小学生对不同语言形式教师评价的认知和偏好

doi:10.16382/j.cnki.1000-5560.2007.04.011

摘要/Abstract

摘要：

研究了小学生对不同语言形式教师评价的认知和偏好。结果表明:⑴评价语言形式影响小学生对他人和自我的认知。名词评价被认知为更强, 更稳定和更有适应性。⑵小学生对不同语言形式的教师评价有不同偏好。被表扬时, 更喜欢名词评价; 被批评时, 更喜欢非名词评价。

关键词: 小学生, 语言形式, 教师评价, 认知, 偏好

Abstract:

中图分类号:

B842

张积家. 小学生对不同语言形式教师评价的认知和偏好[J]. 华东师范大学学报(教育科学版), 2007, 25(4): 61-66.

积家张. [J]. Journal of East China Normal University(Educational Sciences), 2007, 25(4): 61-66.

图/表 8

表 1

表 2

表 3

表 4

表 5

表 6

表 7

表 8

参考文献 0

	N.Schwarz Social judgment and attitudes :Warmer, more social, and less conscious European Journal of Social Psychology 2000 30 149 176 N.Schwarz.Social judgment and attitudes :Warmer, more social, and less conscious.European Journal of Social Psychology, 2000, 30 :149 ~ 176 doi: 10.1002/(SICI)1099-0992(200003/04)30:2<149::AID-EJSP998>3.0.CO;2-N
	C.Hardin M.R.Banaji The influence of language and thought Social Cognition 1993 11 277 308 C.Hardin, M.R.Banaji.The influence of language and thought.Social Cognition, 1993, 11:277 ~ 308 doi: 10.1521/soco.1993.11.3.277
	G.R.Semin C.J.De Poot The question -answer paradigm :you might regret not noticing how a question isworded Journal ofPersonality and Social Psychology 1997 79 3 472 480 G.R.Semin, C.J.De Poot.The question -answer paradigm :you might regret not noticing how a question isworded.Journal ofPersonality and Social Psychology, 1997, 79 ⑶:472 ~ 480 doi: 10.1037/a0026272
	K.Fiedler G.R.Semin. On the causal information conveyed by different interpersonal verbs :The role of implicit sentence context Social Cognition 1988 6 21 39 K.Fiedler, G.R.Semin.On the causal information conveyed by different interpersonal verbs :The role of implicit sentence context.Social Cognition, 1988, 6:21 ~ 39 doi: 10.1521/soco.1988.6.1.21
	C.Hoffman M.A .Tchir Interpersonal verbs and dispositional adjectives :The psychology of causality embodied in language Journal of Personality and Social Psychology 1990 58 5 765 778 C.Hoffman, M.A.Tchir.Interpersonal verbs and dispositional adjectives :The psychology of causality embodied in language.Journal of Personality and Social Psychology, 1990, 58⑸:765 ~ 778 doi: 10.1037/0022-3514.58.5.765
	M .Ross W.Q.E.Xun A.EWilson Language and bicultural self Personality andSocial Psychology Bulleti 2002 28 1040 1050 M.Ross, W.Q.E.Xun, A.EWilson.Language and bicultural self.Personality andSocial Psychology Bulletin, 2002, 28 :1040~ 1050 doi: 10.1177/01461672022811003
	A .Maass D.Salvi L.Arcuri G.Semin Language use in intergroup contexts :The linguistic intergroup bias Journal of Personality and Social Psychology 1989 57 981 993 A.Maass, D.Salvi, L.Arcuri, G.Semin.Language use in intergroup contexts :The linguistic intergroup bias.Journal of Personality and Social Psychology, 1989, 57 :981~ 993 doi: 10.1037/0022-3514.57.6.981
	S.A.Gelman G.D.Heyman Carrot -eaters and creature -believers :The effects of lexicalization on children' s inferences about social categories Psychological Science 1999 10 489 493 S.A.Gelman, G.D.Heyman.Carrot -eaters and creature -believers :The effects of lexicalization on children' s inferences about social categories.Psychological Science, 1999, 10 :489 ~ 493 doi: 10.1111/1467-9280.00194
	G.M.Walton M.R.Banaji Being what you say :the effect of essentialist linguistic labels on preferences Social Cognition 2004 22 2 193 213 G.M.Walton, M.R.Banaji.Being what you say :the effect of essentialist linguistic labels on preferences.Social Cognition, 2004, 22 ⑵:193~ 213 doi: 10.1521/soco.22.2.193.35463
	E.M .Markman Categorization and naming in children :Problems of induction MA MIT Press 1989 E.M.Markman.Categorization and naming in children :Problems of induction.Cambridge, MA :MIT Press, 1989
	W.M.Werkman D.H.J.Wigboldus G.R.Semin.Children' communication of the linguistic intergroup bias and its impact upon cognitive inferences European Journal of Social Psychology 1999 29 95 104 W.M.Werkman, D.H.J.Wigboldus, G.R.Semin.Children' communication of the linguistic intergroup bias and its impact upon cognitive inferences.European Journal of Social Psychology, 1999, 29 :95~ 104 doi: 10.1002/(SICI)1099-0992(199902)29:1<95::AID-EJSP898>3.0.CO;2-Z
	A .Maass A .Milesi Linguistic intergroup bias :Differential expectancies or in -group protection? Journal of Personality and Social Psychology 1995 68 116 126 A.Maass, A.Milesi, et al.Linguistic intergroup bias :Differential expectancies or in -group protection? Journal of Personality and Social Psychology, 1995, 68 :116 ~ 126 doi: 10.1037/0022-3514.68.1.116
	D .Wigboldus R .Spears G.R .Semin When do we communicate stereotypes? Influence of the social context on the linguistic expectancy bias Group Processes and Interpersonal Relations 2005 8 215 230 D.Wigboldus, R.Spears, G.R.Semin.When do we communicate stereotypes? Influence of the social context on the linguistic expectancy bias.Group Processes and Interpersonal Relations, 2005, 8:215 ~ 230 doi: 10.1177/1368430205053939
	J W.Murthy Giftedness as a limited episteme :A postmodern exposition Early Child Development and Care 1990 63 153 160 J W.Murthy.Giftedness as a limited episteme :A postmodern exposition.Early Child Development and Care, 1990, 63:153 ~160 doi: 10.1080/0300443900630119
	D.Hamilton S.J.Sherman C.M.Ruvolo Stereotpye-based expectancies :Effects on information -processing and social behavior Journal of Social Issues 1990 46 35 60 D.Hamilton, S.J.Sherman, C.M.Ruvolo.Stereotpye-based expectancies :Effects on information -processing and social behavior.Journal of Social Issues, 1990, 46:35 ~ 60 doi: 10.1111/j.1540-4560.1990.tb01922.x
	方富熹方格儿童发展心理学人民教育出版社 2005 498 501 方富熹, 方格.儿童发展心理学[M].人民教育出版社, 2005, 498~ 501

