population largely comprises families, most of whom have pre-school and school-age children. However, limited information is known on the practices that immigrant parents adopt when they become involved in their children’s schooling. In the present study, the researcher implemented a Quality Education Fund project called ‘Building a caring community: Family support and empowerment.’ The project aimed to promote parent education and to build a caring community by implementing a group parent education program (GPEP) for low-income and new immigrant parents. The parent leaders conducted an outreach parent education program in which the low-income, new immigrant parents (target parents) had their children enrolled in two kindergartens. The parent leaders imparted parenting knowledge, shared positive parenting strategies, and exchanged their own experiences with target parents. The present research aims to study how new immigrant parents evaluate their experiences and the effectiveness of the GPEP. Results suggest that providing opportunities for mutual support and emotional healing correlates with improved parenting attitudes and practices. 相似文献
9.
金虎 《沙洋师范高等专科学校学报》2007,8(3):60-63
在考虑时代背景和文艺思潮的前提下,本文试图从心理学的角度考察张艺谋的生活经历和精神气质对其婚恋剧创作的影响,探寻其创作后面隐藏的心理动机。张艺谋婚恋剧的创作与其个人的压抑经历、婚姻嬗变和对真情的渴望密切相关,但其个人的生活经历和精神气质也有机地融入了时代背景和文艺思潮之中,从而获得了时代的认同和观众的欢迎。 相似文献
10.
Danica Wai Yee Liu Belinda Winder 《International journal of qualitative studies in education》2013,26(1):42-64
Although international students are an important source of income to universities in the UK, the emotional impact of their experiences may be ignored and unacknowledged. This study explored the personal experiences of international students studying for an undergraduate degree in the UK. Semi-structured interviews with five participants were analysed using interpretative phenomenological analysis, which aimed to capture the personal perceptions of these participants. Two analytical themes are presented: “adaptation and identity”, which reflects the difficulties in acculturation, adaptation and development of identity in a foreign country; and “us and them”, which pays close attention to the perception of disconnectedness, unfairness and exclusion encountered in trying to integrate into a different way of life. Findings are discussed in relation to the impact that participants’ experiences have had on their self-worth, confidence and ability to engage with domestic individuals. 相似文献
11.
Saloshna Vandeyar 《International Journal of Educational Development》2012,32(2):232-240
The easing of legal and unauthorized entry to South Africa has made the country a new destination for Black immigrants. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. For these immigrant youth, forging a sense of identity may be their single greatest challenge. There is however, very little research on the ways in which immigrant student identities are framed, challenged, asserted and negotiated in South African schools. Accordingly, this study asks how do immigrant students speak about their identifications in light of their negotiation of the school and social spaces in South Africa. Utilising the theoretical frameworks of understanding immigrant identities and identity pathways, this research study attempts to understand the unique experiences of Black immigrant youth inside South African schools. Findings were multi-fold in nature. First, although immigrant students’ ease of assimilation into the chosen reference group was to some degree sanctioned by their phenotypic racial features, their attempt at ‘psychosocial passing’ was politically motivated. Second, immigrant students did not readily classify according to skin pigmentocracy. Third, the majority of immigrant students heightened their ethnic self-awareness in forming their identity, but also assumed hyphenated identities. Fourth, immigrant students were not seen as having an identity, but rather as being ‘plugged into a category with associated characteristics or features’. Fifth immigrant students forged a ‘continental identity’. And sixth, the self-agency of immigrant students was twofold in nature; not only did they want to improve their own condition, but there seemed to be an inherent drive to improve the human condition of others. 相似文献
12.
These two studies examined the processes underlying English and Chinese word reading in Chinese–English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English and Chinese to adolescents and young adults living in Canada. The results show that similar word reading processes were used to read English and Chinese for the bilinguals who were recent immigrants and had less exposure to English. Specifically, vocabulary knowledge was directly related to English and Chinese word reading in the more recent immigrants. However, phonological awareness was not related to English word reading in this group. Conversely, reading processes in the two languages were less similar for participants who were long-term immigrants. In the long-term immigrant group, English reading was related to phonological awareness. The writing system of the first language (L1) exerted an influence on L2 reading and the degree of influence was related to language experience. 相似文献
13.
Grounded in ecocultural theory and utilizing in-depth interview data, this paper explores the experiences of 40 low-income immigrant mothers as they selected and secured early childhood care and education (ECCE) for their young children. Cultural and structural aspects of low-income immigrant families’ lives and their influence in shaping these families’ ECCE decision-making processes were examined. Latina and African mothers’ experiences were considered, as these mothers’ country of origin (COO) experiences were varied as well as their documentation statuses upon arrival in the US, with 15 of the Latinas being undocumented. Mothers discussed reasons for seeking ECCE, with maternal employment being most important. Some mothers looked to ECCE to recreate social experiences for their children similar to those in their COOs. Many mothers indicated looking for ECCE programs in which their children could learn English and interact with children from diverse backgrounds. Mothers tended to utilize social and organizational connections to secure ECCE and documentation of residence shaped the number and severity of obstacles mothers faced in securing ECCE. The findings from this study inform researchers, policymakers, and practitioners as to how both culture and structure shape ECCE decision making among low-income African and Latina/o immigrant families. 相似文献
14.
