编者按：将持续推介HJC黄金城登录近期在主要学术刊物上发表的部分学术成果，以促进学界同仁积极健康的学术交流、对话与批评。
陈娜：教师的学习理解及其教学转化
《教育研究与实验》2022年第4期
理解学生的学习正在如何发生、将要如何发生，是教师教学决策、教学设计的根本问题。学习理解体现教师学习观念的建构与教学行动的反思，它具有实践性、层次性、个体性等特征，有利于深化教师的教学理解、知识理解以及自我理解，进而促进其教学反馈与身份建构。基础教育课程改革背景下教师的学习理解应回应学生发展核心素养的要求，对学习的价值、内容、方式以及评价进行重新认识和定位，并进行相应的教学转化，以促进学生学习活动的结构形态转变。唤醒主体自觉，培养理论思维，加强实践反思，构筑共享文化是促进教师学习理解向教学转化的主要策略。
徐 赟:
政策网络视角下民办学校分类管理政策执行的困局与破局*
《教育科学》2022年第5期
民办学校分类管理的顶层设计已形成主要政策框架,但在执行中尚未取得整体性进展。用政策网络理论划分民办学校分类管理政策执行中的网络结构和利益主体,剖析其网络互动关系,发现在政策执行中存在政策社群与府际网络的权责分配不均衡、府际网络内各行动主体间资源依赖具有非对称性、府际网络与生产者网络互动迟滞、生产者网络内有利益冲突与议题网络结构性缺席等困境。为推进民办学校分类管理政策平稳有序执行,要完善政策顶层设计,合理调整政策社群与府际网络权责分配;建立跨部门协同机制,疏通府际网络各行动者互动关系;强化监督与指导,促进府际网络与生产者网络互动;畅通生产者网络,赋予议题网络中教师和学生的利益表达权。
段兆兵：
让学习有效通达深处 ——
深度学习的相对性、条件性及引导策略
《当代教育科学》2022年第10期
深度学习的相对性是说，它是比浅层学习更深入、更全面、有更高品质的学习，是对学生影响 更深刻、更持久的学习。深度学习的条件性是说，它是以学生先前的学习、教师良好的支持与引导、教师对课程的深刻理解、学生在教学中的深度参与、师生情感的深度投入，以及更优的教学环境等为条件的学习。要让学习通达深处，就要遵循深度学习规律，树立面向全体学生、面向未来的教学理念，突出学生对意义的自主建构与文化体认，筑牢先前学习基础，利用问题、情境、任务与项目等，优化教学过程，以多样化学科实践引导师生全身心投入教学；要利用深度学习的相对性，超越浅层学习，确定基于核心素养的深度教学目标与内容，提 供适合学生个性与学习能力的教学指导，活学活用，促进学习有效迁移，通过高质量课堂教学，把深度学习抓实；要利用深度学习的条件性，辨证处理教与学的关系，科学设计教学策略，给学生提供充裕的学习体验，促进深度学习普遍达成、有效达成。
杨滨：
“互联网+智能手机”赋能高校“码课”教学实证研究
《电化教育研究》2022年第11期
随着智能手机与互联网的深度融合，高校教师遇到了一个棘手问题，即怎样将学生的注意力从手机转移至课堂。文章在对大学生手机应用现状调研的基础上客观分析了手机的利与弊，提出开展以手机为终端，利用二维码呈现微课资源的“码课”教学。研究分两个学期开展了12轮“互联网+智能手机”环境下的码课教学实验。结果证明，“互联网+智能手机”赋能码课教学，更能发挥微课在翻转课堂教学中的作用，有效减少手机对大学生课堂学习的干扰，使手机充分应用到课堂学习中，促进师生及生生交互、知识共享，激发学生学习兴趣，学生学习体验良好。研究提出了PTD双圈互联教学设计思路和码课教学设计步骤，并总结提炼了码课创作策略和码课教学应用策略，为进一步开展高校课堂教学改革探寻了新路向。
路宝利、傅蕾
美国工程技术类大学“顶点课程”
逻辑寻绎与重构断想
——兼论本土职教本科“整全课程”设计路向
《职业技术教育》2022年第31期
因涵括综合性、协同性基因，“顶点课程”可谓美国大学工程技术教育的创举。但其“终结性”特征使学生只得拘囿于在毕业前夕获得真实的岗位训练，故而消解了该课程原初的“变革”意蕴。由此，设若在起点、内容、数量等维度完成组织逻辑、典型逻辑与延扩逻辑等层面的逻辑重构，则“顶点课程”或可拓展为更具价值的“整全课程”。而整全大学、整全教师、整全平台与整全资源等是该课程模式实现的条件基石。该研究在针对“顶点课程”逻辑剖解与重构的断想中，明晰了本土职教本科“整全课程”的设计思路与体系构想。
阮成武、高守东：
优质均衡的基本公共教育服务：旨向、进路与架构
《教育发展研究》2022年第21期
