情感心理

Results Comparing with China's norm,scores in most subscales were relative low in FESCV;every factor scores were higher than China's norm in SCL90,scores in most sub_scales in FES_CV of the students in different mental health level had significant differences;There were significant correlations between FESCV factors and most SCL90 factors;family's intimate degree,recreation,culture sense of organization,contradiction,independence.These six factors entered SCL90 total points and equations of regression of some symptom factors.

结果 与中国正常成人常模相比，其FESCV中多数分量表得分较低；SCL90总分和各因子得分均明显高于中国正常成人常模；不同心理健康水平的学生在EES-CV中的亲密度、情感表达、矛盾性、成功性、文化性、娱乐性和组织性方面差异有统计学意义(P.05)；FESCV中因子与SCL90中大多数因子显著相关；家庭亲密度、娱乐性、文化性、组织性、矛盾性、独立性6个因子进入SCL-90总分和某些症状因子的回归方程。

It reminds me of a complex emotional, visional, mental and bodily experience.

因为它让我想起共同拥有过的情感，视觉、心理、身体一种综合性的经验。

From such angles as creative psychology, thought and contend feeling and emotion, and aesthetic feature, etc., this paper expounds the artistic feature of the dialectical unity of ardentness and sternness.

文章从《天问》的创作心理、思想内容、情感抒发、审美特色等方面着眼，论述了《天问》具有冷峻与热烈辩证统一的艺术特色。

But as we know, institutionalization can not replace family according to the nature of life. To a great extent, institutionalization can not meet with the need of emotion. The children who grow up in the institutions are usually dissocial or isolated in personality. They disconnect from others and predispose to violence.

但是，儿童福利机构作为家庭的替代形式集中为儿童提供照料时，在很大程度上并不能满足儿童成长中的情感需求，长期生活在福利机构中的儿童往往会出现性格孤僻、心理封闭、缺乏自制力与上进心、社会适应能力差等方面的问题。

Instead of sympathy, Theodor Lipps mentioned "empathy" and took it as a philosophical concept at the influence of romanticism and psychologism which developed the elucidatory power of emotions.

但到19世纪，在浪漫主义与心理主义浪潮的鼓动下，利普斯以&移情&代替&同情&，扩展了情感阐释的触角。

There're many psychological conflicts in contemporary college students, which mainly show between "pursuit of materials and pursuit of mentality","real ability and expective ability","emotion and reason", etc.

在当代大学生群体中存在着许多心理冲突，主要表现为&物质追求与精神追求&、&实际能力与期望值&和&情感与理智&等几个方面。

Situated education which was founded by Li Jilin has evolved four characteristics of real form,deep affection,being conceived and implying truth inside,hackling four principles of implicational inducement,emotional drive,role transformation,psychological field integration and five elements to improve overall teaching quality and optimize educational circumstances,summarizing five realms of curriculum which are related and influential to student,knowledge and society.

李吉林创立的情境教育在理论建构上形成了&形真&、&情切&、&意远&、&理寓其中&等四个特点，梳理出了暗示诱导、情感驱动、角色转移、心理场整合等四大原理以及以全面提高教学质量、优化教育情境为目标的&五个要素&，概括了学生、知识、社会相互关联彼此影响的&五大课程领域&。在实践操作上，将情境分为实体、模拟、语表、想象及推理等&五大情境&。

This paper first points out that school examination often ignores its cultural spirit, that is to say, it ignores the humanistic needs that students wants to get through the examination in order to experience and enhance their own value;from two aspects, the paper furtherly analysis the reasons of lacking of humanistic care in school examination;and then, the paper analysis the psychology of the vocational school students who take part in the examinations; finally, it presents that we should reflect humanistic care from test environment,teachers invigilation, test paper scheduling and evaluation.

本文首先指出学校考试常常忽视了它的文化精神层面，即学生通过考试体验和提升自身价值的人文需要，认为学校考试应该体现人文理解和人文关怀；接着，从考试目标只注重认知领域和教师在教学中忽视了情感教育两个方面分析了学校考试缺乏人文关怀的原因；然后，分析了职业院校学生应试的心理状态；最后，提出了学校考试应该从考试环境、教师监考、试卷编制和考试评价四个方面体现人文关怀。

Our kahuna wrote a book called Change We Must, and this is the month where we can prepare physically, emotionally, mentally and spiritually for transformation.

我们的 kahuna写了一本书称为「 Change We Must 」，而这个月份正是我们可以在生理上、情感上、心理上以及精神上准备好进入转化。

Also central to the papers is the idea that the development of secure attachment is predicated, in part, on the development of the capacity for mentalization, or the ability to envision and interpret the behavior of oneself and others in terms of intentional mental states, including desires, feelings, beliefs, and motivations.

也是至关重要的是，文件的安全型依恋的发展的前提是思想，部分，在对心理化的能力，或有能力思考和解释故意心理状态，包括条款对自己和他人的行为发展欲望，情感，信念和动机。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。