簡(jiǎn)介：摘要目前閱讀心理學(xué)相關(guān)研究眾多，但是與閱讀教學(xué)之間還存在一定的隔膜，研究這兩者之間的關(guān)系的論著尚少。本文是以閱讀心理學(xué)考察小學(xué)語(yǔ)文閱讀教學(xué)，包含三個(gè)方面第一方面，梳理閱讀心理學(xué)相關(guān)研究結(jié)論。第二方面，選取有代表性的優(yōu)秀閱讀課例，分析并揭示小學(xué)閱讀教學(xué)運(yùn)用閱讀心理學(xué)的狀況。第三方面，將小學(xué)語(yǔ)文閱讀教學(xué)與已有閱讀心理學(xué)研究進(jìn)行比照，再結(jié)合相關(guān)課例進(jìn)行具體分析。本研究有三部分第一個(gè)部分是研究的基礎(chǔ)部分，共有三章第一章導(dǎo)言，主要包括問(wèn)題的提出，研究的內(nèi)容、方法，以及核心概念的界定與論文架構(gòu)。第二章是閱讀心理學(xué)研究概覽。第三章是梳理閱讀心理學(xué)中有關(guān)研究成果，選取心理學(xué)若干研究結(jié)論。第二部分和第三部分是研究的主體部分，第二部分是對(duì)小學(xué)閱讀課例運(yùn)用閱讀心理學(xué)狀況的分析。本文選取的課例分兩類探討，一類是成功案例，一類是失敗案例。成功案例有20個(gè)，選自于語(yǔ)文教育研究大系小學(xué)教學(xué)卷這本書(shū)失敗案例有35個(gè)，皆為教學(xué)片斷，選自小學(xué)語(yǔ)文名師課堂成敗探究這本書(shū)將這兩類課例運(yùn)用閱讀心理學(xué)相關(guān)研究結(jié)論情況進(jìn)行量化分析。第三部分是優(yōu)秀課例與閱讀心理學(xué)比照的舉例，對(duì)這些課例運(yùn)用閱讀心理學(xué)狀況進(jìn)行具體分析。最后對(duì)課例中未被顧及的若干心理學(xué)結(jié)論提出運(yùn)用的建議。本研究發(fā)現(xiàn)，成功課例中大量運(yùn)用閱讀心理學(xué)相關(guān)研究，而在失敗課例中，幾乎無(wú)視閱讀心理學(xué)的相關(guān)研究的運(yùn)用，閱讀心理學(xué)相關(guān)研究適時(shí)適度的運(yùn)用，是能提高課堂效率的。組織策略的運(yùn)用、對(duì)學(xué)生進(jìn)行行之有效的訓(xùn)練、教學(xué)時(shí)突出關(guān)鍵詞等教學(xué)方法，是課例中使用最多的，通過(guò)課例分析，也證明這些方法對(duì)語(yǔ)文閱讀教學(xué)是有促進(jìn)作用的。關(guān)鍵詞閱讀心理學(xué)小學(xué)閱讀教學(xué)I毫璐蠛疆靄掰器蓼‘K臥泓翱捌∥K強(qiáng)秘強(qiáng)里麗捌捌鮒∥‘ABSTRACTIY2115942㈣㈣0Ⅲ1LLIJILLLLILLLLLLLLLLLILLLL4LTHEREISSTILLAGAPBE鉚∞NPRILILAD，LANGUAGERCADILLGIILSTMCTION鋤DTHC印PLICATIONOFLI∞D(zhuǎn)JNGPSYCHOLOGY，NLERCSEARCH、VHICHCONTROLJEDPRIMAD，RCADILLGILLSTMCTIONANDREADMGPS，CHOLOGYISSTILLVEQSMALLTHISPAPERMAILLLYCONTROLLEDTHEPRIMARYLANGUAGEIILS仃ILCTION鋤DREADINGPSYCHOLOGYTHEPAPERCOVCRSTHRECPANSFIRST，COMBIILGTHEREADINGPSYCHOLOG，RE∞ARCHCONCLUSIONSECONDLY，獅ALYZETHESHATIONTHATTHEUSEOFREADINGPSYCHOLOGYRESEARCHCONCLUSIONIILPR證LAFYSCHOOLINTLLISPAPER，THEREARETLLREEMAILLPARTSTHEFIRSTPARTISTHEAMND鋤ENTALPARTOFTHESTUDY，ATOTALTHREEPARTSCH印TERI，INTRODUCTION，訪CLUDIILGTHEISSUESRAISED，THECOMENT，METHODOFTHESTUDY，ANDTHECORECONCEPTSDEFMEDANDTHCPAPERSTMCTU陀CH印TCRII，THEOVERVIEWOFREADILLGPSYCHOLOGYCHAPTERⅢ，COMBILLGTHEREADIILGPSYCHOLOGY代∞ARCH，SEKCTANUMBEROFPSYCBOLOGYC伽CLUSIONSTHESCCONDPART鋤DTHETHIRDPANISTHEMAINPARTOFTHESTUDYTHESECONDPANISTHE鋤ALYZILLGTHESITUATIONTHATTHEU∞OFREADINGPSYCHOLOGYRESEARCHCONCLUSIONIILTHEPRIILLA拶LAILGUAGEREADINGIILSTRUCTIONLESSOM，KSSO曬ISDIVIDEDNOT、L，OCATEGORIESONEISTHESUCCCSSLESSONS，恤O‰R0NEISTHE筋LURESLESSOMTHE20SUCCESSLESSONS盯ESELECTED丘OM，TLLE35FAILURESLESSONSARESELECTED療OM，QU雒TITATIVEANALYZETHESE鉚OTAPESOFLESSONS印PLIESREADINGPSYCHOLOGYCONCIUSIONSTHEMIRDPARTCOMP甜ED趾D觚A1，ZEDTHCLESSOILSWHICHSONEDOUT卸DPSYCHOLOGYRESE甜CHCONCLUSIONSDISCUS∞D(zhuǎn)觚ALYSISTHESEIESS0船F(xiàn)MALLY，COMMENTHOWT0USEPSYCHOJOGYC。忸CLUSIONSNOTTAK朋IILTOACCOUNTI11TLLEELEMENTA拶SCHOOLREADMGLESS011THISSTUDY內(nèi)UNDOUTTHATSUCCESSLESS0邶E斌ENSIVEU∞OFTHE陀LEV觚TFMDINGSOFTHERCADINGPSYCHOLOGYFAILURCIESSO眥ALNLOSTIGNORIILGTHEU∞OFTHECONCLUSIONSⅡ