[1]	雷万鹏, 谢静. 集团化办学能否促进城乡学生的非认知能力？[J]. 华东师范大学学报(教育科学版), 2024, 42(9): 103-115.
[2]	李林. 早期儒家哲学中的教育隐喻探微[J]. 华东师范大学学报(教育科学版), 2024, 42(7): 100-113.
[3]	李新, 郭元祥, 容翠, [加]吉莉安•贾德森（Gillian Judson）. 知识、想象力与深度学习——与吉莉安•贾德森教授关于基兰•伊根的研究的对话[J]. 华东师范大学学报(教育科学版), 2024, 42(6): 125-136.
[4]	尹弘飚, 秦晗. 教师专业学习社群研究：范式、旨趣与论述[J]. 华东师范大学学报(教育科学版), 2024, 42(3): 61-77.
[5]	王晓杰, 宋乃庆. 我国小学生劳动素养现状及其影响因素研究[J]. 华东师范大学学报(教育科学版), 2024, 42(2): 78-91.
[6]	李健, 宋乃庆, 王诗梦, 孙小坚. 一项工具开发：如何才能测评学生美术素养？[J]. 华东师范大学学报(教育科学版), 2023, 41(6): 118-132.
[7]	苏强, 蔡晓卫. 效率还是价值：高校教师评价制度的逻辑困境及其张力调适[J]. 华东师范大学学报(教育科学版), 2023, 41(6): 133-141.
[8]	叶晓梅, 曹晓婕. 教师关怀对农村儿童非认知能力发展的影响——家校共育的机制分析[J]. 华东师范大学学报(教育科学版), 2023, 41(5): 98-112.
[9]	鲍威, 陈得春, 佟琳楠. 美德是否可教？高等教育对学生道德认知发展的影响研究[J]. 华东师范大学学报(教育科学版), 2023, 41(4): 56-71.
[10]	梅伟惠, 张玮逸. 大学生创业意向影响因素研究：制度理论视角下的跨国比较[J]. 华东师范大学学报(教育科学版), 2023, 41(2): 81-92.
[11]	吴旻, 宋文琦, 梁丽婵. 农村小学生同伴攻击受侵害类型及其学校适应：基于潜在剖面分析[J]. 华东师范大学学报(教育科学版), 2023, 41(1): 40-49.
[12]	郑磊, 孙钰. 有志者，事竟成——学生意志力对认知能力的异质性影响[J]. 华东师范大学学报(教育科学版), 2022, 40(8): 83-95.
[13]	马淑风, 杨向东. 什么才是高阶思维？——以“新旧知识关系建立”为核心的高阶思维概念框架[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 58-68.
[14]	武法提, 田浩, 王瑜, 樊敏生. 智慧教育视野下基于Rasch模型的知识掌握与认知能力分析研究[J]. 华东师范大学学报(教育科学版), 2021, 39(8): 57-69.
[15]	李佳哲, 胡咏梅. 家长学习参与和中小学生学业成绩的关系研究——基于亲子关系和学习自信心的有中介的调节模型分析[J]. 华东师范大学学报(教育科学版), 2021, 39(7): 72-83.

小学生对不同语言形式教师评价的认知和偏好

RichHTML

PDF

可视化

被引次数

摘要/Abstract

引用本文

使用本文

图/表 8

参考文献 0

相关文章 15

编辑推荐

Metrics

本文评价