Family structures are diverse, with single-parent families being special. Single-parent families have garnered interest regarding their impact on their children’s development in relation to gender roles and social adaptation. This study investigated 532 children from single-parent families (mean age = 14.81, SD = 1.62) and their parents. We collected data on the parental child-rearing gender role attitudes (PCGAs) of grandparents and parents, as well as the gender role and social adaptation of the children. The results revealed four intergenerational trends in PCGAs: progression between generations, undesirability in both generations, desirability in both generations, and retrogression between generations. An ANOVA showed that families with intergenerational desirability tended to have children with the highest gender role and social adaptation scores among the four intergenerational trends, while families with intergenerational undesirability had the lowest. A relative mediation analysis showed that compared to intergenerational undesirable PCGAs, intergenerational progress and intergenerational desirable PCGAs are beneficial for children’s gender traits, and their social adaptation development is also better. The results confirm the positive effect of children’s gender roles on their social adaptation, which suggests that parents should pay attention to children’s gender role education, transform their PCGAs, and create a nurturing environment for children’s gender role development.

Given the current increases in the divorce rate and the number of single-parent families, the development of gender roles among children from single-parent families has received more and more attention. This study investigated how single parents influenced the formation of their children's gender roles and family-related factors that benefited the development of gender roles in single-parent children. Through in-depth interviews with 24 pairs of parents and children from single-parent families, we investigated single parents' and their children's cognition on gender roles, parents' parenting attitudes and behaviors during their children's gender role development, and communication and interaction between parents and children. Results showed intergenerational consistency in the gender role concepts of parents and their children in single-parent families. However, the children's gender role concepts were not completely and directly inherited from their parents, and could be affected by their subjective initiative. Additionally, single parenting did not necessarily negatively impact children's gender role development, which depends on their parent's parenting style. The study's limitations are discussed, and future directions for in-depth research are suggested.

An individual’s social adaptation is affected by their early maladaptive schemas. Previous studies have shown that early maladaptive schemas may be intergenerationally transmitted in families. It is important to explore the intergenerational effect of early maladaptive schemas on adolescents’ social adaptation, as they are in a critical period of growth and development. In this study, a cross-sectional design and questionnaire survey were used to collect data to explore the intergenerational influence of early maladaptive schemas in families and their relationship with adolescents’ social adaptation. The participants were 201 adolescents aged 12 to 16 years and their primary caregivers (father or mother), of whom 125 (62.2%) were boys and 76 (37.8%) were girls. There were 70 fathers (34.8%) and 131 mothers (65.2%). Chinese adolescents and their primary caregivers were surveyed using paired questionnaires, and the Young Schema Questionnaire (short form) and Adolescent Social Adaptation Scale were completed. The results show that adolescents’ early maladaptive schema plays an intermediary role between parents’ early maladaptive schema and adolescents’ social adaptation. Parental mistrust/abuse and insufficient self-control schemas affected adolescents’ social adaptation through the mediating effect of their corresponding schemas. Our results reveal the negative impact path of parents’ early maladaptive schemas on adolescents’ social adaptation and provide a new direction for the clinical practice of adolescent family therapy.

Family is an important system that influences children’s social adjustment. Parents are an important member of the family system, and their parental child-rearing gender-role attitudes (PCGA) will have a significant impact on their children’s social adjustment. This study used a sampling method to compare the intergenerational differences between family members’ PCGA, identity with parents and social adjustment in single- and two-parent families through 931 single-parent families and 3732 two-parent families in Suzhou, China. The study explored the mediating role of children’s identity with parents on parents’ PCGA and children’s social adjustment in different family structures. The results showed that: (1) parents’ masculinity rearing, femininity rearing of PCGA and children’s social adjustment in two-parent families were significantly higher than those in single-parent families; (2) children’s identity with parents mediated the relationship between femininity rearing of parents’ PCGA and children’s social adjustment; (3) the mediated model of children’s identity with parents was found to be significantly different between single-parent and two-parent families.

以家庭为单位,选取537对3-6岁儿童父母为研究对象,对父母的教养投入及母亲的守门行为进行调查.首先采用潜在剖面分析探索家庭教养投入类型,以母亲教养投入为参照,将家庭教养投入划分为追赶型、掉队型、同步型和反超型四类,在分析四类家庭教养投入特征的基础上,进一步探索其与母亲守门行为的关系.研究发现:家庭教养投入总体水平较好,四种类型的分布由高到低依次是同步型、追赶型、掉队型和反超型;在对家庭教养投入类型的影响上,母亲的鼓励行为发挥着重要但非决定性作用,而母亲的贬损行为可能是父亲掉队的主要原因;追赶型家庭中母亲鼓励得分最高,控制和贬损得分最低;掉队型家庭中母亲控制和贬损得分最高,鼓励得分也相对较高;同步型和反超型家庭中,母亲守门行为各维度得分均较低.