簡(jiǎn)介：基于心理學(xué)視角的會(huì)計(jì)估計(jì)職業(yè)判斷研究THERESEARCHONPROFESSIONALJUDGMENTSOFACCOUNTINGESTIMATESBASEDONPSYCHOLOGICALPERSPECTIVE2014年6月江蘇大學(xué)學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)江蘇大學(xué)可以將本學(xué)位論文的全部?jī)?nèi)容或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。本學(xué)位論文屬于保密口，在年解密后適用本授權(quán)書(shū)。不保密囪。學(xué)位論文作者簽名五粒矜V辟6月尹日

簡(jiǎn)介：首都經(jīng)濟(jì)貿(mào)易大學(xué)碩士學(xué)位論文THESISOFMASTERDEGREE論文題目積極心理學(xué)視域下員工積極應(yīng)激與工作滿意度關(guān)系研究院系王直籃型鲞瞳專業(yè)全些釜堡學(xué)號(hào)作者壑煎簽指導(dǎo)教師猩盈蓬完成日期Q生旦首都經(jīng)濟(jì)貿(mào)易大學(xué)碩士學(xué)位論文積極心理學(xué)視域下員工積極應(yīng)激與工作滿意度關(guān)系研究摘要在當(dāng)前社會(huì)大環(huán)境不斷變化的時(shí)代背景下，企業(yè)管理者們逐步發(fā)現(xiàn)并注意到一項(xiàng)工作任務(wù)的完成情況與員工個(gè)體的行為以及組織環(huán)境的協(xié)調(diào)作用密不可分，而員工對(duì)工作、對(duì)企業(yè)的主觀感受又會(huì)極大程度地影響其工作行為。因此，員工的心理因素和對(duì)組織的感知情況也自然地成為了組織行為以及人力資源管理的關(guān)注重點(diǎn)所在。開(kāi)發(fā)與激勵(lì)員工的能動(dòng)性，是獲得行業(yè)競(jìng)爭(zhēng)優(yōu)勢(shì)所必須要完成的工作之一。積極心理學(xué)是一門(mén)從正向的視角研究人類具備的心理品質(zhì)，關(guān)注人類身心健康與幸福，使個(gè)體與組織均能保持和諧發(fā)展態(tài)勢(shì)的積極科學(xué)。本文在文獻(xiàn)綜述先前學(xué)者相關(guān)研究的基礎(chǔ)上引入積極心理學(xué)視角，以問(wèn)卷調(diào)查、實(shí)證分析的方法探討我國(guó)企業(yè)員工積極工作應(yīng)激與工作滿意度之間的關(guān)系，并以心理資本作為調(diào)節(jié)變量，為上述領(lǐng)域的研究加以補(bǔ)充。研究發(fā)現(xiàn)1積極工作應(yīng)激源與工作滿意度之間呈顯著正相關(guān)關(guān)系；2心理資本在積極工作應(yīng)激源與工作滿意度之間的關(guān)系中起到正向調(diào)節(jié)作用；3員工的個(gè)體屬性差異會(huì)導(dǎo)致其積極工作應(yīng)激源的感知、工作滿意度的形成以及心理資本的不同。在全文最后，筆者依照實(shí)證結(jié)論為企業(yè)管理者們提出了對(duì)應(yīng)的建議，希望能為后續(xù)相關(guān)研究以及實(shí)踐者們提供一些參考。關(guān)鍵詞積極應(yīng)激；工作滿意度；心理資本

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文大學(xué)課堂互動(dòng)的心理學(xué)研究觀念、現(xiàn)狀及其影響因素姓名朱利娜申請(qǐng)學(xué)位級(jí)別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師樊琪20060501上海師范大學(xué)2006屆碩士研究生畢業(yè)論文大學(xué)課堂巨動(dòng)的心理學(xué)研究觀念、現(xiàn)狀及其影響因素ABSTRACTINTHEPAST，THERESEARCHABOUTCLASSROOMINTERACTIONFOCUSEDONPRIMARYANDJUNIORHIGHSCHOOL’SCLASSROOMINTERACTION，BUTRARECLASSROOMINTERACTIONINCOLLEGEANDITPUTSMOREEMPHASISONMACROSCOPICBACKGROUNDANDTHEORYSTUDIESBUTLACKTINYCIRCUMSTANCEANDEMPIRICALSTUDYTHROUGHTHEQUESTIONNAIREWHICHTHEAUTHORCONSTRUCTED，THERESEARCHIRIVESTIGATESANDANALYZESTEACHERANDSTUDENT‘SSTANDPOINTABOUTCLASSROOMINTERACTION，THEPRESENTCONDITIONOFCLASSROOMINTERACTIONINCOLLEGEANDMANYINFLUENTIALFACTORSOFCLASSROOMINTERACTIONITCANPROVIDEIMPORTANTREFERENCEFOREXPLORINGSTUDYPHENOMENONANDREGULATIONOFADULT，GUIDINGCOLLEGE’STEACHERSETUPRIGHTCLASSROOMINTERACTIONVIEW，ANALYZINGCLASSROOMINTERACTION’SPROBLEMINCOLLEGE，INVESTIGATINGTHESTRATEGYOFCLASSROOMINTERACTIONANDRAISINGCOLLEGECLASSROOM’STEACHINGQUALITYANDEFFICIENCYTHERESEARCHSHOWSTHAT1THECOLLEGETEACHERANDSTUDENTHAVEBOTHCOMMONPLACEANDDIFFERENCEINCLASSROOMINTERACTIVEVIEWTHECOLLEGETEACHERS’COMPREHENSIONTOCLASSROOMINTERACTIONISMORENARROW，SUPERFICIALANDPASSIVE，BUTTHECOLLEGESTUDENT’SCOMPREHENSIONISMOREEXTENSIVE，DEEPANDAGGRESSIVE2THECOLLEGETEACHER’SCLASSROOMINTERACTIVEATTRIBUTIONCONSSTSOFSEVENFACTORS，WHICHARETEACHER’SCHARACTERENCHARTMENT，STUDENT’STHUMBPRINT，OBJECTIVECONDITION，TEACHER’SINTERACTIREMOTIVE，INTERACTIVEENVIRONMENTANDTEACHINGABILITYOFTEACHERSTHECOLLEGESTUDENT’SCLASSROOMINTERACTIVEATTRIBUTIONCONSISTSOFSIXFACTORS，WHICHARETEACHER’SCHARACTERENCHARTMENT，TEACHINGABILITYOFTEACHERS，STUDENT’STHINKINGABILITY，OBJECTIVECONDITION，STUDENT’SINTERACTIVEMOTIVE，INTERACTIVEENVIRONMENTANDSTUDENT’SPERSONALITYASSHOWNABOVE，THECOLLEGETEACHERSANDSTUDENTS’UNDERSTANDINGOFAFFECTINGFACTORSOFCLASSROOMINTERACTIONISSAMEINITEM，BUTDIFFERENTINIMPORTANCEBOTHTEACHERSANDSTUDENTSUNDERSTANDTHEONESELF’SINTERACTIVEMOTIRE3THEMOSTCOLLEGETEACHERSANDSTUDENTSTHINKTHECLASSROOMINTERACTIONHAVEINFLUENCEONTEACHINGRESULTOFCLASSANDTHECLASSROOMMOTIONEXPERIENCE，SOCOLLEGECLASSROOMNEEDSGOODINTERACTION，ANDTHEYWOULD1IKETOORGANIZEANDPARTICIPATECLASSROOMINTERACTION4THEMOSTCOLLEGETEACHERSANDSTUDENTSAREDISSATISFIEDWITHCURRENTINTERACTION5THEUNDERSTANDINGANDEXPERIENCEOFTHECOLLEGETEACHERSONCLASSROOMINTERACTIVEATTRIBUTIONISDEEPERTHANTHATOFTHECOLLEGESTUDENTS6COLLEGESTUDENT’SCLASSROOMINTERACTIVEATTRIBUTIONSHOWSSIGNIFICANTLYDIFFERENCESBETWEENREGIONSCOLLEGESTUDENTS’UNDERSTANDINGONCLASSROOMINTERACTIVEATTRIBUTIONISDEEPERTHANTHATOFCOLLEGESTUDENTSOFINNERMONGOLIABUTCOLLEGETEACHER’SCLASSROOMINTERACTIVEATTRIBUTIONHASNODIFFERENCESBETWEENREGIONS7COLLEGETEACHERANDCOLLEGESTUDENT’SCLASSROOMINTERACTIVEATTRIBUTIONSHOWSSIGNIFICANTLYDIFFERENCESBETWEENMAJORSTHENEEDFORCLASSROOMINTERACTIONOFTHETEACHERSMAJORINGINARTISBETTERTHANTHOSEMAJORINGINSCIENCEONTHEFACTOROF“CLASSROOMINTERACTIVEENVIRONMENT”，THEFEELINGOFTHESTUDENTSMAJORINGINSCIENCEISSIGNIFICANTLY2

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文我國(guó)法院調(diào)解制度的反思與重構(gòu)以社會(huì)心理學(xué)為視角姓名翟志文申請(qǐng)學(xué)位級(jí)別碩士專業(yè)訴訟法學(xué)指導(dǎo)教師黃和新200351我辮法院譚解割度的茨露與鬟梅；王掛會(huì)心蝶學(xué)為援角ABSTRACTNOWWEARE3TAMULTIELEMENTALSOCIETYWHICHMAKESITANECESSITYFORUSTOESTABLISHAMULTIELEMENTALSVSTEMOFDISPUTEMEDIATINGASONEMEMBEROFTHISMULTIELEMENTALSYSTEM。THESYSTEMOFCOURTMEDIATIONISSTILLPLAYINGANESSENTIALANDINDISPENSABLEROLEWITLITSOWNSPECIALVALUEANDFUNCTION。