The current study examined the longitudinal associations among posttraumatic stress disorder (PTSD) symptoms, depressive symptoms, and academic burnout in a sample of survivors aged 12 to 20 years following the Wenchuan earthquake. The present study had a longitudinal design. A total of 788 participants (Mage = 15.03 years, SD = 1.64; 54.8 % female) completed measures of PTSD symptoms, depressive symptoms, and academic burnout at 12, 18, and 24 months after the 2008 Wenchuan earthquake in China. The results showed that the only crosslagged effects from PTSD to depressive symptoms, from academic burnout to depressive symptoms or from PTSD symptoms to academic burnout at the first interval and the second interval were significant. Furthermore, the longitudinal associations among PTSD symptoms, depressive symptoms, and academic burnout remained consistent between the different age groups but varied across genders. That is, in male adolescents, only the cross-lagged effects from PTSD symptoms to depressive symptoms and from PTSD symptoms to academic burnout at the first and second intervals were significant. In female adolescents, only the cross-lagged effects from academic burnout to depressive symptoms and from academic burnout to PTSD symptoms at the first and second intervals were significant. Finally, these findings highlight that academic burnout is a useful target for psychological service providers to alleviate PTSD and depressive symptoms in adolescents in a post-disaster context. In addition, PTSD symptoms may also negatively affect adolescents' performance at school.

This book introduces the outcomes of author's 40 years of research, especially the theory of the Triangular Pyramid Structure of Thinking.

Cognitive psychology emphasizes that human thinking activity is a complex process of analysis, synthesis, comparison, abstraction, and generalization that occurs in a serial, parallel, and mixed manner. Concepts, judgment (propositions), basic reasoning, and comprehension are manifestations of this process, as are problem understanding and solving. Notably, thinking ability is often not the manifestation of a particular process in thinking activity but the complete realization of these processes.

Thinking and intelligence are psychological phenomena, i.e., cognition of objective facts generated by the human brain. The world of objective reality is a unified material world in which all matter and phenomena are constantly moving, changing, and developing according to the laws of material itself. Indeed, it is the complexity, integrity, and unity of the objectively perceived real world that determines the complete structure of human thinking. Because mathematics is a science that reveals the essence of matters in terms of quantitative relationships and spatial forms, learning this subject requires students' thinking to have an overall structure. The more complete the structure is, the more students can efficiently understand the integrity and complexity of quantitative relationships and spatial forms, and the stronger their mathematical ability becomes. It can be assumed, therefore, that learning mathematics is based on the integrity of thinking and can promote the development of its overall structure as these two elements are closely related.

老教育家霍懋征老师是北京师范大学1943年数理系的毕业生,毕业后长期从事小学数学的教学工作,因教育教学出色被周恩来总理誉为"国宝".而在1978年结束了一年零九个月的"牛棚"生活,重新回到了教学第一线后,她主动选择改教小学语文.究其原因,是霍老师认为语文课程在思想品德教育方面能承担比其他课程更为重要的任务,即语文课程更能促进学生懂得对国与家、善与恶、利与义等关系的理解,进而发挥立德树人的功能.我们在这里不是讨论霍老师杰出的教学能力,而是强调要充分发挥语文课程的育人功能,以促进学生核心素养的发展.

Health literacy is one of the hot issues concerned about by the government and scholars.The present study used variable-centered and individual-centered approaches to explore the development characteristics and group types of secondary school students’ health literacy.The results showed that:（1） The questionnaire of secondary school students’ health literacy has good reliability and validity.（2） There are no significant gender or urban-rural differences in overall health literacy.And girls are significantly better than boys in self-management subscale.The health literacy of lower-grade students in secondary school is significantly better than that of higher-grade students.（3） The health literacy of secondary school students can be divided into three latent groups: the poor health literacy group（about 11%）,the general health literacy group（about 51%） and the excellent health literacy group（about 38%）.In the excellent group, 37% are the first-year students in junior high schools, and only 14%-18% are those students from the second year in junior high schools to the second year in senior high schools.To improve the health literacy of secondary school students, different contents and strategies of health literacy education should be implemented according to different grades, especially the higher-grade students should be paid special attention to.To promote the overall development of students’ health literacy, we should especially make a breakthrough in healthy lifestyle education, and cultivate students’ positive psychological qualities such as self-esteem, self-confidence and self-reliance.

以471名小学生为被试,采用儿童报告法考察教师创造性教学行为与小学生创造性思维的关系,同时探析小学生创意自我效能感的中介作用以及开放性人格的调节作用.结果发现:(1)在控制儿童性别、年龄和父母受教育程度后,感知到的教师创造性教学行为显著正向预测小学生创造性思维的流畅性、变通性和独特性;(2)感知到的教师创造性教学行为可以通过创意自我效能感影响小学生创造性思维的流畅性、变通性和独特性;(3)开放性人格能够调节感知到的教师创造性教学行为对小学生创意自我效能感的作用,个体开放性人格水平越高,小学生感知到的教师创造性教学行为对创意自我效能感的预测作用越强.研究表明,创意自我效能感和人格开放性可能是教师创造性教学行为与学生创造性思维关联的重要机制,改善教师的创造性教学行为,提高创意自我效能感和人格开放性水平,有助于促进小学生的创造性思维发展.