Frances Lee 《Emotional and Behavioural Difficulties》2013,18(3):186-199
Abstract Emotional awareness programmes and initiatives in education have a high profile. Training courses in emotional literacy and emotional literacy projects are being promoted nationwide. However, whilst many successful projects and programmes have taken place in the context of mainstream school settings, by comparison relatively fewer projects have been reported in special school settings. A seven-week emotional awareness project was designed for seven pupils in a Year 8 form group (12–13 years of age) who were presenting with emotional and emotional/behavioural difficulties in Durants School, which caters for pupils with moderate learning difficulties. The project drew upon principles of circle time and placed emphasis on multisensory activities and role play. The purpose of the project was to identify whether an emotional awareness programme would lead to an increase in the pupils’ awareness and understanding of their own emotions, and whether an awareness of other people’s feelings/emotions could be integrated as a core module of the school’s personal, social and health education curriculum. This project illustrates that an emotional awareness programme can be adapted creatively for pupils with special educational and learning needs without involving expensive resources, and can give pupils life skills that can be applied both in and out of the classroom. 相似文献
15.
Elisabeth Jacoba Hendrika Spelt Pieternelleke Arianne Luning Martinus A. J. S. van Boekel Martin Mulder 《European Journal of Engineering Education》2017,42(6):761-774
Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as ‘frustrations in selecting and matching disciplinary knowledge to complex problems’ (emotional), ‘understanding how to apply theoretical models or concepts to real-world situations’ (cognitive), and ‘socially engaging with peers to recognise similarities in perceptions and experiences’ (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions. 相似文献
16.
The aim of the study was to examine whether consultation sessions provided by educational psychologists (EPs) offer a useful way of supporting foster and adoptive parents. Feedback was collected from 101 EPs and 78 foster and adoptive parents through the use of a short questionnaire at the end of each session. As might be expected, educational issues were the main focus of the sessions, although other areas such as behaviour management and emotional well-being were also addressed. In general, both EPs and carers were enthusiastic about the sessions, with carers reporting that they found it helpful to be able to discuss their concerns, receive practical advice, set goals and gain a new insight into their situation. These findings were supported by an increase in carers’ feelings of confidence, and a decrease in their feelings of concern, following the sessions. Such findings endorse the use of EP-led consultation sessions as a means of supporting foster and adoptive parents. 相似文献
17.
丁楹 《四川师范学院学报》2009,(6):23-28
从南宋遗民词的文本出发,对南宋遗民词人的审美取向和艺术创造,即清空、沉郁的审美特质进行分析后,我们发现：清空,主要表现为对白石的推崇追慕,这和南宋遗民词人的隐居生活密切相关,和他们的隐居不仕的文化心理相契合,是词人在潜身草野、怡情山水的生活中为了求得对不可忍受现实痛苦的一种暂时性精神超脱相一致的审美选择。沉郁,是指南宋遗民词感情的深沉郁勃,遗民词人身虽隐居,但终生都没有忘怀故国、故家,失意和苦闷增加了情感的浓度和思想的深度,使其词在情绪的深沉和感情的力度上,都呈现出深沉郁勃的面貌。 相似文献
18.
借鉴发达国家经验积极发展我国成人教育 总被引：2，自引：1，他引：2
发达国家在发展成人教育方面,不仅具有超前的指导思想和社会观念,而且在教育体制和教学管理等方面都有比较成功的经验。进入新世纪,我国的成人教育学业也要与时俱进。因此认真研究与借鉴发达国家的经验,探讨当前我国成人教育迫切需要改革的问题,仍是广大成人教育工作者面临的重大课题。 相似文献
19.
开放式教学 滚动式实践——师范教育中的重要教学模式 总被引：1，自引：0，他引：1
刘燕 《贵阳学院学报(社会科学版)》2001,(3)
素质教育的重点是培养创新精神和实践能力。开放式教学、滚动式实践的教学模式从哲学、思维学、课程设置和教材上都有别于封闭式教学模式。开放教学模式注重社会体验 ,强调学生在体验中的感受及其升华和内化 ,培养了学生的创新精神和实践能力 ,使学生形成良好的素养 相似文献
20.
Nearly one in four students residing in the United States is from an immigrant family and these children's school readiness is related to their parent's nativity and other sociodemographic characteristics. Social‐emotional skills are an important conduit for academic development, yet these relations have not been explored for children from immigrant families. This study utilized the Early Childhood Longitudinal Study—Kindergarten Class of 2010–2011, a nationally representative sample of 13,400 students in the United States, to compare the social‐emotional development of kindergarten students from immigrant and nonimmigrant families, and to determine the relations of social‐emotional functioning to kindergarten achievement. Results indicate elevated social‐emotional functioning among children from immigrant families, particularly those who emigrated immigrated from Mexico, compared with children of U.S.‐born parents. Parent nativity predicted reading achievement, but not mathematics performance, even when controlling for sociodemographic factors and social‐emotional skills. This study suggests an immigrant advantage in early social‐emotional development. Implications for research and practice are discussed. 相似文献