HOWEVEROUREXISTINGSYSTEMOFCOURTMEDIATIONDERIVEDFROMTHEAGEOFREVOLUTIONARYBASEAREAISFARFROMSATISFYINGTHEREQUIREMENTSOFTHEREALITYOFTHE21STCENTURY，WHICHFORCESUSTEFLECTUPONAND幻RECONSTRUCTOURSYSTEM鼢FIETHEISSUEOFCOURTMEDIATIONHASALREADYBECOMEASIGNIFICANTPROBLEMABROAD，OURDOMESDCSTUDYABOUTCOURTMEDIATIONHASALSOUNCLERGONEADEVELOPMENTTOSOMEDEGREEALONGWITHTHEJUDICIARYREFORMBUTSPHEREOFLEARNINGHASYETNEITHERDESIGNEDNORANALYZEDANYSPECIFICRESEARCHOFCOURTMEDIATIONSYSTEMFROMTHEVIEWPOINTOFSOCIALPSYCHOLOGYTHESOCIALPSYCHOLOGYHOLDSTHATTHEDESIGNOFOUREXISTINGCOURTMEDIATIONDEVIATESFROMTHEPSYCHOLOGYOFTHEPARTYCONCERNED，THATTHEPROCESSOFMEDIATIONGOESAGAINSTITSINITIATINGPROCEDURE。THATTHEEO旺嚏SESSIONPROCEDURESONLYINTENSIFYTHEDEFIANTMENTALITYOFTHEPARTYCONCERNEDANDLACKTLLEMEDIATIONDIRECTING鼓PSYCHOLOGICALPROMOTIONTHATTHEMEDIATORSARENEITHERCOMPETENTNORQUALIFIED，ANDTHATTHELOCATIONANDTHEPURPOSEOFTHEMEDIATIONOFTENRUNEOURTTERTOEACHOTHER羲ERECONSTRUCTIONOFOURCOURTMEDIATIONSYSTERNTHUSCALLSFORTHESEPARATIONOFMEDIATIONFROMTHETRIAL，THEESTABLISHMENTOFMEDIATINGCOMMITTEE，THEPARLORLIKEMEDIATINGLOCATIONTHEREDUCTIONOFTHEFEESCHARGEDFORMEDIATION，ANDTHESETTING印OFTHESTARTINGSYSTEMFORCOMPULSORYMEDIATIONANDREQUESTFORMEDIATLON，OFTHESUPERVISORYSYSTEMFORTHECONCEMEDPARTIESTOCHOOSECOOPERATION，OFTHESYSTEMFORPROOFEXCHANGE，ANDTHESYSTEMFORCONFIDENTIAISTATEMENTOFMEDIATINGSCHEMES，INORDERTOMAKEITMOREADAPTEDTOTHEPSYCHOLOGYOFTHECONCERNEDPARTIES，WITHTHEMECHANISMOFREMOVINGRESISTANCEANDGUIDINGWITHADJUSTMENTSKEYWORDSCOURTMEDIATION；LEGISLATION；PSYCHOLOGY；RESISTN

簡(jiǎn)介：三峽大學(xué)碩士學(xué)位論文分類號(hào)G64密級(jí)UDC碩士學(xué)位論文積極心理學(xué)視野下的研究生心理健康教育研究學(xué)位申請(qǐng)人周琦學(xué)科專業(yè)高等教育學(xué)指導(dǎo)教師劉德富教授二○一三年三月三峽大學(xué)碩士學(xué)位論文I三峽大學(xué)學(xué)位論文原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果，除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的作品成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體均已在文中以明確方式標(biāo)明，本人完全意識(shí)到本聲明的法律后果由本人承擔(dān)。學(xué)位論文作者簽名日期

簡(jiǎn)介：留守兒童一直以來(lái)在中國(guó)受到了社會(huì)各界的關(guān)注和幫助，隨著中國(guó)農(nóng)村外出務(wù)工人員的不斷增多，留守兒童的數(shù)量也在不斷擴(kuò)大，年齡階段開(kāi)始呈現(xiàn)偏小的趨勢(shì)，學(xué)齡前的兒童在第六次人口普查中，留守兒童人數(shù)的增長(zhǎng)速度十分驚人，從而帶來(lái)了諸多社會(huì)問(wèn)題，社會(huì)各界開(kāi)始從不同領(lǐng)域幫助留守兒童，本文從環(huán)境藝術(shù)、建筑學(xué)等與兒童生活環(huán)境息息相關(guān)的學(xué)科門(mén)類方面做出一份努力，希望對(duì)留守兒童的健康成長(zhǎng)就有一定幫助。本文以兒童心理學(xué)為基礎(chǔ)，以三歲到六歲的留守兒童為對(duì)象，強(qiáng)調(diào)農(nóng)村幼兒園室內(nèi)設(shè)計(jì)對(duì)留守兒童的主體作用。兒童心理、行為特征與周圍環(huán)境是相互作用相互影響的，在設(shè)計(jì)和建造留守兒童幼兒園的過(guò)程中必須根據(jù)兒童的行為習(xí)慣、心理特點(diǎn)和留守兒童需求，構(gòu)建符合兒童身心發(fā)展的室內(nèi)生活學(xué)習(xí)環(huán)境。本文結(jié)合國(guó)外幼兒園的優(yōu)秀設(shè)計(jì)方案和中國(guó)留守兒童的實(shí)際現(xiàn)狀，結(jié)合環(huán)境藝術(shù)有關(guān)的理論分析后，以農(nóng)村留守兒童幼兒園室內(nèi)設(shè)計(jì)這個(gè)小角度為研究切入點(diǎn)，河南安陽(yáng)縣水冶鎮(zhèn)為研究區(qū)域，采取了訪談和實(shí)地觀察的方法對(duì)留守兒童幼兒園進(jìn)行了調(diào)研，總結(jié)出農(nóng)村幼兒園設(shè)計(jì)的缺陷、功能缺失等問(wèn)題，歸納出留守兒童幼兒園室內(nèi)設(shè)計(jì)的相關(guān)理論，并對(duì)農(nóng)村留守兒童幼兒園室內(nèi)空間設(shè)計(jì)策略進(jìn)行了闡述。本論文以兒童心理學(xué)為基礎(chǔ)，調(diào)研現(xiàn)狀為支撐，將我國(guó)留守幼兒園的功能、留守兒童心理需求與室內(nèi)環(huán)境結(jié)合起來(lái)，試著設(shè)計(jì)出符合農(nóng)村留守兒童幼兒園的室內(nèi)空間方法。這對(duì)促進(jìn)農(nóng)村留守兒童幼兒園設(shè)計(jì)、環(huán)境藝術(shù)設(shè)計(jì)有著積極意義。

