《哦,香雪》的隐秀叙述     

孙向阳 《怀化学院学报》2009,28(1)

如果说,模仿叙述是对生活形态的审美还原,那么,隐秀叙述注重的则是对生活的诗意感受,它总是以抒情为主导,靠作品中缓缓传递的情感和情绪的柔丝来缠绕读者的心弦。我国当代著名女作家铁凝的小说《哦,香雪》就是运用这种独到的隐秀叙述把诗的意境、画的气韵都融进其中,使作品超越时空而获得了永恒的魅力。  相似文献   

BFS两次检验的介绍与结果对比分析   总被引：16，自引：0，他引：16  

姒刚彦  黄志剑 《西安体育学院学报》1997,(1)

BFS是一份心境测量与描述工具。笔者对在国内进行的两次BFS基本信效度检验的结果进行了对照比较与分析，认为该量表具有较理想的理论效度、结构效度和内部一致性。但也存在需要注意的问题。  相似文献   

健美操运动员比赛时心理障碍成因及调控     

陈爱民  刘洁  熊山鹰 《体育科技》2006,27(2):64-67

采用文献资料与问卷调查相结合的研究方法,从3方面论述了健美操运动员比赛中心理障碍产生的原因。据此,介绍了放松训练、表象训练和自信心训练等调控方法。  相似文献   

人民政协:政治和谐的调适机制     

陈道育 《闽江学院学报》2006,27(3):44-47,56

我国的政治结构为政治和谐奠定了合理的制度框架。在政治结构中人民政协充分发挥团结与民主两大主题,通过三大职能的履行来构建政治和谐的调适机制。  相似文献   

对棒球比赛中影响投手控制球能力的心理因素的分析及调控方法     

徐大勇  王晓玲 《四川体育科学》2005,(4):57-59,68

运用心理学理论分析探讨棒球比赛中影响投手控制球能力的心理因素，以及如何进行心理调节，控制球能力的心理训练方法，为运动训练，比赛提供参考。  相似文献   

城市居民心境状态的调查研究     

张卫强  郑樊慧  张忠秋 《体育科研》2006,27(3):62-64

以上海某些社区和公园的锻炼者为研究对象,采用文献资料法、问卷调查法等研究方法,对锻炼者的锻炼(健身)方式、锻炼频率和锻炼时间、对场地和设施的满意程度、以及心境状态等方面进行了调查。结果表明:对于绝大部分锻炼者,消极心境的得分比较低,积极心境的得分相对较高。对于心境得分,男女锻炼者之间差异达显著性水平,心境得分与年龄之间相关达高度显著性水平,不同文化程度和不同状态的锻炼者之间差异达显著性水平;各种健身方式之间虽存在差异,但均未达显著性水平;不同锻炼频率的锻炼者之间差异达显著性水平,不同锻炼时间的锻炼者之间差异未达显著性水平;对场地设施的满意程度会影响锻炼积极性的锻炼者与不会影响锻炼积极性的锻炼者之间差异达高度显著性水平。  相似文献   

情绪的健身功能及在体育教学中的应用     

李健 《哈尔滨体育学院学报》2005,23(6)

在体育教学中,学生的情绪状态对身心健康有重要的影响。从情绪的健身和健心功能出发,结合体育教学的特点和规律,就体育教学中如何激发和调控学生的情绪状态进行了研究与指导,旨在提高教学质量,促进学生身心健康的发展。  相似文献   

族群历史之文本与情境--兼论历史心性、文类与范式化情节     

王明珂 《陕西师范大学学报(哲学社会科学版)》2005,34(6):5-13

族群“历史”叙事有三种“结构”,即“范式化情节”、“文类”和“历史心性”。“文本”(text)产生于特定“情境”(context)之中,而“情境”也因此文本而强化;在类似情境下,“文本”常依循既定之叙事模式以产生类似“文本”;叙事符号虽循特定模式构成文本,但不同社会情境与个别作者的情感、意图,皆造成叙事符号及其组合差异,以此反映或造成社会变迁。与一般族群或民族历史一样,作为族群“历史”的“弟兄祖先故事”,其内部蕴含血源、空间与时间等叙事符号。  相似文献   

Intrafamilial conflict and emotional well-being: a population based study among Icelandic adolescents     

Gunnlaugsson G  Kristjánsson AL  Einarsdóttir J  Sigfúsdóttir ID 《Child abuse & neglect》2011,35(5):372-381

Objectives

During intrafamilial conflicts children are often innocent bystanders, caught in the crossfire. In such situations, they are at increased risk to become directly involved in abusive verbal behavior of the perpetrator, and exposed to being shouted or yelled at, threatened, rejected and even physically abused. The present study has two main objectives: (1) ascertain a national base rate of intrafamilial conflicts and physical violence at home among Icelandic adolescents; and (2) to investigate the association of witnessing and/or having been a part of intrafamilial conflict or physical violence at home with variables that relate to mental health and well-being.

Methods

The participants were 3,515 students, 14- and 15-year-old, in the national compulsory school system in Iceland. As a part of the 2003 ESPAD survey, each pupil was asked about experiences of severe verbal arguments and physical violence at home as well as their background, behaviors, and mental health assessed with the use of tested measurement scales such as the Symptom Distress Checklist 90 (SCL-90) and the Rosenberg Self-Esteem Scale.

Results

About 22% of the participants stated that they had witnessed a severe verbal argument between parents and 34% stated that they had been involved in a severe verbal argument with parents. This rate was slightly higher for girls compared to boys. All together 7% of adolescents had witnessed physical violence at home where an adult was involved and 6% of the participants stated that they had experiences of being involved in physical violence at home where an adult was involved. Witnessing or being involved in severe verbal arguments at home and/or witnessing or being involved in physical violence with an adult was significantly associated with greater levels of depression, anger, and anxiety, and negatively related with self-esteem (p < 0.01).

Conclusions

Many adolescents in Iceland witness severe parental verbal arguments or physical violence between adults in their homes and some are directly involved in such acts. It affects their long-term emotional and behavioral development and well-being.

Practice implications

Preventive measures have to be implemented at an early age and should include, but not be limited to, information on disciplining and upbringing of children and the negative impact of intrafamilial conflicts on the long-term health of their children. Due attention should be given to the health and well-being of children where such violence is known to occur.  相似文献   

浅谈教师心境对课堂教学效果的影响     

任玉东  刘春婕 《黑龙江教育学院学报》2011,30(9):51-52

教师心境是指教师特有的一种具有感染性的、比较微弱的情绪状态。它受社会生活因素、自然因素及个体自身状态的影响。它影响学生的学习动机、影响教师的亲和力、影响课堂上的师生配合,对课堂教学效果起着非常重要的作用。  相似文献