认知差距、情感与旅游者场所依恋的关系研究——以都江堰为例

根据场所依恋的概念,对认知差距、情感与旅游者场所依恋的关系作定量分析可知,游客对都江堰的场所依恋水平还处于较低层次,需进一步提升且空间较大,认知差距对场所依恋有反向影响,情感对场所依恋有正向影响,且正向影响要大于反向影响,都江堰应加强管理、注重景区文化展示,重视游客在都江堰旅游时的愉快体验,促使旅游者正面情绪的产生,才能更有利于旅游者对该地产生场所依恋.     

浅谈福利机构儿童情感与社会技能发展

儿童成长阶段是一个人一生中最为关键的时期,其对自然的认知、与父母及社会之间的关系,都与此阶段教育培养有直接关系.因此,在儿童时期就要开展对儿童进行情感教育,对其启蒙与成长有积极的促进作用.基于此,本文分析了福利机构儿童情感发展特点,提出了针对儿童时期儿童正确的情感教育方式,并以探究了以情感教育为基础培养儿童社会技能的有...     

滑雪场认知要素对游客情感的影响研究——以京张地区为例

本文利用在微博抓取的京张地区29家滑雪场的游客评论文本,通过SnowNLP模型和TF-IDF算法分析滑雪场游客情感和认知要素,基于随机森林算法探究不同认知要素对游客情感的影响程度。研究结果表明：所有类型滑雪场的游客积极情感占比最大,中性情感占比最小,且随着滑雪场等级降低,积极情感占比呈下降趋势;场所/地域要素是滑雪场游客最主要的认知要素,而人文和建筑认知最少,其中积极、中性和消极情感游客的主要认知要素分别为活动、场所/地域和设施;不同认知要素对各类滑雪场游客情感的重要程度存在显著差异。研究结果对全面理解滑雪场游客认知与情感提供一定科学依据。,有助于优化滑雪场经营管理策略,提升游客满意度和忠诚度。     

浅析小学语文教学中的情感教育——以留守儿童为例

在小学语文教学中加强情感教育,尤其是对留守儿童的情感教育是非常有必要的。本文首先探讨了语文情感教育的内涵,并且分析了在小学语文教学中对留守儿童实施情感教育的必要性,最后结合教学实践构建了在小学语文教学中对留守儿童实施情感教育的有效策略。     

中国国家公园的土地权属与人地关系研究北大核心CSSCI

建立国家公园体制是推进生态文明建设的重要举措之一。目前,我国启动了9个国家公园体制试点区建设工作,表明中国保护地管理体制机制改革已从理论层面进入到实践阶段。土地权属不明晰是我国保护地建立的历史遗留问题,引发保护地与周边社区的矛盾,导致保护地生态破坏和多头管理等问题。人多地少的国情使我国国家公园在建设过程中面临的人地矛盾更为突出。国家公园试点区内目前存在着的原住民和集体土地,有着极为复杂的产权问题,需要通过调整土地权属和明晰土地用途,进一步落实自然资源的归属管理和用途管制,最终实现资源的严格保护和永续利用。本文介绍了我国国家公园体制试点区的土地权属和流转问题的由来,剖析了钱江源国家公园的土地确权流转案例,并借鉴英美在国家公园的土地权属与管理方面的国际经验,提出了解决我国国家公园土地权属问题的设想,包括:因地制宜、分步开展土地确权和流转,建立长效生态补偿机制,建立试点区与社区共建共享机制等。     

情感教学法在初中思想政治课中的运用与研究

所谓情感教学,从最根本的涵义上说,就是指教师在教学过程中,在充分考虑认知因素的同时,充分发挥情感因素的积极作用,以完善教学目标、增强教学效果的教学。这是作为教育者的人对受教育的人进行教育所应实施的真正的教学。这是作为教育者的人对受教育的人进行教育所应实施的真正的教学。在这样的教学活动中,认知因素和情感因素才能得到和谐的统一。情感教学的原则最起码有三条：即寓教于乐原则、以情施教原则、师生情感交融原则。     

