关于我国国家赔偿制度的立法思考     

宋汉林 《安阳师范学院学报》2002,(4):17-19

本文就我国国家赔偿制度的历史沿革、立法现状、立法不足以及如何完善我国国家赔偿制度等几个问题，借鉴国外立法，进行了详细的论证，指出：我国国家赔偿制度应当从赔偿责任范围、赔偿归责原则、精神损害赔偿制度、追偿制度等方面加以完善，并对此提出了基本构想。  相似文献   

Framing responsibility for depression: how U.S. news media attribute causal and problem-solving responsibilities when covering a major public health problem     

Yuan Zhang  Yan Jin  Sean Stewart  Jeannette Porter 《Journal of Applied Communication Research》2016,44(2):118-135

This paper analyzes how major U.S. print and broadcast news media framed depression causal and problem-solving responsibilities at individual and societal levels over the past three decades. Results from the content analysis showed that the media placed more causal and problem-solving responsibilities on individuals than the society. However, references to societal solutions increased moderately over time. Organizational differences emerged in news attribution of responsibilities, as print media presented more individual-level causes while broadcast media focused more on solutions at both individual and societal levels. Additionally, local newspapers put more problem-solving responsibilities on individuals than national newspapers, while a cable news channel allocated more time to the discussion of overall depression responsibilities than network TV. Findings are discussed in the context of cultural orientations, organizational constraints, changing practice and trends in health news reporting, and the broader political/social environment in which the news media operate. Practical implications for health journalism, mental health communication and advocacy, and public health policy-making are discussed.  相似文献   

对高职教育"职业属性"认识的反思与批判--兼论高等职业教育合理定位过程中的主体局限性   总被引：1，自引：0，他引：1  

邓小妮  熊正安 《职业技术教育》2006,27(4):21-23

当前高等职业教育定位中存在宏观定位不适应社会发展要求、中观定位脱离社会经济发展实际、微观定位缺乏个性和发展特色等问题,导致高等职业教育发展在低水平上徘徊。其原因虽然有政府政策的导向问题,但从认识论的角度看,乃是由于对高等职业教育职业属性的认识偏差以及对定位中的主体局限性认识不足所致。突破认识误区,有利于高等职业教育的合理定位。  相似文献   

教师“不当教学行为”发问     

李款 《教育学术月刊》2008,(11):86-88

新课改理念下的教育是基于师生生命关照、实现生命关怀的教育,教师的教学行为对这一理念的实现起着关键作用。然而受传统教育观念、教师自身素养等多种因素的影响,现行学校教学实践中仍存在着与新课改教学理念相悖的不当教学行为。从新课改的视角对教师的不当教学行为的表现特征进行描述,试图进行主观上的归因分析,并在此基础上提出一些实践性的建议,以利于在实践中规范教师教学行为,提升教师的教学水平。  相似文献   

中小学教师的智力内隐观与教学效能感、对学生学业归因的关系     

袁立新  李爱婷 《广东教育学院学报》2008,6(6):61-65

对326名中小学教师进行问卷调查,考察中小学教师的智力内隐观与教学效能感、对学生学业成败归因的关系。结果发现：中小学教师的智力内隐观处于中间水平,稍倾向增长智力观。不同性别、文化程度、教龄和职称教师的智力内隐观都不存在显著差异;持增长智力观的教师比持固存智力观的教师有更高的教学效能感;持增长智力观的教师更重视学生努力的作用,而持固存智力观的教师更重视学生能力的作用。  相似文献   

应对效能、归因方式与大学生心理求助态度之关系研究   总被引：3，自引：0，他引：3  

杨颖  叶一舵 《宁波大学学报(教育科学版)》2008,30(2):45-50

目的：了解大学生在面对心理问题时,寻求专业心理帮助态度与应对效能和归因方式的关系,以及应对效能、归因方式和人口学变量等对大学生寻求专业心理帮助态度的影响作用。为高校心理健康教育提供相关的理论与实证依据。方法：采用应对效能量表、归因方式量表和自编的大学生心理求助态度问卷对福建省330名大学生进行调查。结果：（1）女大学生寻求专业心理帮助态度比男大学生积极。（2）独生子女比非独生子女对寻求专业心理帮助的态度要更积极。（3）来自城市的大学生寻求专业心理帮助的态度比来自农村的大学生要积极。（4）应对效能、归因方式对寻求专业心理帮助态度具有一定的预测作用。结论：高校心理健康应当面向全体大学生、特别针对特殊大学生群体进行心理健康教育,通过归因训练和应对效能训练,以促进学生形成正确的归因方式、良好的应对效能,以期改善其寻求专业心理帮助态度和心理适应水平。  相似文献   

中学生自尊与人际关系发展研究   总被引：2，自引：0，他引：2  

刘翠秀  韦耀波 《继续教育研究》2008,(9):103-105

本研究采用中学生自尊量表、人际关系量表,基于归因理论对中学生自尊、人际关系特点及其影响因素进行调查分析,以期为改善中学生人际关系提供依据和指导。  相似文献   

隐喻理解是一种范畴化过程     

唐世民 《美中教育评论》2008,5(4):47-54

比较理论认为,隐喻理解始于辨认其中的比较,然後按本义比较方式理解。Glucksberg和Keysar（1990）提出,隐喻是范畴包容性断言,本体被归于一个用喻体命名的临时范畴。本文举证支持了这一模型。另一问题涉及Lakoff和Johnson（1980）提出的概念隐喻。Gibbs（1992）坚持认为,隐喻是长时记忆中的概念映射的实现,隐喻理解利用概念隐喻。范畴包容模型认为,隐喻理解无需调用概念隐喻。本文论证,概念隐喻是在隐喻理解後被认识的,其作用是解释隐喻的系统性。结论：比较过程和概念隐喻在隐喻理解申没有被使用。隐喻理解是一种范畴化过程,把本体归于一个喻体代表的上级范畴,井把喻体的特性赋予本体。  相似文献   

Group work as a strategy for attribution retraining in the Asian educational context of Singapore     

Caroline Koh 《Asia Pacific Education Review》2008,9(2):81-93

The aim of this study is to investigate the effectiveness of group work as a strategy for attribution retraining and improving students’ motivational styles. Students were first categorised into one of three motivational styles: learned helplessness, self-worth motivation and mastery orientation. In the intervention procedure, selected students from each of these three categories were subjected to an intervention procedure requiring the students to work in groups, with the emphasis on personal effort as the major contributor to group success. Post-intervention assessment of motivation showed an improvement in the motivation of self-worth motivated students although there was generally a decrease in mastery orientation amongst students in both the control as well as the experimental groups.  相似文献   

Negative parental attribution and emotional dysregulation in Chinese early adolescents: Harsh fathering and harsh mothering as potential mediators     

《Child abuse & neglect》2018

The current study examined the potential mediating roles of harsh fathering and harsh mothering in the association between negative parental attribution and emotional dysregulation in Chinese adolescents and explored the moderating role of child gender on this indirect association. 864 students (367 girls, mean age = 13.55 years) with their parents were recruited as participants from two middle schools in Shandong Province, People’s Republic of China. The results demonstrated that both harsh fathering and harsh mothering could partially mediate the association between negative maternal attribution and child emotional dysregulation, whereas only harsh fathering could partially mediate the association between negative paternal attribution and child emotional dysregulation. Moreover, we found the moderating role of child gender only for the association between harsh fathering and child emotional dysregulation, in that harsh fathering could be associated with higher levels of emotional dysregulation in girls. These results shed light on efforts to prevent harsh parenting and child emotional dysregulation.  相似文献