香港理大设计年展面面观

从对香港理工大学设计年展的整体状况与作品分析,到与国际设计及内地设计教育的比较中,归纳了目前香港设计院校教育及设计的现状特点。立足本地,强调设计的人性化,以及对前沿国际设计的吸纳与开放性的学习都是本次年展中所折射出的主要特征。     

浅析民间美术对多媒体界面设计的启示

对于注重观念的多媒体创作来说,创意仍是多媒体设计的灵魂,而文化底蕴通常被理解为创意的源泉。代表着中华民族传统文化的民间美术有着质朴淳厚的艺术表现形式和丰富多彩的审美形态,对多媒体界面设计有着直接借鉴意义,而其中所蕴含的思维观念及人文精神更是对多媒体创作有着深远的指导意义。     

试论高职院校如何加强人文教育

随着我国高职院校的不断发展壮大,自身也暴露出了一些弊端,其一便是高职学生人文素养培养的缺失。人文素养既可以提高大学生的竞争力,也可适应当代社会对于人才的需求。但是大部分高职院校人文教育的现状堪忧,因此,本文针对这一问题提出了一些建议。     

高职语文情趣化教学探究

情趣化是大学人文素质教育的发展方向,也是高职语文的教学改革目标,因此高职语文在注重应用性的同时,也应加强情趣化教学。旨在分析语文情趣化教学的必然性和必要性,探讨语文情趣化教学的策略和方法,从而还语文课程“人文性”本来面目,提高学生的精神境界,培养健康的审美趣味,同时让语文课堂更加充满活力。     

论现代图书馆建设:一种文化的视角

图书馆是社会文化体系的一个重要机构,社会文化体系的变革必然影响和左右图书馆的变革,对图书馆的文化建设提出新的内容和要求。本文在分析了现代图书馆文化的内涵及其特征之后认为,在信息时代的文化背景下,需要加强现代图书馆文化的建设,并从图书馆独特形象塑造、图书馆精神文化建设等两个方面阐述了加强现代图书馆文化建设的途径。     

弘扬地域文化创造人文校园

通过分析在开展人文教育、实现校园人文旅游和创造地域文明的要求下,提出了建设校园人文景观的意义;从校园文化内涵的挖掘、校园人文景观的规划途径两方面探讨了校园人文景观的规划策略,并以河北省实验中学校园景观规划加以佐证。     

Psychology and Phenomenology: A Clarification.

Controversies are rampant in contemporary psychology concerning the appropriate method for observing consciousness and the role inner experience should play in psychological theorizing. These conflicting orientations reflect, in part, methodological differences between natural science and human science interpretations of psychology. Humanistic psychology and philosophical phenomenology both employ a human science approach to psychology that seeks to explain behavior in terms of a person's subjective existence. Maslow's and Heidegger's formulations are both fulfillment theories in that they specify moral values that suggest how life ought to be lived. Natural science methodology rejects the possibility that moral imperatives can be validated, whereas human science methodology allows phenomenological convictions to justify recommendations about a fulfilled life and a good society. The social role of psychology is analyzed within the framework of phenomenological convictions and scientific truth. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive-Behavioral and Humanistic Group Treatment for Children With Learning Disabilities: A Comparison of Outcomes and Process.

The authors of this study examined the outcomes and processes of 2 types of group treatment--cognitive-behavioral treatment groups (CBTG) and humanistic group therapy (HGT)--offered to 200 elementary schoolchildren in a center for students with learning disabilities in Israel. Results indicated that the addition of either type of group treatment to individual academic assistance was more effective than the latter alone on most measures. In fact, on the majority of measures, group treatment without academic assistance was more effective than just individual assistance. Finally, HGT was more effective than CBTG on most measures. Most of the outcomes were sustained at follow-up, and some even increased from termination to follow-up, although effect sizes were quite low. Process measures included the Client Behavior System and the therapist Helping Skills System, which were measured at 5 points in time. Differences between the 2 treatment types were revealed on both process measures, including differences in the growth curve of these behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

论高职语文教育的人文作用与教师定位

本文针对当前高职教育中存在的重技术轻人文现象,着重讨论了人文教育对高职学生的人格塑造、道德规范、学习主体、心理特点、社会责任感和高职教师应具备的素质等问题。指出人文精神对于培养学生人格力量和德育方面的重要性。     

在产学结合中加强素质教育的探索与实践

高职教育在突出高职特色的同时，必须加强人素质教育，培养出既有扎实的职业知识和较强的职业能力，又有良好人素质的高职人才。探讨了人素质教育和专业技术教育的各自内涵及其相互的关系，并以国家精品专业：“电气工程及自动化专业”在产学研结合中加强人素质教育的探索与实践为例，说明了通过产学结合加强人素质教育是提高高职学生综合素质的重要途径。