情感教学心理学研究

为纪念中国心理学会诞辰90周年,应中国心理学会教育心理学分会邀请,特撰文反映卢家楣及其团队在情感教学心理学方面的研究概况。内容分以情感教学应用为导向的基础性研究和以情感教学理念为导向的应用性研究两部分。前者包括教学中的情感现象、教学中的情感作用、教学中的情绪调控、教学中的学习苦乐属性、教学中的情知基本矛盾等方面的相应研究;后者包括情感教学理念、情感教学现状、情感教学原则、情感教学策略、情感教学模式、情感教学目标和评价以及为基础教育服务等方面的相应研究。     

5-13岁儿童对物种起源认知的发展

本研究采用临床访谈法,采用开放式和封闭式问题情境,测查了5-13岁儿童对物种起源认知的发展。结果显示儿童对物种起源的解释越来越符合科学的解释,这种认知发展过程并不是以一种起源认知替代另一种起源认知的过程,而是多种起源认知以某种方式共存于儿童的认知系统中。本研究结果既显示了儿童对物种起源认知发展的跨文化一致性,也体现了不同文化和宗教环境影响下的差异性。     

家庭学习环境对儿童早期学业和社会技能的作用

家庭学习环境作为个体出生后最先接触到的学习环境,对个体早期乃至未来一生的发展都有重要作用。本研究以181名年龄在53~67个月的学前儿童及其母亲为被试,考察了家庭学习环境对儿童早期语言、数学和社会技能的作用。结果发现:(1)控制个体性别、年龄后,家庭学习环境对儿童早期语言、数学和社会技能的解释率分别为9.2%、4.4%和9.6%,均大于家庭社会经济地位和学前教育经历对三方面技能的解释率;(2)进一步控制家庭社会经济地位和学前教育经历后,家庭学习环境仍可显著预测个体早期语言、数学和社会技能,解释率分别为7.4%、3.2%和8.5%;(3)家庭学习环境的不同方面与儿童早期发展不同方面的关系不同。其中,家庭学习活动是儿童早期语言和数学技能的重要预测变量,丰富生活经验是儿童早期社会技能的重要预测变量。     

The Mental Health Needs of Youth with Emotional and Behavioral Disabilities Placed in Special Education Programs in Urban Schools

We describe the psychosocial characteristics of youth with an average age of 11.8 years served in special education due to emotional disturbances in urban communities (N = 158). Data were also collected describing service utilization, academic functioning, and family characteristics. Ten schools in three mid-size urban cities participated. Results from the administration of standardized assessments revealed that the majority of students scored in the clinical range on the parent version of the Child Behavior Checklist and the Columbia Impairment Scale, indicating significant levels of emotional and behavioral impairment. Further, behavior problems began at an early age with 80% of the youth using outpatient services beginning at the average age of 7.5 years and 29% of the youth using inpatient services beginning at an average age of 8.4 years of age. Most of the youths' school careers (67%) have been in a special education setting. The most common services currently being supplied by school personnel was individual counseling and this was provided for 63% of the students while child-serving agency personnel were providing individual counseling for 17% of the youth. Implications for the development of multi-agency collaborative services are presented.     

Changing Minds: Developmental Education for Conceptual Change

The study investigates the impact of a teacher education program on preservice teachers' intellectual development, specifically, their capacity to deal with pedagogical complexity, to recognize agency as internal, and to be critically reflective, together with development of more autonomy-supportive motivating styles. The study combines a repeated-measures design with qualitative analysis of interview data. The sample comprises 175 third-year preservice teachers at an Australian university. The program is inspired by a teaching model, Developmental Education for Conceptual Change (DECC), which combines conceptual change theory with the Developmental Instruction Model based on the Perry scheme of intellectual and ethical development. Findings suggest that, on average, students' participation in the DECC program has made a modest contribution to their intellectual growth and tendency to adopt more autonomy-supportive pedagogical approaches. The model might have wider application in educational settings.     

Responsibility beyond rationality: the case for rhizomatic consequentialism

A key challenge for education is to encourage children to act responsibly. If ‘spiritual literacy’ does not involve an autonomous, rational soul capable of ‘reading and writing the world as God intended’, it must refer to ethical (and perhaps religious) capacity in relation to contingent actions in a context free of moral absolutes. In relation to the former, Kant's Categorical Imperative supposed that actions are either right or wrong according to an absolute reason derived from the most basic templates of human sense making. According to Kant, therefore, right is rational irrespective of the apparent consequences of specific actions. In contrast, in an age lacking Kant's beliefs in both God and absolute reason, it is tempting to see an unethical pragmatism as the only alternative to the Categorical Imperative. However, it is possible to instil responsibility through a consequentialism based on a broader conception of relatedness, inspired by Deleuze and Guattari's notion of the ‘rhizome’. ‘Rhizomatic consequentialism’, as here defined, provides a ‘third way’ for moral education between instilling an understanding of absolute right and wrong and encouraging the belief that ‘right is what you can get away with’.     

从两种咨询模式看我国心理咨询师的培养

本文分析厂我国大陆目前开展的两种类型的心理咨询,即心理健康咨询和医学心理咨询,心理健康咨询遵循发展和教育模式。主要服务对象是有生活适应问题的来访者,其根本目的是促进他们健康成长和增强适应应对能力。医学心理咨询遵循生物-心理-社会医学模式,其主要服务对象是患有各种非精神病性精神障碍的病人,其主要目的是将病人治愈。作者从两种咨询模式出发,就目前我国心理咨询师和心理治疗师的培养和资格认证提出了一些问题和粗浅的看法。     

普通高校自考助学学生自卑心理研究

本研究通过问卷调查分析了普通高校自考助学学生自卑心理的表现和成因．并在此基础上进行了对策探讨。发现：助学学生的自卑心理具有普遍性和危害性,成因来自家庭、学校和社会各个方面．解决问题的关键应当从改进学校的助学模式人手,合理调节教育的供需关系、优化教学和管理资源。     

Adolescents' Political Socialization in Changing Contexts: An International Study in the Spirit of Nevitt Sanford

The recently completed IEA Civic Education Study collected data from 140,000 adolescent students in a total of 29 countries. A recent examination of the work of Nevitt Sanford shows that many aspects of the IEA Civic Education Study are parallel to methods and conclusions of his research from the 1950s through the 1970s and partake in the spirit of his work as well as extending it. These parallels include the use of a contextualized approach in the study of adolescents' socialization and the value of studying groups with extreme response patterns.     

Learning from Levinas: A Response

In this paper I explore the question of how toapproach the writings of Emmanuel Levinas fromthe point of view of education. I argue thatLevinas has challenged the modern conception ofsubjectivity which underpins modern education.Instead of providing a new conception ofsubjectivity, his work should be understood asan attempt to account for the awakening of theuniqueness of the subject in ethical terms. Thecentral idea is that we come into presencethrough responding, through taking up – or notdenying – the undeniable responsibility whichprecedes our subjectivity. Levinas not onlyprovides us with a new way to `understand'subjectivity. `Responding' also suggests a wayto approach Levinas's writings that goes beyondthe simple application of his `truths' toeducational practice. Levinas's writingschallenge their reader to articulate a unique,unprecedented response. It is argued that thepapers to which this paper is a response alldisplay this approach to Levinas's writings. Itis further argued that `responding' is not onlya way to read Levinas, but ultimately a way tothink about education itself. To learn (fromLevinas) is to respond (to Levinas).