试析冷战后中美关系的发展趋势     

刘韧 《和田师范专科学校学报》2005,25(3):31-32

冷战结束以后，中美关系失去“向苏看”的特点，进入了一个新的时期．中国的崛起引起了美国的特别关注。美国对中国采取“接触加遏制”的政策，而中国则采取积极主动的应对措施，从而使两国关系形成了一些新的特征并给双方带来了影响．中美双方应当在和平共处五项原则的基础上扩大双方的合作，以塑造一种稳定、和谐与共赢的中美关系．  相似文献   

沙蜥属13种蜥蜴基于16S rRNA序列的系统发生关系     

邱清波杜宇  林炽贤 《海南师范学院学报》2007,20(4):350-354

通过比较13种鬣蜥科沙蜥属蜥蜴的16S rRNA部分序列，并以同科的长鬣蜥属长鬣蜥为外群构建NJ树、ML树和MP树，以探讨该属13种蜥蜴的系统发生关系．PAUP分析结果显示这13种沙蜥分成两个类群，呈并系关系，并且NJ树的结果与ML树和MP树划分结果不同．而MEGA结果支持基于形态学、生态环境和核型分析对该13种的沙蜥的划分，同时NJ树中的13种沙蜥属单系群、  相似文献   

“大五”模型与亲密关系中的伴侣人格结构探微   总被引：4，自引：0，他引：4  

崔诣晨  王铭莉 《赣南师范学院学报》2005,26(5):40-43

Horney,Sullivan和Rogers等临床心理学家很早发现亲密关系对心理健康有重要作用。20世纪70年代末,社会心理学家开始了亲密关系的研究。大量研究表明伴侣的人格特质是亲密关系的众多影响因素之一,父母教养方式、依恋类型和归因风格对伴侣间的亲密关系起调节作用。作为人格分类理论的“大五”模型能够较好描述和解释伴侣的人格结构,并通过NEO-PI五因素调查表对伴侣的人际行为作出预测。  相似文献   

物理教学中的情商教育之浅见     

黄峥  黄荣胜 《江西教育学院学报》2005,26(6):60-62

随着社会的发展和人才观的改变，重视学生的心理健康教育已成为每一位教师的使命。本文从任课教师的角度，阐述了在教学中实践对学生的心理健康教育，尤其是情商教育的必要性和可能性。同时例举了物理教学中实施心理健康教育的具体做法。  相似文献   

情与爱·去与留·生与死——《雪国》人物关系解析     

洪丽霁 《楚雄师范学院学报》2007,22(7):57-62

川端康成的《雪国》是一部具有恒久艺术魅力的名作。小说中4个主要人物之间存在着以情与爱为基础,受去与留、生与死影响而一直处于变动之中的复杂关系。这样的人物关系又与小说的主题意蕴存在一种内在的联系,充分体现了川端康成艺术构思的精细与巧妙。  相似文献   

Use of Computer Modeling of Site-Directed Mutagenesis of a Selected Enzyme: A Class Activity for an Introductory Biochemistry Course     

Jones  Marjorie A.  Shoffner  Raymond  Friesen  Jon 《Journal of Science Education and Technology》2003,12(4):413-419

For an introductory undergraduate biochemistry class, we developed an interactive, out of classroom, team project that would allow students to gain a better understanding of protein structure and function. This project involved the use of the molecular visualization program RasMol and computer simulated site-directed mutagenesis of selected amino acids of the enzyme, Uroporphyrinogen decarboxylase. Survey data from students after completion of the project indicated that they had developed a more complete understanding of protein three-dimensional structure leading to functionality.  相似文献   

Reframing ‘well-being’ in schools: the potential of recognition     

Anne Graham  Mary Ann Powell  Nigel Thomas  Donnah Anderson 《Cambridge Journal of Education》2017,47(4):439-455

In Australia and internationally, the well-being of children and young people is a core focus of social policy, with a growing imperative to locate well-being within the sphere of education. However, the term ‘well-being’ remains ambiguous and the implementation of educational approaches to promote and improve it appears fragmented and ad hoc. In Australia, little is known about how well-being is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around well-being in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on well-being. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth’s modes of recognition for well-being in schools.  相似文献   

Parents and professionals working together: turning the rhetoric into reality     

Gillian Morrow  Nigel Malin 《Early Years: An International Journal of Research and Development》2004,24(2):163-177

Parental involvement and participation, partnership with parents, and community‐focused development are important features of government initiatives such as the Sure Start project for children under four years of age and their families. A common feature of the rhetoric is ‘empowerment’ as a means of achieving this. This article describes the activity and development of the Parents Committee in one Sure Start programme and uses this to tease out different dimensions of empowerment. In particular, it highlights issues regarding developing empowerment and the dynamic tension between the growth of personal power and the changing symmetry of power relationships. A tentative model of the trajectory of developing empowerment is presented. This may raise challenges for professionals seeking to fulfill their professional role in a complex context and questions as to whether, or how, it might be possible to better prepare professionals for this dimension of their work.  相似文献   

浅论"纲要"课教学中的几对关系     

刘长贵 《南京晓庄学院学报》2007,23(5):58-60

《中国近现代史纲要》是高校思想政治理论课中的一门新课。课程的教学没有现成的经验可循,只能在实践中不断探索。处理好该课程教学中存在着的几对主要关系,有利于更好地实现课程目标:处理好"史与论的关系"、"主与次的关系"、"显与隐的关系",能实现教法的优化;处理好"客与主的关系"、"讲与议的关系"能实现学法的优化;处理好"知与行的关系"能实现实践法的优化。根据需要灵活地处理好这几对关系,使教学手段围绕教学目标有机组合,可以更好地提高课程教学的实效性。  相似文献   

The protective role of teacher–student relationships against peer victimization and psychosocial distress          下载免费PDF全文

Michael L. Sulkowski  Jessica Simmons 《Psychology in the schools》2018,55(2):137-150

This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.  相似文献