The preschool period is critical for gender equality education.Through analyzing the results of the questionnaires on gender equality awareness and gender equality education answered by 492 preschool teachers from 18 kindergartens, this study is aimed at having a basic understanding of the status quo of the educational environment in kindergartens for gender equality.Additionally, the questionnaires on preschoolers' gender role behaviors were answered by 3712 parents to understand the status quo and characteristics of preschool children's gender-role development.On this basis, the relationship between the educational environment in kindergartens for gender equality and preschoolers' gender-role development was illuminated.The study found that: preschool teachers' awareness of gender equality was in the middle to upper level overall and there were age differences.The overall performance of gender equality education in kindergartens was good, and the aspects of gender integration and promotion need to be improved.Preschool teachers' education and gender equality awareness significantly and positively predicted the level of kindergarten gender equality education.There are gender differences in the distribution of different gender roles among preschool children, and gender roles are in constant development.Therefore, it is recommended that kindergartens create a gender-equal environment, deepen the promotion of gender equality in society, highlight gender-equal education topics in family education guidance, support teachers' learning and development, and provide systematic post-service training for preschool teachers on gender equality education.

The gender equality education environment in the preschool children’s family reflects the parents’ concept, attitude and behavior towards the children’s gender equality education. This study adopted a combination of convenience sampling and stratified sampling to select research objects from 18 kindergartens in Suzhou city. Based on gender role attitudes scale (GARS), gender role parenting attitude questionnaire and father parenting engagement questionnaire were designed to investigate and analyze the gender equality educational environment in preschool children’s families. Statistical analysis methods were employed to analyze the collected data based on SPSS software, such as hierarchical regression and one-way analysis of variance. The result indicated that the gender equality consciousness and gender rearing attitude of preschool children’s parents were above the middle level. The gender equality consciousness of parents was discrepant in terms of their gender, age and family socioeconomic status. The gender attitude of parents was influenced by the gender of parents, the socioeconomic status of families, the awareness of gender equality of parents, the involvement of fathers and the gender of children. The suggestions are given as follows: paying more attention to the shortcomings of parents’ awareness of gender equality and deepening the promotion of social gender equality. Exploring feasible improvement paths for families with different backgrounds. Giving action support and enhancing father’s participation in children’s upbringing.

The characteristics of parents' gender roles directly impact the children's gender roles, thus forming intergenerational transmission of gender roles (ITGR). Based on the bioecological theory, this study conducted a paired survey of adolescents (generation 2 [G2]) and their parents (generation 1 [G1]), and explored the ITGR in different family structures, examining the influence mechanism of various factors in the family microsystem on ITGR. Results: Both in single-parent families and two-parent families, the distribution of gender-role types of G2 is similar to that of G1, and the distribution of undifferentiated and androgyny in the two generations is bipolar. In single-parent families, the proportion of undifferentiated is the highest in both G1 and G2, and is significantly higher than that in two-parent families. In two-parent families, the proportion of androgyny is the highest in both G1 and G2, which is significantly higher than that of single-parent families. Family socioeconomic status, family structure, and parental child-rearing gender-role attitudes as three family environment factors, as well as the gender and age of children as two individual factors, significantly influence ITGR. The mediating analysis shows parental child-rearing gender-role attitude plays a mediating role in the influence of family structure on ITGR.

在高等教育大众化背景下,大学生的学习质量面临多重挑战,对学习质量的评估存在"工具化"倾向.学习品质是学习者内在的、相对稳定的心理特征,指向的是非智力因素对学习的作用.文章从学习品质的内涵及价值出发,探讨学习品质与学习质量之间的内在关系,并提出大学生学习品质有效提升的途径,旨在纠正大学生学习质量评价的误区,提升大学生学习的自觉性与自主性.

通过对苏州市7个区746名幼儿园教师性别角色及双性化教育进行调查,并对男女教师进行对比分析,研究发现:男女教师的性别特质存在差异,表现为男教师性别特质较为模糊,女教师的女性特质更加突出;男女教师的性别角色类型分布存在差异,体现在男教师性别角色分布呈三足鼎立之势,女教师性别角色分布呈两极分布之态,男教师性别角色以男性化居多,女教师在双性化上优势明显;幼儿教师双性化教育整体上处于中等水平,且存在隐性的性别偏差;教师对双性化教育了解程度、教师性别及性别角色对双性化教育有显著影响,具体为教师对双性化教育了解程度显著正向预测双性化教育水平,女教师双性化教育水平显著高于男教师,教师性别角色为双性化者则双性化教育水平更高.

