当代体育活动的符号学解读     

周二三 《天津体育学院学报》2006,21(6):547-548

从符号学的视角，结合我国经济社会发展的客观现实，探讨了对体育活动进行符号学解读的可能性，并运用符号学的相关知识，尝试性地从符号载体、符号编码、符号意义三个方面对体育活动进行了解读。认为：体育的符号载体，可以是有形的体育运动项目、体育用品．也可以是无形的文化珲念；体育自身的特点及现代传媒通过影响人们的价值观在为体育活动进行着编码；体育的符号意义体现在：它是竞争、健康、交往和休闲娱乐的符号。  相似文献   

Scaffolding young children’s understanding of symbolic objects     

Olga Peralta  Analía Salsa  María del Rosario Maita  Florencia Mareovich 《Early Years: An International Journal of Research and Development》2013,33(3):266-274

Symbolic objects are cognitive tools children must learn to master very early in life. A crucial factor in cognitive development is the instruction or informational support children receive in social contexts. While numerous studies have investigated the relation between instruction and development in various domains, like language or symbolic play, still little is known concerning the role of this factor in the comprehension of symbolic objects. The purpose of this article is to illustrate with an overview of the results of the authors’ research how instruction scaffolds the comprehension and use of symbolic objects. In this framework instruction is conceived as a process that mediates the skills that children develop and meanings they build. Some educational implications are discussed.  相似文献   

儿童非符号数量表征的特点及作用探析     

陈英和  赖颖慧 《北京师范大学学报(社会科学版)》2013,(1):33-41

数量表征是人类重要的基础心理能力,包括了符号和非符号两种表征系统。非符号数量表征是个体不需要依赖符号知识对视觉、听觉或跨通道呈现的实物或实物记号的数量刺激进行表达和运算的过程,具有一定的种系进化基础,先于语言发生。在未接受正式数学教育之前,儿童在一定程度上就能在平面空间和三维空间内表征非符号数量,并表现出了在视觉-听觉跨通道条件下的抽象非符号数量表征能力。个体早期即可能拥有两种特点不同的离散量表征系统:对非符号小数量的精确表征和对大数量的近似表征,但对其产生机制还存在不同的理论解释。在符号系统出现后,非符号数量表征和符号数量表征在行为及神经机制既有区别又有联系,并可能通过映射过程在头脑内部相互转换。与符号数量表征相互作用发展成为个体高级数能力的重要基础。  相似文献   

Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics     

Brian Hudson  Sheila Henderson 《课程研究杂志》2013,45(3):374-398

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.  相似文献   

Using symbolic convergence theory to discern and segment motives for enrolling in professional master's degree programs     

John F. Stone 《Communication quarterly》2013,61(2):227-243

In a preliminary effort to stem a steep decline in graduate enrollments, a regional comprehensive university began a search for its perceived market advantages. Using the tenets of Bormann's (1985) Symbolic Convergence Theory, the investigation identified fantasy types involved in student decisions to enroll and, after surveying new students (N = 739) over a four year period, isolated two emergent rhetorical visions ～ “Better Program, Quality University,” and “Small Campus, Big Opportunity”‐that were shared, to differing degrees, by students in professionally diverse academic programs. Results are discussed in terms of what they suggest about promoting professional master's degree programs generally, and communication programs specifically, and what they reveal about the saliency of rhetorical visions.  相似文献   

Selected sources on modern international communication∗     

Michael H. Prosser 《Communication quarterly》2013,61(1):48-57

FRONTIERS OF COMMUNICATION: THE AMERICAS IN SEARCH OF POLITICAL CULTURE. By Karin Dovring. Boston: Christopher Publishing House, 1975; pp. 172. $6.95.

ZEN AND THE ART OF MOTORCYCLE MAINTENANCE: AN INQUIRY INTO VALUES. By Robert M. Pirsig. New York: Bantam Books, 1975; pp. vi+406. Paper $2.25. (Also New York: William Morrow &; Co., 1974; $7.95.)

THE MESSAGE IN THE BOTTLE. By Walker Percy. New York: Farrar, Straus &; Giroux, 1975: pp. 335. $8.95.

A PRIMER OF MULTIVARIATE STATISTICS By Richard J. Harris. New York: Academic Press, 1975; pp. 332. $13.95.  相似文献   

情境知识与社会互动——符号互动论的知识社会学思想评析     

赵万里  李路彬 《科学技术与辩证法》2009,26(5):87-93

符号互动论既是现代社会学的一个重要理论流派,又是知识社会学的微观取向的思想传统。它关注被实证主义社会学所忽略的情境知识,并赋予这种知识本源性的地位,将情境知识与社会互动的双向建构作为重要的研究议题。符号互动论将“意义”视为关于“自我”和客观世界的知识,这种知识产生于行动者对行动情境的反应和泛化他人的态度。情境知识作为现实知识的构成部分,具有影响行动并建构社会的功能。符号互动论的理论视角和描述性方法不仅为现代知识社会学打开了新的研究视域,而且提供了对知识进行经验研究的有效进路。  相似文献   

品牌延伸对消费者品牌忠诚的影响——基于品牌信任和品牌象征价值的实证研究   总被引：2，自引：1，他引：1  

龚艳萍  范书利 《软科学》2008,22(3):63-68

研究了当品牌延伸的契合度高和低时,对品牌信任、品牌象征价值及品牌忠诚的不同影响,并利用结构方程模型验证了品牌信任和品牌象征价值在品牌延伸对消费者品牌忠诚影响中的中介效应。  相似文献   

站在历史的源头──论闻一多的《诗经》研究     

阎伟 《鄂州大学学报》2000,(3)

20世纪上半叶,闻一多把清代朴学的实证方法和西方人类文化学、社会学、民俗学的研究方法加以结合,形成了其独特的文化阐释批评方法。他立足于当代世界范围内对原始思维的研究成果,运用各种学科理论、论证了原始思维对《诗经》的影响,本文探讨了闻一多对《诗经》的训诂阐释方式;他运用文化阐释方法所揭示出来的古代人的思维方式和象征意象;他对古代民俗的还原和重现,以及运用文化阐释批评方法研究中国古代文学的重大意义。  相似文献   

中国石狮子象征   总被引：1，自引：0，他引：1  

刘锡诚 《岱宗学刊(泰安教育学院学报)》2000,(1)

狮子本不是中国原产。本文引用充分古籍文献,辨析、考证了中国狮子的来源及其象征意义。狮子作为贡品,最早在汉章帝时代由西域传入中国并逐渐进入民间。到唐代已有石狮问世,明清时石狮已遍布全国各地,石狮子信仰在官方和民间极为普遍。从汉代直到唐宋辽金时代石狮子只被赋予辟邪的人文品格,到明清时又被赋予了富贵、生财、子孙繁盛和守护神等的象征涵义。狮子作为瑞兽灵兽的品格,是遵循文化发展的规律,在中华文化的观念中长期积淀而逐渐形成的。  相似文献