人文教育是立德树人的首要工程,在当前核心素养教育改革的进程中,人文教育的核心就在于提升学生的人文素养.其中,中小学生人文素养的培养是人文教育的基础和关键,但目前鲜有系统研究涉及.基于此,本文首先在对人文素养内涵与价值定位认识的基础上,着重从核心素养视角出发探讨我国中小学生人文素养的结构维度,提出人文素养的结构包括人文积淀、人文情怀和审美情趣三大关键成分.其中,人文积淀是人文素养形成的前提和基础;人文情怀是人文素养的动力系统,是人文素养的最高层面;审美情趣是促进学生人文素养提升的重要途径.其次,本文结合当前教育政策、发展科学证据、国际经验借鉴和质性调查分析,研制出我国中小学生人文素养发展的具体表现水平.最后,本文旨在为核心素养改革下中小学生人文教育提供借鉴和启示,包括深刻理解人文素养内涵、探索人文素养评价指标体系、加强中小学人文素养研究与培养实践等.

创造性教育是从20世纪30年代开始萌芽,在创造性理论的推动下,由创造力训练发展起来的.创造性教育的实质是在创造型学校环境中,由创造型教师通过创造性教学方法培养出具备创造性素质学生的过程.创造性教育的内容丰富,形式多样,包括培养学生的创造性意识,引导学生投入创造性的活动,提高学生的创造性才干等.文中通过三个实践案例体现了创造性教育的效果.

创新人才是国家自主发展的根本资源,是国家人才培养的长期战略目标.创新素养是创新人才的核心素质与集中表现,确定其内涵、关键指标与具体表现水平是培养与评价中小学生创新素养的理论依据.在核心素养框架下,创新素养是指在日常活动、问题解决、适应挑战等方面所形成的实践能力、创新意识和行为表现.综合国际比较与学术领域成果提炼出了问题解决、劳动意识和技术运用三个创新素养关键指标,并基于教育政策、发展科学和国际比较等支撑研究细化了上述关键指标在中小学阶段的具体表现水平.针对当前我国中小学生的创新素养,具体可以从加强问题解决与劳动实践、融入课程标准与学科课程、实施国家监测与系统评估三个方面进行培养与评价.

各位领导,各位同仁: 大家上午好! 今天我以三个身份来参加"家庭教育指导者专业标准"及"家庭教育指导者专业素养与专业能力基础课程"发布会.我的三个身份:一个是北京师范大学的老师,一个是中国儿童中心的兼职研究人员,还有一个是曾经中国家庭教育学会的副会长.今天,我要谈三个问题.

1960年,我毕业于上海市上海中学,因为受上海市劳动模范、我的班主任孙钟道老师的影响,我也想当一名像孙老师那样的好老师,成为一名教育家,于是,我在填报高考志愿时,把23个志愿全部填成了师范,并以优异的成绩考入第一志愿北京师范大学,成为教育系首届心理专业学生.我为什么要选学心理学?其实我当时对心理学一窍不通,只是朴素地想到,当老师必须从学生心灵入手.在我蒙眬的认识中,心理学似乎就是一门研究心灵的学问.今天,《林崇德文集》(下文简称《文集》)就在体现“教育”和“心灵”这四个字.

长期以来,研究者一直认为联想能力与创造力之间存在着紧密的联系,但相关的实证研究并不能很好地支持这一论断,这可能是由于联想能力的界定不清所造成的.本研究梳理了以往研究中联想能力与创造力的关系,在此基础上辨析了联想能力测验所反映的实质,进一步提出了一个创造性问题解决中联想能力的作用模型:(1)联想能力主要作用于创造性问题解决中的重构阶段;(2)存在三种相对独立的联想能力,它们对空间类顿悟问题和言语类顿悟问题的影响不同;(3)联想内容中经验关系的联想能力与领域一般创造力关联最密切.

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应.结果 显示:(1)感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;(2)学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著.上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入.

各位领导,各位学术界的同仁,大家好!华中师范大学联合中国社会心理学会、中国心理学会举办了这次"社会治理体系中的心理建设"高端学术论坛.首先让我对邀请我参会表示衷心的感谢;其次,这次论坛的意义重大.我已经看到了给我发来的论坛议程,为了不重复起见,我想谈谈社会治理后的心理建设问题.我认为社会治理和心理服务可以上升到社会文明素养建设层面上来.因此,我想从做好各类人群心理建设的过程中,将提高国民的多方面文明素养看作社会治理体系中心理建设的根本性任务这一点,来谈今天论坛的意义.为什么需要把提高国民文明素养列入我的致辞内容,不完全因为我近期参加这项国家工程,更是由于我看到社会存在着诸多的问题,包括这次抗疫中出现的问题.进行治理和改革,就需要新的东西来填补,需要提升根本性的心理建设的任务,那就是国民的社会文明素养的提高.今天,国民文明素养提高也应该看成是新冠疫情后社会治理体系中心理建设的关键指标.

剑桥大学出版社推出的这本《跨文化心理学:研究与应用》(第3版),由国际跨文化心理学学会前主席约翰·W.贝理教授领衔创作,内容涵盖了该学科的先进基础理论、多样化的研究路径、系统而前沿的研究成果和多方面的应用指南.可以说,它在理论性、系统性、严谨性、包容性、规范性和时效性诸方面,被国际学术界誉为该学科与时俱进的经典教材.显然,其中文版的出版将有助于该学科在我国的进一步发展.