簡(jiǎn)介：分類號(hào)密級(jí)國(guó)際十進(jìn)分類號(hào)（UDC）第四軍醫(yī)大學(xué)學(xué)位論文軍事心理學(xué)的研究領(lǐng)域和發(fā)展趨勢(shì)（題名和副題名）唐軍華（作者姓名）指導(dǎo)教師姓名苗丹民教授指導(dǎo)教師單位第四軍醫(yī)大學(xué)航空航天醫(yī)學(xué)系申請(qǐng)學(xué)位級(jí)別碩士專業(yè)名稱應(yīng)用心理學(xué)論文提交日期201004答辯日期201005論文起止時(shí)間2008年6月至2010年4月學(xué)位授予單位第四軍醫(yī)大學(xué)軍事心理學(xué)的研究領(lǐng)域和軍事心理學(xué)的研究領(lǐng)域和發(fā)展發(fā)展趨勢(shì)趨勢(shì)研究生唐軍華學(xué)科專業(yè)應(yīng)用心理學(xué)所在單位第四軍醫(yī)大學(xué)航空航天醫(yī)學(xué)系導(dǎo)師苗丹民教授關(guān)鍵詞軍事心理學(xué)詞頻分析法研究領(lǐng)域研究趨勢(shì)關(guān)鍵詞中國(guó)人民解放軍第四軍醫(yī)大學(xué)2010年5月

簡(jiǎn)介：武漢體育學(xué)院碩士學(xué)位論文臺(tái)灣、香港地區(qū)運(yùn)動(dòng)心理學(xué)專家備戰(zhàn)2004年奧運(yùn)會(huì)運(yùn)動(dòng)心理學(xué)服務(wù)模式研究一項(xiàng)質(zhì)性研究姓名劉靖東申請(qǐng)學(xué)位級(jí)別碩士專業(yè)應(yīng)用心理學(xué)指導(dǎo)教師姒剛彥20070401ABSTRACTAQUALITATIVEAPPROACHWASUSEDTOINVESTIGATETHESTATUSOFSPORTPSYCHOLOGYSERVICESDELIVEREDPREPARINGFOR2004OLYMPICGAMESINTAIWANANDHONGKONG．INDEPTHINTERVIEWSWERECONDUCTED稍TH5SPORTPSYCHOLOGYCONSULTANTSWHODELIVEREDSPORTPSYCHOLOGYSERVICEFORTAIWANOLYMPICTEAMSAND4SPORTPSYCHOLOGYCONSULTANTSWHODELIVEREDSPORTPSYCHOLOGYSERVICESFORHONGKONGOLYMPICTEAMS．THEINTERVIEWSFOCUSEDONTHEPROCESSOFSPORTPSYCHOLOGYSERVICESANDTHEKNOWLEDGEADOPTEDINTHEPROCESSES．ALLSPORTPSYCHOLOGYCONSULTANTS’INTERVIEWSWERETRANSCRIBEDVERBATIM，ANDTHEQUALITATIVEDATAWEREINDUCTIVELYANALYZEDFOLLOWINGTHEPROCEDURESANDTECHNIQUESOFGROUNDEDTHEORYSUGGESTEDBYSTRAUSSANDCORBIN0990ITHECOMPONENTSEMERGINGFROMTHEANALYSISOFBOTHAREASCONSISTEDOF1ESTABLISHMENTOFRELATIONSHIPWITHTEAM,冷EDUCATION,3DIAGNOSISOFTHEPOTENTIALPROBLEMS,4DEVELOPMENTOFPLANANDPROGRAM，5IMPLEMENTATIONOFPLANANDPROGRAMORTRAINING,6CVALUATI∞ANDMODIFICATIONOFTHEPLANANDPROGRAMORTRAINING,仰EVALUATIONOFTHE∞RVICE，8TERMINATION,9INFLUENCING厶CTO培OFSPORTPSYCHOLOGYCONSULTANTS，10INFLUENCINGFACTORSOFCOACHES，11INFLUENCINGFACTO培OFATHLETES，AND12OTHERFACTO娼．THESECOMPONENTSWEREFURTHERDEVELOPEDINTOTWOMODELSREPRESENTINGTHESPORTPSYCHOLOGYSERVICESINTAIWANANDHONGKONGSEPARATELY．RESEARCHERFOUNDTHATTHEREWERESOMEDIFFERENCESBETWEENTWOMODELSACCORDINGTOTHERESULTSOFTHECOMPARISONOFTHEM，ANDTHEDIFFERENCESAREMAINLYDERIVEDFROMTHEROLESFULLTIMEORPARTTIMEOFSPORTPSYCHOLOGYCONSULTANTS．KEYWORDSOLYMPICGAMES；SPORTPSYCHOLOGYSERVICE；SPORTPSYCHOLOGYCONSULTANT；QUALITATIVERESEARCH；GROUNDEDTHEORY；RESEARCHVALIDITY．