宋代的自然观察:审美、解释与观测兴趣的发达

本文以地理学为核心,从知识兴趣的角度对宋代的自然观察及其解释方法进行了考察,发现在宋代学者中,不仅以山水游赏为目的的审美性自然观十分发达,更积极地观察、观测各种自然地理现象。尤为突出的是,在当时的学者中间,从客观的角度探索自然并解释自然并非个别案例,而具有一定的普遍性。另外,甚至有部分学者抛开形而上的讨论,积极地对长期观测的自然现象进行归纳总结,表现出了浓厚的经验实证思想。虽然这表明当时的自然知识累积与发展出现了新的方向,但是它们并没有得到突破性的发展,其主要原因或在于这些新的因素并没有能够真正地改变儒学知识分子认识自然的基本方式。     

论初中语文教学中的情感教育

纵观历史,横看百科,语文给予其他学科工具性作用,但它不仅停留在工具性质上,还具有语文独特的魅力——情感性,如自然之美、社会之美、艺术之美、道德之美、人生之美。心理学家认为,情感是发展和维持认知活动的动力,是构成心理素质的重要成分,没有情感就没有智力。     

情感史与近代早期欧洲巫术史研究

自20世纪80年代以来,西方情感史的发展拓展了历史学研究的视野和方法,涌现了很多有影响力的理论和著作。近年来,一些历史学家试图将情感史运用于近代早期欧洲巫术史研究之中,力图发现巫术和巫术审判中的情感因素,揭示巫术和巫术审判中情感产生效力的机制以及理解作为巫术史研究对象的情感表象等。情感史极大地拓展了近代早期欧洲巫术史研究的视野和研究路径。     

当代西方情感史学的由来与理论建构

在20世纪的较长一段时间里,情感因被视为理性的对立物而受到史学家的冷落,他们将情感史归纳为人类用理性约束激情的历史,形成了以"文明化"为主旨的情感史观。20世纪下半叶,在心态史、心理史等史学潮流和多学科交叉的共同推动下,史学家开始将包括情感在内的心理因素作为观察、分析和阐释历史的维度。世纪之交,雷迪和罗森维恩等人通过吸收社会建构主义理论和认知心理学的成果,为情感史研究提供了最具影响力的理论框架。新的理论表明情感不仅拥有自己的历史,还对历史发展具有推动作用,它为探究历史上的情感规范及其背后的社会认同和权力运作机制,以及人们为维护、贯彻或对抗该规范所采取的手段等问题,提供了研究思路和方法。     

‘I might know when I'm an adult’: making sense of children's relationships with nature

This paper reports subjective experiences in nature of 5 children aged 6–10 years collected during a 5-day camp in a botanical garden. Creative expressive visual methods and semi-structured interviews were used to collect data. Inductive analysis produced the follow themes: children being positioned to take care of nature and to be taken care of by nature, as well as nature needing protection from children and children needing protection from nature. The roles of gatekeepers in mediating attraction to and repulsion from nature were also highlighted. We examine these in the context of socio-cultural constraints and invitations that children experience in developing these relationships. These themes are discussed using a theoretical framework that blends Vygotsky's socio-cultural development theory with Gibson's theory of affordances. Findings contribute to a more integrated understanding of how ecological psychology and social psychology can inform our understanding of children's relationships with nature; in particular, how children's experiences with nature are mediated by socio-cultural factors. By adding to our understanding of how children develop relationships with nature, practitioners can more effectively facilitate experiences that encourage pro-environmental and stewardship attitudes and behaviors as well as result in positive health and development outcomes for children. This paper contributes to the children's geographies literature by strengthening the theoretical foundation from which geographers approach child–nature relationships.     

