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Alain Savoie 《Cambridge Journal of Education》2017,47(1):53-66
The pertinence and worth of arts in Quebec primary schools vary considerably from one institution and school administration to another. In this paper it is argued that well-integrated arts education would bring a large array of pedagogical benefits to students, not the least of which is the preservation and the development of aesthetic perception and creativity. Actually, teachers can rely on the syncretistic and amodal perception of the young child, a learning mode that is analogous to the aesthetic experience and fostered by art practices. The paper draws notably on Ehrenzweig and Winnicott to advocate that the school, through arts education, should preserve and make use of this precious perceptive faculty, and temper the educational bias that largely favours the logical or analytical mode of the child. It advocates for an essential developmental balance between the child’s intuitive and analytical faculties, a healthy equilibrium that arts education has the potential to instil. Children and society both have much to gain from the school’s fostering of arts education and aesthetic perception: children from their balanced development and society from future creative citizens’ contributions. 相似文献
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纳博科夫的作品<洛丽塔>之魅力体现在多个层面上,而游戏性是其重要特色.本文旨在通过对小说语言,文体和情节上游戏性的探讨,从游戏性的角度欣赏这部经典文学作品的艺术魅力. 相似文献
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随着计算机技术的普及和广泛应用,计算机交互的娱乐性问题引起心理学家的关注,并形成特质论和状态论两种观点。基于这两种观点的研究,并重点讨论了最近 Woszczynski提出的交互作用模型。根据该模型,娱乐性是既包含特质影响也包含情境作用的人格因素,其中人格特质为潜在变量,情境作用为外源性变量,两者的结合共同调节着计算机交互中个体的行为。针对该模型存在的问题,今后有必要发展可用于分离特质和状态这两种不同心理成分的测量技术,并纳入到整合研究的范式中开展研究。 相似文献
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Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play 总被引：1，自引：0，他引：1
Karen McInnes Justine Howard Gareth Miles Kevin Crowley 《Early Years: An International Journal of Research and Development》2011,31(2):121-133
This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities. 相似文献
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以SNS社交网络个人用户持续使用行为为研究对象,以信息系统持续使用理论为参考框架,整合计划行为理论,针对SNS的特点引入感知娱乐、感知信任及习惯,建立研究模型进行实证研究。研究结果表明:信息系统持续使用理论在SNS情境下有良好的适用性;主观规范和感知行为控制对用户的使用意向和实际使用行为影响显著;感知娱乐对满意度和持续使用意向影响显著;习惯对实际使用行为的影响及对持续使用意向和行为之间的调节效应显著。 相似文献
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＂玩兴＂,作为一个心理学新兴研究领域,近年来被学者广泛研究.＂玩兴＂与人的心理健康有着密切的关系,因此在心理健康教育过程中,应重视玩兴的引导和培养.本文对＂玩兴＂的研究作了简要的概述,之后理论联系实际地阐述了玩兴与心理健康之间的关系,从而针对当下心理健康教育环境的不足提出自己的建议. 相似文献
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通过对玩趣相关研究文献的深入分析,从个体和组织层面探讨玩趣人格对创造力的作用机制,从而构建了一个包含玩趣人格、创造力、工作倦怠、敬业度及组织玩趣气氛5个变量的整合性模型：提出玩趣人格不仅能直接正向影响创造力,还可以通过缓解工作倦怠从而间接影响创造力。同时,员工敬业度与组织玩趣气氛在玩趣和创造力之间起调节作用。期望该模型的构建可以进一步深化对员工创造力形成机理的认识,推进成年人玩趣及创造力的研究向更加深入的方向发展。最后论文还从员工甄选、敬业度管理及组织气氛塑造三方面对该模型的实践意义进行了讨论。 相似文献
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M. Jordan E. J. Wright A. Purser A. Grundy E. Joyes N. Wright 《Sport, Education and Society》2019,24(7):756-769
Capoeira could be defined as a Brazilian martial art and game to be played. This research explored how capoeira play might be considered to facilitate connectedness amongst newly-recruited persons, plus any other ramifications of capoeira involvement. A beginners’ course of capoeira was provided to participants, free of charge, in an English city in the West Midlands—new capoeiristas in a new venue for capoeira. Researchers attended classes to collect/construct overt non-participant observation data. In addition, semi-structured interviews were undertaken with the new capoeiristas post-course. This article explores researchers’ observation fieldnotes and interviewees’ narratives. These qualitative data-driven debates include the concepts: self, identity, escapism, multiparty endeavour, community, temporality, enjoyment, and transcending boundaries. Capoeira is theorised in a fresh manner that highlights social benefits of capoeira—for example as an enjoyable and supportive group endeavour which includes elements of social play and community-building—plus benefits for self that can transcend the boundaries of the class. Findings highlight how capoeira can be considered an inherently multiparty endeavour whereby social actors form, and experience, a community in order to embrace capoeira play. Data suggest capoeira can facilitate group playfulness, joviality, and laughter. Further, capoeiristas can enact and experience—some mode of—escapism via capoeira, whereby new place and pursuit can facilitate hedonistic diversion from the mundane. Capoeira appears to provide adventure and liberation into a relatively unburdened part of, or place in, social life. Corporeal and discursive boundary-empowerment can also be experienced by capoeiristas, fostering positive identity work in the wider world. Capoeira can be argued to facilitate mutuality (e.g. community experience and group work) and egoism (e.g. an individual's identity work) concurrently. This research suggests that modified capoeira for beginners can be beneficial for both the new capoeiristas themselves and for positive community action during and beyond class. 相似文献
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Liz Sproule Glenda Walsh Carol McGuinness 《International Journal of Early Years Education》2019,27(4):409-422
ABSTRACTThis paper addresses the incompletely resolved tension between play-based and direct teaching approaches to early years pedagogy and practitioners’ resultant difficulties in understanding and delivering high-quality practice. Previously, we argued for the importance of infusing playfulness into all classroom interactions and activities in order to assist practitioners in forming a useful mental model of early years practice. Here, we extend the playful image to present a new, coherent framework for early years practice, based on three dimensions: the degree of playfulness in the activity taking place, the locus of control of the action during the activity and the nature of the learning taking place. We lay out the framework and describe its relation to free play as a prelude to discussing how it applies to classroom play and other types of early years classroom activity, illustrated by cameos. It is argued that the full range of each dimension should be well sampled through choosing a variety of activities and that such an approach will preserve high levels of child engagement. The framework provides a useful tool to prompt reflective practice and professional development. 相似文献
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