着力构建优质均衡的基本公共教育服务体系，是新发展阶段实现基本公共教育服务均等化的核心任务，需要从理论上认清其政策意义和时代内涵。基于历史比较、逻辑辨证和政策分析提出，优质均衡的基本公共教育服务在价值旨向上，应在强化公共资源投入和保障、提高服务能力和水平的同时，以促进人的身心成长和全面发展作为根本目的和落脚点，实现“服务性”和“教育性”兼重融合；在目标进路上，以“优质”和“均衡”作为核心分别互构生成的优质均衡范式为基本参考系，形成符合具体发展情境的基本公共教育服务目标模式，实现“均衡”与“优质”互构跃升；体系架构上，依据优质均衡的基本公共教育服务价值、目标及供给关系的需要，完善服务供给和运行、健全支撑和协同系统，促进“内构”与“外构”协力统整。
江珊：
地方高校新生代青年教师活力探析
《高教发展与评估》2022年第6期
当代学术青年的职场状态是新生代教师群体与外界社会、高校组织之间交互作用的缩影。现有研究通常从地方高校青年教师的“边缘人”视角出发，探讨青年教师在职业成长中的弱势属性及面临的困境。基于国内外文献构建出“生命状态-适应行动-持续生产力”的教师活力三维指标，结合对多位青年教师个案的考察，通过质性与量化数据，聚焦于给组织及个人多方面带来生产力贡献的个体活跃状态来探析青年教师职业成长，呈现地方高校新生代青年教师的职业成长图景。研究发现，处于不同职业生涯阶段的青年教师尽管在活力多维度上的组间差异明显，但整体仍拥有积极、适应、持续性的活力表现，这是新生代青年群体价值观和其所接受的学术系统训练等原因共同形塑的结果。为此，需要结合青年教师所处的职业阶段进行针对性地引导，促进青年教师活力的可持续激发，打造具有活力的地方高校新生代师资队伍。
白倩、李艺：
皮亚杰发生建构思想下的学习发生
《电化教育研究》2022年第12期
关于“学习是如何发生的”，已有源于心理学范式的解释普遍跳过了对“知识何以可能”的哲学追问，所给出的答案虽各有特色，但也各有局限。追溯哲学认识论成就，发现皮亚杰发生建构思想中的“两个范畴说”刻画了认识主体内部每个当下知识发生的内在机制，可以作为思考学习发生问题的新起点。据此，文章揭示了皮亚杰发生建构论的哲学内涵及其知识观内核，并从真理观、学习发生的过程以及学习走向何方三个方面对“学习是如何发生的”给出了系统性解释。研究认为：皮亚杰发生建构思想下的学习是指发生在学习者内部的基于问题解决的知识构造与思维能力发展的过程。这一定义以发生在学习者内部的问题解决来解释学习发生的内在机制，所给出的是一种更加贴近原初真相的解释。
方双虎、黄明杰：
多维心理僵化量表中文版在大学生群体的信效度检验
《中国临床心理学杂志》2022年第6期
目的：检验多维心理僵化量表中文版在大学生中的信效度。方法：在大学生群体中收集有效数据1666份，其中1316人同时完成多维心理僵化量表中文版以及生活满意度量表(SWLS)、抑郁-焦虑-压力量表(DASS-21)、接纳与行动问卷第二版(AAQ-Ⅱ)和认知融合问卷(CFQ-F),350人只填写多维心理僵化量表，并随机选取170人进行三周后重测。结果：探索性因子分析提取6个因子，共30条目；验证性因子分析表明，6因子结构拟合良好(χ2=973.67,df=379,CFI=0.93,TLI=0.93, RMSEA=0.04,SRMR=0.05)。心理僵化各维度与生活满意度显著负相关(r=-0.19～-0.35)，与负性情绪显著正相关(r=0.11～-0.57)，与经验回避(r=0.12～0.48)、认知融合(r=0.11～0.59)显著正相关。多维心理僵化量表中文版及各维度(脱离当下、经验回避、认知融合、概念化自我、价值不清和行动受限)的内部一致性Cronbach α系数分别为0.91、0.76、0.74、0.82、0.71、0.71和0.85，重测信度(ICC)分别为0.74、0.76、0.67、0.71、0.62、0.65和0.69。结论：多维心理僵化量表中文版在大学生中具有良好的信效度。
Bin Xuan , Shuo Li , Peng Li and Lu Yang:
Time perception of individuals with subthreshold autistic traits: the regulation of interpersonal information associations
《BMC Psychiatry》2022年
Background: People with high subthreshold autistic traits usually share behavioral patterns similar to those of individuals on the autism spectrum, but with fewer social and cognitive changes. The effect of autistic traits on time perception and the role of interpersonal information in this effect remain unexplored.