簡(jiǎn)介：互作用關(guān)的自體心理學(xué)為主要理論基礎(chǔ)；以該領(lǐng)域中的實(shí)證研究結(jié)果和筆者總結(jié)的歷史文獻(xiàn)資料為依據(jù)；通過(guò)文獻(xiàn)法、歷史個(gè)案法，以及精神分析等研究方法，從自體障礙，也就是廣義性自戀特征入手，對(duì)儒家文化人格所表現(xiàn)出來(lái)的人格特點(diǎn)、形成過(guò)程及其對(duì)今日國(guó)人人格的影響，做一個(gè)動(dòng)力學(xué)性質(zhì)的分析研究，并在此基礎(chǔ)上提出一些推論。本研究的基本推論有1儒家文化中的許多重要思想觀點(diǎn)，都與自體障礙或者自戀型人格障礙所蘊(yùn)含的要素相吻合，在儒家文化的土壤里，確實(shí)可能滋生出此類型的人格障礙。2從兩個(gè)歷史個(gè)案的人格分析研究結(jié)果來(lái)看，可以得出儒家文化與自戀型人格障礙之間，并不存在因果性的聯(lián)系，儒家文化人格并非自戀型文化人格。3廣義性的自戀特征及自體客體需要不僅普遍地存在于個(gè)體身上，是個(gè)體人格發(fā)展過(guò)程中必然面對(duì)的問(wèn)題，同時(shí)也普遍地存在于文化領(lǐng)域之中。4只要意識(shí)到自體客體需要的存在并使其得到適當(dāng)?shù)貪M足，以及認(rèn)可劃分人際邊界與培養(yǎng)神入能力的重要性，即使是深受儒家文化的熏陶個(gè)體，也一樣可以讓自己的自體走向成熟與健康，而不是陷入自體障礙或自戀的泥沼之中。關(guān)鍵詞儒家，文化人格，精神分析，自體心理學(xué)褂～，、，P’QK●，TABSTRACTBASEDONTHEPRINCIPLEOF“CULTURALCONSCIOUSNESS’；BEENSETININTERACTIONBETWEENCULTUREANDPERSONALITY；誦ⅡLTHENEWPSYCHOANALYTICPARADI舯_SELFPSYCHOLOGYOFHEINZKOHUT_ASTHETHEORETICALBASIS；INACCORDANCEWITHTHERESULTSOFEMPIRICALRESEARCHINTHISFIELDANDHISTORICALLITERATUREMATERIALS；BYWAYOFDOCUMENTANALYSIS，CASEANALYSISOFHISTORYPSYCHOANALYSISANDOTHERMETHODS；STARTINGFROMSELFDISORDERWHICHMEANSGENERALNARCISSISM；THISPAPERMAKESADYNAMICANALYSISONPERSONALITYTHATCONFUCIANCULTUREHASSHOWNITSFORMATIVEPROCESSES，ANDTHEIMPACTONPEOPLE’SPERSONALITYTODAYANDPUTTINGFORWARDTHEVIEWSOFTHEPAPER，NLEBASICCONCLUSIONSOFTHISSTUDY1MANYIMPORTANTIDEASANDVIEWSINCONFUCIANCULTUREALECONSISTENTWITLLTHEFACTORSOFSELFDISORDERORNARCISSISTICPERSONALITYDISORDERINTHESOILOFCONFUCIANCULTUREMAYINDEEDGROWTHISTYPEOFPERSONALITYDISORDER2FROMTHEPERSONALITYANALYSISRESULTSOFTWOCASESTUDIES，WECALLS∞THATCONFUCIANCULTUREANDTHENARCISSISTICPERSONALITYDISORDERDOESNOTEXISTCAUSALRELATIONSHIPCONFUCIANCULTURALPERSONALITYISNOTANARCISSISTICCULTURALPERSONALITY3GENERALNARCISSISTICCHARACTERSANDSELFOBJEETN∞D(zhuǎn)SNOTONLYGENERALLYEXISTINTHEINDIVIDUAL，ANDISTHEINEVITABLEPROCESSOFINDIVIDUALPERSONALITYDEVELOPMENT，BUTALSOGENERALLYEXISTINTHECULTURALFIELD4ASLONGASAWAREOFTHEEXISTENCEOFSELFOBJEETNEEDSANDREASONABLYMEETTHEM，REALIZINGTHEIMPORTANCEOFINTERPERSONALBOUNDARYANDEMPATHY，EVENIFBYTHEINFLUENCEOFCONFUCIANCULTURE，THEINDIVIDUALALSOCOULDMAKETHESELFTENDTOMATUREANDHEALTH，INSTEADOFSINKINGINTOTHEMORASSOFSELFDISORDERORNARCISSISMKEYWORDSCONFUCIAN；CULTURALPERSONALITY；PSYCHOANALYSIS；SELFPSYCHOLOGYIII

簡(jiǎn)介：本論文以關(guān)聯(lián)理論為指導(dǎo)，以忠北大學(xué)心理學(xué)教授兼臨床醫(yī)學(xué)博士李奉健的心理學(xué)健康講座作為口譯實(shí)踐材料，通過(guò)翻譯方法與策略對(duì)案例進(jìn)行分析。目的在于探討關(guān)聯(lián)理論下的專業(yè)講座翻譯方法，為專業(yè)講座翻譯實(shí)踐提供一個(gè)新的視角。本次的口譯實(shí)踐材料主題為“冥想”，它屬于晦澀難懂的神經(jīng)科學(xué)，在壓力巨大的現(xiàn)代社會(huì)，“冥想”對(duì)幫助人們培養(yǎng)健康的心理具有重大實(shí)踐意義。另外，心理學(xué)講座翻譯是受關(guān)聯(lián)理論原則的指導(dǎo)下的明示推理的交際行為作為原文的讀者，譯者要通過(guò)認(rèn)知語(yǔ)境找出最佳關(guān)聯(lián)，再假設(shè)讀者認(rèn)知語(yǔ)境，明確采取什么樣的翻譯策略與方法以達(dá)到最佳關(guān)聯(lián)。因此選用本材料，具有一定的理論意義。本次口譯實(shí)踐內(nèi)容涉及面較廣，包括神經(jīng)科學(xué)、心理學(xué)、醫(yī)學(xué)等領(lǐng)域，這些領(lǐng)域并不是獨(dú)立的學(xué)科，而是互相滲透，不可分割的學(xué)科。