从认知失调理论看儿童的“南风教育“     

常逢锦 《文教资料》2005,(28):175-179

个体的态度与其行为间出现不一致时,就会产生认知失调,引发心理紧张和内心的不舒服感,个体会通过各种方法来减少心理紧张和内心的不舒服感:改变行为、改变态度、找到行为好处和减少选择感。有关认知失调理论的实验研究表明,小的物质奖励和轻微的批评即“南风教育”,最有利于儿童内化教育树立的正确态度。“南风教育”符合儿童的身心发展特点和时代发展的趋势,而最重要的是“南风教育”在改变儿童不良态度的过程中,不会激起儿童的自我防卫机制。  相似文献   

指向自我认同教化:大学生自我概念形成的路径   总被引：5，自引：0，他引：5  

程肇基  任映红 《教师教育研究》2004,16(2):27-32

自我概念是实现个人自治和公共生活健康的保证。社会关系中个人的人生实践是以积极的方式构建自我的过程,而个人的成长与发展与自我认识水平密切相关。乔韩窗口理论把自我概念划分为公开区、盲目区、隐密区和未知区四个领域。教化的使命就是促进这四个部分发生着良性变化———缩小其他区域以扩大公开区域而非相反。  相似文献   

"我思于我所不在"——爱伦·坡怪诞小说中的"自我"     

徐冰 《苏州教育学院学报》2006,23(3):38-41

爱伦.坡怪诞小说中的“自我”与弗洛伊德的“theego”以及容格的“集体无意识”理论具有某种契合,从而在解构、颠覆传统哲学的理性主义“自我(self)”观上表现出了“先现代派”的特征,并使他成为象征主义的先行者。  相似文献   

论“自我意识”的哲学演变     

黄振地 《大连大学学报》2005,26(5):35-37

自我意识经历了由古代哲学的指向自然物质的自然反思发展到近代哲学指向内心观念的对象性反思,到了现代哲学阶段自我意识一方面开始从理论的转换为实践的,另一方面则开始从个体的转换为群体的、社会的乃至整个人类的自我意识。  相似文献   

从精神分析法的俄狄浦斯情结看《我弥留之际》达尔的发疯     

黄莹 《宁波广播电视大学学报》2006,4(2):19-22

威廉.福克纳这位美国南方文艺复兴时期成就最卓著的作家,既是最典型的南方作家,也是最典型的现代主义作家,其作品往往以反映人心及其复杂性为主。他的许多小说读来如梦幻一般变幻莫测,折射出弗洛伊德精神分析法对现代主义作家的重大而深刻的影响。代表作《我弥留之际》采用意识流和多视角的写作手法细腻刻画作品中人物的内心,无疑是对人类无意识内心的一次深刻探索。本文试从精神分析法的俄狄浦斯情结角度出发去分析该小说的灵魂人物达尔的性格,探究其最终发疯背后的动因。  相似文献   

论丁玲小说中女性觉醒的三个层次     

周林妹 《丽水学院学报》2005,27(6):37-40

丁玲是一个为女性的解放而呐喊和狂奔的女性作家。她的作品(特别是前期)始终响彻着女性觉醒而反叛世俗的主旋律。她塑造了一批觉醒的女性形象,她们所经历的自我意识、女性意识和生命意识三个层次的觉醒,诠释了中国女性现代性觉醒的内涵。  相似文献   

寻找自我的历程——论托尼·莫里森《宠儿》中人物的主体性     

刘霞 《涪陵师范学院学报》2004,20(1):56-59

《宠儿》揭示的一个重要主题：虽然主客体转变的过程荆棘丛生。然而经过一代又一代人的努力，美国黑人民族终将从奴隶制的阴影下走出，面对现在和未来。  相似文献   

大学生自我认同感和疏离感的研究   总被引：7，自引：0，他引：7  

孔祥娜 《河西学院学报》2005,21(3):63-67

该研究采用国外学者编制的自我认同量表和国内学者编制的疏离感量表,对烟台市一百多名大学生进行调查。疏离感量表采用人际疏离感、无意义感、无能为力感、自我分离感和文化分离感五个经典维度。结果发现:(1)大学生的自我认同感和疏离感不存在性别差异;(2)该研究中大学生的无能为力感、无意义感和自我分离感显著高于前人研究结果;(3)自我认同感与疏离感及其各维度均存在显著负相关,检验发现:自我认同感高分组与低分组在疏离感及其各维度上的得分均存在显著性差异。  相似文献   

An exploration of the validity and potential of adult ego development for enhancing understandings of school leadership     

Chris James  Jane James  Ian Potter 《School Leadership & Management》2017,37(4):372-390

An adult ego development (AED) perspective accepts that the way adults interpret and interact in the social world can change during their life-span. This article seeks to analyse the validity and potential of AED for enhancing understandings of educational leadership practice and development. We analysed the AED literature and interviewed 16 individuals in senior leadership positions in the English school system. The interviews enabled them to explore the notion of AED and to reflect on their own sense-making capability and their experience of school leaders they considered to be in the different stages of AED. Educational leaders judged to be in the different AED stages were encountered by respondents to varying extents and were experienced and valued differently. Those considered to be in the later AED stages appeared to be more highly valued and their sense-making capabilities may have substantial value in the complex working environment of schools. The analyses showed that: AED has a considerable role in educational leadership practice; can inform the analysis of educational leadership practice and development; and has valuable explanatory power.  相似文献   

Perceived—and not manipulated—self-control depletion predicts students’ achievement outcomes in foreign language assessments     

Christoph Lindner  Jan Retelsdorf 《教育心理学》2020,40(4):490-508

Abstract

In the present study we investigated which role manipulated (i.e., experimentally induced) and perceived (i.e., self-reported) self-control depletion plays in students’ (N?=?176 seventh graders) achievement-related experiences and behaviour during a test of English as a foreign language, while controlling for trait self-control. Our successful experimental manipulation of self-control depletion revealed that there were no effects on any of the students’ outcome variables. However, students who reported high self-control depletion immediately after the experimental manipulation were less motivated to work on the subsequent test, reported more distracting thoughts, showed lower performance, and felt more depleted at the end of the test session. Trait self-control turned out to be a protective and supportive factor for most of our outcome variables. Our results provide evidence that the perceived and not the manipulated level of self-control depletion is a predictor of achievement-related behaviour in tests on English as a foreign language.  相似文献