Results: In the absence of identity information, people with high autistic traits tended to judge short durations as longer. Their subjective bisection point was lower, and the Weber ratio was higher than for those with low autistic traits, suggesting that their overestimation of short duration was due to decreased temporal sensitivity. With the involvement of interpersonal information, the proportion of long responses for no identity was significantly lower than for self, friends, and strangers, which seemed more obvious in individuals with low autistic traits although there was no significant interaction between identity and group. The Weber ratio of no identity was lower than that for other identities.
Shuanghu Fang , Dongyan Ding , Pingping Ji , Mingjie Huang and Kesong Hu :
Cognitive Defusion and Psychological Flexibility Predict Negative Body Image in the Chinese College Students: Evidence from Acceptance and Commitment Therapy《International Journal of Environmental Research and Public Health》2022年
Body dissatisfaction is a global phenomenon. Despite the significant cultural difference,most research on negative body image was conducted in Western countries. How do cognitive fusion and psychological flexibility relate to negative body image in the Chinese population? In the present study, this question was investigated through the intervention technique, Acceptance and Commitment Therapy (ACT). Here, 86 young Chinese university students with high negative physical self were invited, in which 42 students received 10 sessions of group-based ACT intervention in a clinical setting while the remained acted as the control group with no intervention. Individual differences in psychological flexibility and cognitive defusion enhancement predicted improved body image. A strong association of implicit body image with Fatness and Shortness changes suggested that although with individual differences, those components could be internalized during the intervention in the College students.
Shuanghu Fang , Mingjie Huang and Yiyi Wang: Measuring self-as-context in Chinese college students: Validity and reliability of the Chinese version of self-ascontext scale (C-SACS)
《Frontiers in Psychology》2022年
Objective: To examine the validity and reliability of the Chinese version of the Self-as-Context Scale (SACS) in college students.
Results: The exploratory factor analysis showed that the SACS consisted of two factors (Centering and Transcending), with a total of 9 items. The confirmatory factor analysis demonstrated that the two-factor structure fit well (χ2 =55.40, df=22, CFI=0.977, TLI=0.963, RMSEA=0.065, SRMR=0.032). According to the results of the measurement invariance tests, configural invariance, metric invariance, scalar invariance, and strict invariance of the 2-factor model, the C-SACS scores were comparable across genders. Additionally, the C-SACS total score and its subscale scores were significantly positively correlated with positive indicators of mental health (life satisfaction, affective well being), significantly negatively correlated with negative emotions (depression, anxiety, stress), significantly negatively correlated with experiential avoidance and cognitive fusion (except for the Transcending factor), and significantly positively correlated with mindful attention and awareness.
Shuanghu Fang and Dongyan Ding: Which outcome variables are associated with psychological inflflexibility/flflexibility for chronic pain patients? A three level meta-analysis
《Frontiers in Psychology》2022年
The psychological flexibility model can be seen as a basis for an integrated and progressive psychological approach to chronic pain management. The research protocol was registered in the International Prospective Register of Systematic Reviews (PROSPERO, https://www.crd.york.ac.uk/ PROSPERO/), registration number CRD42021285705. Four databases were searched (PsycINFO; PubMed; Web of Science, CINAHL) along with reference lists. Thirty-six cross-sectional studies were included (7,779 participants). The present study indicated a significant small to medium association between psychological inflexibility and pain intensity, a nearly large association between psychological inflexibility and functional impairment as well as the quality of life, and a large association between psychological inflexibility and anxiety/depression. These findings may carry significant implications for chronic pain patients regarding the potential relationship between psychological inflexibility or flexibility and these outcomes. It may consequently form the basis for more robust testing of causal and manipulable relationships.
Lei Zhang1 , Lijun Wang2&, Benyu Guo1 , Yanyan Qian3 , Qingming Liu1:A world renowned psychophysiologist: Kaoliang Chow
《Protein Cell》2022年
Kaoliang Chow (周杲良, 1918–1998) (Fig. 1), was a world renowned psychophysiologist and neurophysiologist (Meng, 2012). He had a prominent family background, was well educated, and made significant contributions towards understanding the relationship between brain and behavior, especially regarding the processing of vision by the brain. He was among the founders of the neuroscience doctoral pro-gram and a major figure in research and training at the Stanford University School of Medicine.