Disabilities,urban natures and children’s outdoor play

Normative, widely circulated discourses about the value of outdoor, natural play for children overwhelmingly marginalize the experiences of families with disabled children, who can often experience outdoor/natural play as a site of hard work, heartache, dread, resignation and inadequacy. This paper presents findings from research with 60 North London families with children aged 5–16 who have a statutory ‘Statement of Special Needs’. Focusing on these families’ experiences of visiting designated, newly refurbished accessible natural play-spaces in two local country parks, the paper highlights: (i) the multiple, compound social-material ‘barriers to fun’ encountered in these spaces; (ii) the profound emotional-affective impacts of such barriers, most notably in terms of feelings of ‘resignation’ and ‘dread’; (iii) parents’/carers’ sadness occasioned by perceived ‘failures’ to ‘live up to’ normative ideals of parenting and family engagement with outdoor play and urban natures; (iv) nevertheless, the possibility of moments of family joy, love and ‘special’ time, afforded via families’ ‘hard work’ and ‘keeping going through hard times’. Through an engagement with recent conceptualizations of everyday geographies of disabilities, the paper suggests that these qualitative experiences complicate some chief, normative ways of knowing outdoor play, urban natures and barriers to accessibility.     

How to engage children with nature: why not just let them play?

Children's nature experiences are to an increasing degree organized by adults and involve adult's presence. A qualitative study of the Norwegian nationwide Children's Trekking Club explores how children interact with nature through organized events with varying degrees of adult management and planning. The study shows that free and spontaneous play functions as a key to more bodily, emotional and sensuous interaction with nature in contrast to when children are engaged in numerous planned activities. Spontaneous play arises at events where there are fewer participants, in which children are able to stay in one place, when adults take a more relaxed and less intrusive approach, and where there are fewer formally organized activities. To engage children with nature, and raise awareness of play as a spontaneous and child-initiated action would be a positive progression in further developing organized nature events, educational programs, as well as in parenting.     

‘Nature makes people happy,that’s what it sort of means:’ children’s definitions and perceptions of nature in rural Northwestern Ontario

ABSTRACT

Nature exposure positively impacts children’s physical, socio-emotional, and cognitive health and development. We know less about how children perceive their connection with nature and what nature means to them. This study uses focus groups to understand how rural Canadian children define, experience, and perceive benefits of nature. Using thematic analysis, we identified three primary themes. First, while children associate nature with specific activities, natural elements, and locations, they also conceptualize nature as ‘a whole community.’ Second, children experienced nature through doing, highlighting how activities connected them with nature while recognizing constraints on those engagements. Finally, children demonstrated agency in accessing nature to improve their emotional states. These findings indicate that from children’s views, nature is more than just space with natural elements. Children are also knowledgeable about the health benefits of nature, and capitalize on this knowledge. These findings can inform interventions to increase children’s interactions with outdoor environments.     

马克思自然概念的多维度解读

马克思以前的自然概念以非实践的方式来看待自然,割裂了自然与人、自然与历史、自然科学与人的科学的联系。马克思“感性的自然”突出了自然界与人的相关性;“人化的自然”强调了自然概念的社会历史性;“历史的自然”体现了自然与历史的辩证法;“人本学的自然”是对自然科学与人的科学分离的克服;“价值的自然”是对人与自然和谐的守望。     

合理主义与传统亲情的对立--菊池宽的独幕剧《父归》

菊池宽的独幕剧《父归》是一部反映父子亲情与家庭伦理问题的现实主义作品。菊池宽通过描写父亲与长子的对立冲突,深刻地反映了明治和大正时代,近代的自我意识渗透到社会各阶层,并开始挑战以父权为中心的封建家长制的社会现实。以及在这种社会现实之下生活的普通百姓的自我觉醒与烦恼。     

三维度服务体验实证研究

服务体验是顾客对服务遭遇所作出的感觉和评价。顾客每次消费都追求相应的利益,比如,追求产品或服务的实用功能、享乐性情感或增进与同伴的友谊等。不同的消费目的决定了顾客的服务体验应当是一个多维的概念。本文在文献回顾的基础上,提出服务体验包含功能体验、情感体验和社会体验3个维度,并以餐馆为调研行业,用问卷调研方法验证了这3个维度的合理性。最后,文章提出对旅游体验作进一步研究的几点思考。