性别角色的分化在幼儿阶段已经出现,父母的性别角色教养态度对幼儿性别角色发展有着至关重要的影响.文章通过问卷调查法,对344名幼儿父母性别角色教养态度进行调查,结果发现:幼儿父母性别角色教养态度整体上较为刻板,在对子女教养态度与标准方面尤为突出;对女孩的性别角色教养态度趋向灵活,但对男孩的仍较为刻板;父母的性别角色教养态度不受其性别、年龄、教育程度等的影响,仅收入水平影响父母对子女教育资源的分配.

在教育水平不断提高的现在,学前教育越来越受到人们的关注,因而如何提升幼儿的综合素质成了很多教育者关注的问题.经过具体实践,发现音乐教育对幼儿未来的发展有着极大的促进作用.在培养幼儿音乐素养的过程中,关键在于如何提升幼儿的音乐自主表现能力,而其中学习品质对幼儿的自主表现力的培养有着很重要的作用.文章将从教师的角度出发,通过教学模式、音乐选择及使用场合来分析;然后从幼儿本身入手,提高幼儿的学习品质,培养幼儿的专注力、好奇心、想象力和自信心;再从具体的课堂活动中进行举例分析,就如何在新时期的背景下开展幼儿音乐自主表现力的培养工作谈一谈自己的看法.

通过对10所高校师生教师教学领导力认知的配对调查发现:高校师生对教师教学领导力的认知整体上处于中上水平,教师对自身教学领导力的认知显著高于学生对其的认知;不同认知差异类型的分布有显著差异;教师对自身教学领导力的认知存在一定程度的偏差;认知差异情况受到教师性别和学科背景的影响.基于调查结果,提出教师应转变角色意识、建立师生共同愿景、追求深度师生关系及创新教学方法等方式提升师生对教学领导力的认知.

父母性别平等意识是进行性别平等教育实践的前提,对幼儿性别意识的培养发挥着重要作用.文章对苏州市930位3-6岁幼儿家长的性别平等意识进行调查.研究发现:幼儿父母性别平等意识总体处于中等偏上水平,各维度性别平等意识由高到低依次为:性别能力、性别分工、生理性别知觉;母亲的性别平等意识显著高于父亲;受教育程度越高,幼儿父母的性别平等意识越高;男孩父母与女孩父母在性别平等意识总得分及各维度得分上均无显著差异.

儿童在与博物馆的互动中,浸润式地欣赏、体验、探索,逐渐萌发并形成博物意识.与博物馆学习相比,幼儿园科学探究活动体现了博物意识范畴中的收藏意识、观察意识、互动意识和创新意识.为提高儿童科学探究的质量,教师应结合博物意识采取适宜的支持策略.

从儿童学习的视角而言,幼儿园科学探究活动中,儿童的博物意识表现为收藏意识、 观察意识、 互动意识和创新意识.重视儿童的博物意识,有助于更好地理解儿童科学探究学习的特点和需求.教师应结合博物意识培养采取适宜的支持策略,以促进儿童科学探究学习质量的提升.

贫困是束缚儿童健康成长的枷锁,而家长是改变儿童贫困生长环境的主体力量.在精准扶贫背景下,帮助家长认清自己在儿童成长中的使命,提高贫困家长自助能力是扶贫工作的难点.心理学家阿德勒关注个体成长的社会环境,他提出的个体心理学思想对化解这一难题有很大的启示作用.提高家长自助能力可以从以下方面进行:战胜自卑,走向自立;开展家庭教育指导,提高育儿能力;建立学习共同体,营造良好学习氛围.

本研究主要运用观察法和访谈法,对安徽省怀宁县Y幼儿园的音乐教育现状进行了调查.研究发现,Y幼儿园教师在观念上大多比较认同音乐教育的价值,能保证音乐教学活动的正常开展,但在音乐教学活动目标确定、活动类型、组织实施等方面还有进一步提升质量的空间.研究者据此提出了相关建议,以促进农村幼儿园音乐教育质量的提高.

歌唱活动是幼儿园音乐教育活动的主要形式之一.范唱是教师进行歌唱活动最基本的方式,在此基础上图谱及游戏也常作为教学的辅助手段以提高歌唱活动的效果.文章重点讨论了目前歌唱活动中教师范唱、图谱及游戏运用中存在的问题及有效使用的建议,帮助教师厘清相关概念,提高歌唱活动的实效性.