Lijuan Quan1 , Xinxin Wang1,2, Wei Lu1 , Xintong Zhao1 , Jialei Sun1 and Qingsong Sang1*:
The relationship between fear of recurrence and depression in patients with cancer: The role of invasive rumination and Catastrophizing
《Frontiers in Psychology》2022年
Objective: To examine the relationship between fear of recurrence and depression in patients with cancer. Results: Fear of recurrence in patients with cancer was moderate, and the level of depression was significantly higher than that in the normal population. Fear of recurrence, invasive rumination, catastrophizing, and depression in patients with cancer were significantly positively correlated. The level of fear of recurrence was a significant positive predictor of the level of depression. Invasive rumination played a partial mediating role between fear of recurrence and depression; that is, fear of recurrence directly affected depression, and fear of recurrence indirectly affected depression through invasive rumination. Catastrophizing played a moderating role in the mediation model, in which fear of recurrence affected depression through invasive rumination.
Wentao Wu , Ran Hu, Ruxuan Tan and Hehai Liu *: Exploring Factors of Middle School Teachers’ Satisfaction with Online Training for Sustainable Professional Development under the Impact of COVID-19
《Sustainability》2022年
During the COVID-19 pandemic, as offline learning activities were blocked,teachers’ training activities were moved from face-to-face to online training.However, few studies have focused on teachers’ satisfaction with online training. To address this gap, based on the American user satisfaction theory model (ACSI), a total of 397 middle school teachers who had online training experience participated in the survey through an online questionnaire. The findings imply that teachers should be informed in advance of various difficulties that may be encountered in online training, so as to reduce their expectations of online training quality. In addition, in order to improve teachers’ perceived quality and perceived value of online training, intervention strategies should be proposed, online training platforms should be optimized, and online training methods should be innovated to improve teachers’ sustainable development ability.
Alison MacKenzie a,* , Tien-Hui Chiang b:
The human development and capability approach: A counter theory to human capital discourse in promoting low SES students’ agency in education
《International Journal of Educational Research》2022年
This discursive article discusses some of the inherent and durable problems associated with human capital discourses in education. While human capital is regarded as a core element in ensuring international competitiveness, this discourse greatly jeopardizes the ability of lower SES students to acquire agency through schooling. This is due to its two self-contradictory assump-tions: a profit-based ideology and a neglect of the influence of social structure on educational inequality, which greatly contribute to educational inequity. We argue that educational inequity can be improved through two complementary perspectives, which address the influence of structural constraints on educational results, as argued by Bourdieusian academics, and which optimize the advantages of agency, as proposed by the human development and capability approach.
Alison MacKenzie a , Tien-Hui Chiang b , Allen Thurston a:New insights on the persistence and reproduction of educational inequality and injustice:
Towards a synthesis of Nussbaum’s capabilities approach and Bourdieu’s theories
《International Journal of Educational Research》2022年
Education is one of the most powerful means by which to advance equality, equity, and justice, yet it is also one of the most powerful mechanisms by which inequality, inequity and injustice are reproduced. Although academics have developed various ways for understanding these phenomena, the dichotomy between agency and structuralism persists, and is often regulated by people’s capabilities ‘to do and to be’, and the social and psychological constraints on agency. These shortcomings have stimulated us to reconsider their interactions. The aim is to explore how we may more insightfully understand the mechanisms that reproduce injustice and inequality in education by bringing together sociology and normative philosophy using Martha Nussbaum’s Capabilities Approach and the theories of Pierre Bourdieu.
Yilai Pei 1 , Jiantao Han 2 , Jingwen Zhao 3 , Mengrong Liu 4 and Weiguo Pang 1,* :
The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works
《Journal of Intelligence》2022年
Successful intelligence theory suggests that creativity is necessary for personal achievement outside of intelligence. Unlike intelligence, creativity can develop in a supportive environment. This study focuses on the effect of the creator’s situation on creative evaluation and the role of the rater’s empathy (i.e., cognitive empathy and affective empathy) and sympathy in creative evaluation. The results showed that the participants only provided significantly higher ratings to the creative product made by a child. Cognitive empathy only predicted a creative rating under disadvantaged conditions, and affective empathy negatively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect.
Qingqing He1,2 , Bihua Zhao1 *, Hua Wei3 and Feng Huang2: The relationship between parental phubbing and learning burnout of elementary and secondary school students: The mediating roles of parent-child attachment and ego depletion
《Frontiers in Psychology》2022年
In this study, we examined the effects of parental phubbing on learning burnout in elementary and secondary school students and its mechanism of action. A questionnaire method was applied to investigate parental phubbing, parent–child attachment, ego depletion, and learning burnout among 2090 elementary and secondary school students in Anhui Province, China. The results are as follows: (1) Parental phubbing was significantly correlated with parent–child attachment, ego depletion, and learning burnout; (2) Parental phubbing has an indirect impact on learning burnout in elementary and secondary school students through three pathways: a separate mediating effect on parent–child attachment, a separate mediating effect on ego depletion, and a chain mediating effect on both. Parental phubbing is a risk factor for Learning Burnout, which can positively affect Learning Burnout in elementary and secondary school students. The findings of the study contribute to revealing the influence mechanism of parental phubbing on learning burnout in elementary and secondary school students.