本次翻譯任務(wù)是屬于跨多個(gè)學(xué)科領(lǐng)域的實(shí)踐。口譯實(shí)踐中最難的部分為專業(yè)術(shù)語(yǔ)的翻譯，通過(guò)譯前針對(duì)相關(guān)主題術(shù)語(yǔ)的收集和整理，在關(guān)聯(lián)理論的指導(dǎo)下，運(yùn)用直譯法、釋義法、引申法、增譯法等翻譯策略及方法解決了翻譯過(guò)程中的難點(diǎn)。翻譯報(bào)告書(shū)共分為五個(gè)部分第一章對(duì)此次任務(wù)進(jìn)行了描述，包括任務(wù)背景和任務(wù)特點(diǎn)要求。第二章譯前準(zhǔn)備，通過(guò)三個(gè)方面敘述了心理學(xué)講座口譯的譯前準(zhǔn)備。第三章是本文的理論基礎(chǔ)，介紹了關(guān)聯(lián)理論產(chǎn)生的背景和關(guān)聯(lián)翻譯理論的主要內(nèi)容，以及關(guān)聯(lián)理論下的翻譯本質(zhì)及對(duì)心理學(xué)講座翻譯的啟示。第四章在理論的指導(dǎo)下，對(duì)實(shí)踐內(nèi)容中出現(xiàn)的案例進(jìn)行分析，并提出翻譯對(duì)策和翻譯方法。第五章總結(jié)此次實(shí)踐收獲并得出結(jié)論。

簡(jiǎn)介：河南大學(xué)碩士學(xué)位論文犯罪決策的心理學(xué)研究姓名趙永軍申請(qǐng)學(xué)位級(jí)別碩士專業(yè)基礎(chǔ)心理學(xué)指導(dǎo)教師李新旺200351ABSTRACTCRIMEISTHEPUBLIEENEMYOFTHECIVILIZEDSOCIETIESISTHESERIOUSCOMTEMPTANDDISRUPTIONOFSOCIALORDERASWEIPINGXIONGWHOISAPROFESSOROFCRIMINOLOGYOFCHINAUNIVERSITYOFPOLITICALSCIENCEANDLAWSAYS“WEAREEXPERIENCINGTHEFIFIHCRIMINALDEAKSINCEWEESTABLISHEDOURSTATE”SOITISOFGREATSIGNIFICANCETOSTRENGTHENTHERESEARCHOFCRIMINALPSYCHOLOGYTHATISDIFFERENTFROMCRIMINALIURISPMDENEE0NTHEONEHAND，ITCANENRICHTHETHETHEORYSYSTEMOFPSYCHOLOGY；0NTHEOTHERHANDITACTUALLYHELPFULFORANTICRIME，COMBARINGCRIMEANDREFORMINGCRIMEASANINDEPENDENTPSYCHOLOGICALCOURSECRIMINALDECISIONENGENDERSAFTERTHEEMERGINGOFCRIMINALMOTIVITIONBEFORETHEIMPLEMENTINGOFCRIMINALACTIONITINCLUDESDETERMINATIONOFCRIMINALGOAL；CHOICEOFGUILTYMETHODSANDTHEACCEPTINGORREIECTINGTHEMOTIVATIONOFCRIMEORABIDINGBYTHELAWITISNODOUBTTHATOFFENSEDECISIONISALLIMPORTANTQUESTIONFORSTUDYOFCFIMINALPSYCHOLOGYTHISARTICLEBASEDONTHESUMMARYOFTHERESEARCHRECORDSPRESENTCONDITIONSOFCRIMINALPSYCHOLOGYANDRESEARCHFRUITOFOIRENSEDECISIONOFHOMEANDBROAD，IFPUTFORWARDATHOERYHYPOTHESISOF“RATIONALCRIMINALDECISION，’WHICHBELIEVESTHATOFIENCCDECISIONPROCESSISACAREFULCONSIDERATIONFORMOSTOFCRIMINAL，OFFENCEDECISIONSHOULDBEANACTIVITYOPERATEDBEHAVIOROFHESITATINGCHOOSINGANDNOTPASSIVERESPONSEOFSTIMULUSREACTIONTHEN，STARTINGFROMTHETHEORYHYPOTHESISANDCOMBININGWITHTHECONVERSATIONOFCRIMINALSNLEAUTHORWORKEDOUT“OFFENCEDECISIONQUESTIONAIRE”THLOUGHEXAMINATIONANDMEASURINGOFSPECIALISTS，F(xiàn)INALLYFORMALQUESTIONNAIREHASBEENWORKEDOUTACOE伍CIENTANDSPLITHALFRELIABILITYCOEFFICIENTOFTHISSCALEREACHINTO08774AND08286ATLASTTHEAUTHORMEASURED450CRIMINALSWITHITTHEOUTCOMEOFFACTORANALYSISANDCLUSTERANALYSISOFTHESESTATISTICSSHOWSTHATLTHEFACTORSTHATINFLUENTONCRIMINALSOFFENEEDECISIONHAVEFOURTYPESF11UILLLEALTHYPSYCHOLOGICALFACTORS2PSYCHOLOGYEVALUATIONFACTORSOFOFFENSEDECISION31OUTERCONTRORFACTORS4、IRRATIONALELEMENTSOFOFFENSEDECISIOM2THESCOREOFDIFFERENTGROUPHASNODIFIERENCESIGNIFICANCEINMORALLEVELANDACCEPTANCEOFPOSITIVISMLAWEDUCATIONBUTFROMGENDERANDRESIDENCEEMPIRIASMTHESCORESHASDIFIERENTSIGNIFICANCEFINALLYTHISARTICLEVERIFIEDEYSENCKS“CRIMINALITYTHEORY”WITHEMPIRICALMETHOD11LERESULTSHOWSTHATTHERESULTOFOURRESEARCHDOESNTSUPPORTTHETHEORYITINDICAFEDTHATTHISTHEORYMUSTBETESTEDFURTHERORTHEREISNODISTINGUISHEDCRIMINALCHARACTORSWHICHEXISTINTHECRIMINALGROUPSINOURCOUNTRYPERCENTLYACCORDINGTOTHERESEARCH，WESUGGESTTHAT1WESHOULDDISCOVERANDTRAILSFOIMHARMFULPSYCHOLOGICALFACTORSINTIMEWHICHISBELONGTOLATESTCRIMINALS，ANDRELEASEITEFFECTIVELYINORDERTOAVOIDINGOECURANCEOFCRIMINALBEHAVIOR2WESHOULDSTRENGTHENEDUCATIONANDLEGALSYSTEMANDSHOULDMANAGEENFORCINGLAWSTRICTLYINORDERTOSMASHINGTHAIRIDEAOFTRUSTINGTOLUCKASPOSSIBLEASWECAN，SOTHEYCANRECGONIZEMESHESOFTHELAW3WESHOULDPERFECTSOCIALCONTROLLINGSYSTEM，SOCRIMINALSCANNOTFINDTHERIGHTCHANCETODOTHEWRONGSKEYWORDSCRIMINALPSYCHOLOGYCRIMINALDECISIONCRIMINALITY2

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簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文論取消式唯物主義對(duì)常識(shí)心理學(xué)的消解姓名戴振宇申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師高新民200251ABSTRACTFOLKPSYCHOLOGYISTHEFOCUSPROBLEMOFCURRENTPHILOSOPHYOFMINDANDRECOGNIZESCIENCE．THEQUESTIONABOUTFOLKPSYCHOLOGYWASBASEDONTHISCOMMONLYSEENFACTEVERYONEOFUSORDINARYPEOPLECANDESCRIBEHIMSELFANDOTHERSMENTALSTATESBYUSEMENTALCONCEPTS，ANDWEALSOCANEXPLAINANDPREDICTOTHERSACTION．THISCOMMONLYMENTALRESOURCEWASCALLEDFOLKPSYCHOLOGYBYPHILOSOPHYOFMIND．ANDDOESFOLKPSYCHOLOGYREALTYEXIS口ISTHEREANYSERIOUSCONFLICTBETWEENSCIENTIFICPSYCHOLOGYCONCEPTSANDFOLKPSYCHOLOGYCONCEPTSTHEFOLKPSYCHOLOGY’SFATEISGOONEXIAINTHEFUTURESCIENTIFICPSYCHOLOGYORBEENREDUCEDORBEENELIMINATEDALLTHESEQUESTIONSCALLBESUNLUPASONEPROBLEM．“IBISPROBLEMISTHESTATUSANDDEGINYOFFOLKPSYCHOLOGY．TOCOUNTERTHISPROBLEM,ELIMINATIVEMATERIALISMPUTFORWARDITSWONSPECIALVIEWPOINTABOUTMINDPROBLEM，WHATITACTIONISARADICALONTOLOGYREVOLUDONITWANTNEGATEANDELIMINATEFOLKPSYCHOLOGYANDREPLACEITBYACCURATEANDPERFECTNEUROSCIENCE．THISPAPER’SCONTENTCANBESUMMARIZEDASFOLLOWS，ITINTRODUCETHEELIMINATIVEMATERIALISM’SBASICCONCEPTANDELIMINAFIVEMATERIALISM’SDECONSTRUCFIONOFFOLKPSYCHOLOGYFROMTHREEDIFFERENTASPECTS．THEFIRSTDECONSLRUCTION’SREASONISFOLKPSYCHOLOGY’SEXPLAINISINEFFECTIVE，SOFOLKPSYCHOLOGYSHOULDBEELIMINATED．THESECONDDECONSTRUCFIONWASBASEDONTHESTUDYOFREDUCTIONISMTHEORY,ITVIEWPOINTCANBECONCLUDELIKETHAT,BECAUSEFOLKPSYCHOLOGYCAN’TREDUCETONEUROSCIENCE，WECANSAYITDOESNOTHARMONYWITHSCIENCE．FOLKPSYCHOLOGYSHOULDBEELIMINATED．THETHIRDDECONSMACTIONWASBASEDONTHEARGUMENTOFFUNCTIONALISM,ITARGUEDTHATALTHOUGHFOLKPSYCHOLOGYPREDICTANDEXPLAINPEOPLESACTIONBYPEOPLE’SCAUSALITYSTATES，ITIMPOSSIBLETODISTINGUISHCAUSALITYROLE．BECAUSEONEPROPOSITIONCONTENTSTATECANBELEADTODIFFERENTINTERNALCAUSALITYFUNCTIONSTATES．JI’，