情绪的空间性     

杨立昊  许远理  黄玲玲 《重庆师专学报》2012,(1):150-152,156

情绪的理解和表达与身体的空间结构有很多对应的地方,这些空间结构包括＂方向＂＂上下＂和＂深度＂等,将身体纳入到认知研究范畴中的＂具身＂观念同样也论证了情绪具有空间性,情绪的空间性是通过身体表现出来的。  相似文献   

Failing intercultural education? ‘Thoughtfulness’ in intercultural education for student teachers     

Maija Lanas 《欧洲师范教育杂志》2014,37(2):171-182

This paper proposes a rethinking of intercultural education in teacher education, arguing that discussion of the intercultural education of student teachers tends to have the following two gaps: one, such discussion tends to overlook student teacher education as a context for teaching intercultural education, and two, it tends to ignore the self of the teacher educator. This paper aims to address both gaps. In doing so, the first task of the paper is to analyse student teacher education critically, as a structural, ideological context for intercultural education; the second task of the paper is to rethink the pedagogical relationship between a student teacher and a teacher educator, considering the self of the teacher educator in particular. The paper concludes by suggesting ‘thoughtfulness’ as a fruitful idea for the intercultural education of student teachers.  相似文献   

一例适应不良所致抑郁情绪的咨询案例报告     

苏妮妮 《佳木斯教育学院学报》2014,(8):180-180

以某一高一新生的适应不良引发抑郁情绪为例,分别记录了咨询师与其四次沟通的过程,证明合理情绪疗法对抑郁情绪控制的良好效果。  相似文献   

Analysis of data from complex samples     

《International Journal of Research & Method in Education》2013,36(2):165-183

Oversampling and cluster sampling must be addressed when analyzing complex sample data. This study: (a) compares parameter estimates when applying weights versus not applying weights; (b) examines subset selection issues; (c) compares results when using standard statistical software (SPSS) versus specialized software (AM); and (d) offers recommendations for analyzing complex sample data. Underestimated standard errors and overestimated test statistics were produced when both the oversampled and cluster sample characteristics of the data were ignored. Regarding subset analysis, marked differences were not evident in SPSS results, but the standard errors of the weighted versus unweighted models became more similar as smaller subsets of the data were extracted using AM. Recommendations to researchers are provided including accommodating both oversampling and cluster sampling.  相似文献   

Understanding emotions as situated,embodied, and fissured: thinking with theory to create an analytical tool     

Candace R. Kuby 《International journal of qualitative studies in education》2013,26(10):1285-1311

An emerging theoretical perspective is that emotions are a verb or something we do in relation to others. Studies that demonstrate ways to analyze emotions from a performative stance are scarce. In this article, a new analytical tool is introduced; a critical performative analysis of emotion (CPAE) that draws upon three theoretical perspectives: emotions as situated, as embodied, and as fissured. These three theoretical perspectives (i.e. critical sociocultural, narrative, and rhizomatic) allow researchers to think with theory. Data from teaching children with a critical inquiry curriculum demonstrates a CPAE. Educators are encouraged to continue to embrace the malleability of theories, to push educational research forward by finding new ways to research inquiries, and to adapt CPAE for further research interests.  相似文献   

Happiness matters: towards a pedagogy of happiness and well-being     

Stephen Scoffham  Jonathan Barnes 《Curriculum Journal》2013,24(4):535-548

The role of the emotions in learning has long been acknowledged but is often overlooked. This article considers the impact one particular emotion, happiness, has on learning and the school curriculum. Recent reports have drawn attention to the importance of happiness (or the lack of it) by highlighting concerns about childhood well-being. At the same time, there is increasing evidence from psychology and neuroscience to suggest that periods of happiness are linked to personal growth, health and development. When we are happy it seems we are more likely to be receptive to outside stimuli than when we are sad or distressed. Happiness also makes us more disposed to engage in creative endeavour, which is itself another source of fulfilment. Positive psychologists argue that rather than being fixed, happiness, optimism and other positive traits can be learnt. We offer evidence from our own professional experience in teaching to corroborate these claims and to extend the debate about the relevance of affective neuroscience to education. In conclusion, we consider how a focus on happiness might underpin a positive approach to curriculum reform.  相似文献   

Organization of Concepts Relevant to Emotions and their Regulation During Test Taking     

Paul A. Schutz  Heather A. Davis  Paula J. Schwanenflugel 《Journal of Experimental Education》2013,81(4):316-342

The purpose of this study was to assess aspects of college students' organization of concepts related to emotions and their regulation during test taking. The authors also evaluated whether students who report having problems with test anxiety hold a different conceptual organization about test taking compared with students who do not report having such problems. Concepts relevant to emotions and their regulation during test taking were sampled from the emotion and emotional regulation literature. Participants rated how similar these concepts were during test taking. These ratings were then submitted to multidimensional scaling analyses (MDS). The resulting arrangement of concepts provides insight into the underlying organizational conceptions held by low, moderate, and high test-anxious participants. Students' organizational schemes surrounded 2 dimensions: (a) task-focus and (b) pleasantness. High test-anxious participants had differing conceptual organizations about test taking than moderate and low test-anxious participants with regard to pleasantness. In addition, the high test-anxious participants saw task-focused processes such as reading directions during test taking as more highly related to unpleasant emotions like anxiety than moderate and low test-anxious participants.  相似文献   

Variations of Normal Children     

Thomas Goetz  Anne C. Frenzel  Oliver Lüdtke  Nathan C. Hall 《Journal of Experimental Education》2013,81(1):84-101

Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions.  相似文献   

Silenced Truths: Relational and Emotional Dimensions of a Beginning Teacher's Identity as Part of the Micropolitical Context of School     

Minna Uitto  Saara-Leena Kaunisto  Leena Syrjälä  Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):162-176

This article focuses on teacher identity. Based on two small stories told in a peer group by a beginning teacher, we ask: How does a beginning teacher tell about her identity as part of the micropolitical context of school? Theoretically and methodologically, the research is committed to a narrative approach in understanding teacher identity. The material consists of small stories based on videotaped peer group discussions of 11 Finnish teachers. The results of the research illustrate the micropolitical context at the heart of how a beginning teacher's identity is constructed through diverse emotionally significant relationships. Narrative ways of working, such as group discussions, can offer teachers an opportunity to recognize different dimensions of their identity.  相似文献   

How do teachers conceive the role of emotions in teaching and learning? An analysis of the affective component of their beliefs / ¿Cómo conciben los docentes el rol de las emociones en la enseñanza y el aprendizaje? Un análisis del componente afectivo de sus creencias     

Rodolfo Bächler  Juan-Ignacio Pozo  Nora Scheuer 《Infancia y Aprendizaje》2013,36(4):733-793

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