自我发展

In short, this explorative study for self-identity concept, theory and practice is for the purpose of (1) trying to unitarily understand self-identity concept, in turn to minutely examine the new development of self-identity theory, and to introduce self-identity theories and research methods in western psychology to domestic psychology in order to cause the interest of domestic psychologist to self-identity thesis; and (2) through the empirical study on self-identity of college student, revealing the meaning of self-identity to student development, and the personality characteristics of self-identity status of student, and the characteristics and influential factors of student self-identity development, and the relationship between student self-identity status and mental health condition in order to provide the measurement of empirical study and systematic study data for self-identity researches, in turn to provide basis of theory and method for setting up the theoretical model of Chinese students self-identity; and (3) making up the gaps in empirical researches on self-identity in domestic psychology, opening up a new research domain in colleges and universities student psychology, and enrich the theory on student development researches.

总之，本文对自我同一性概念、理论和实践进行探索性研究，旨在(1)尝试对自我同一性作整合统一的理解并在此基础上，详细考察自我同一性理论的新发展，试图将西方心理学自我同一性理论的发展引入国内心理学，以引起国内学者更多的关注；(2)通过对大学生自我同一性的研究，揭示自我同一性对大学生发展的含义、大学生自我同一性状态的人格特征、大学生自我同一性发展的特征和影响因素、大学生自我同一性状态与心理健康水平的关系，进而为自我同一性的研究提供实证研究的测量工具以及系统的实证资料，为建立中国大学生自我同一性的理论模型提供理论和方法上的基础；(3)弥补国内自我同一性实证研究的空白，开辟大学生心理学研究的新领域，丰富大学生发展研究的理论；(4)当代大学生自我同一性问题的研究既是青年心理学、教育心理学和学校心理学的重要课题，也能为大学生发展和大学教育实践提供心理学依据，特别是在强调创新教育和推进大学素质教育的今天具有重要的实践意义。

A fourth trait of the educated man is the power of g rowth.

有教养者的第四个特点是自我发展的能力。

A child"s education freedom is also restricted, which will provide compulsion of education with reasonable assurance. When a child"s freedom goes beyond this restriction, negative effects will be brought to education orders, interest of other persons and the child himself, and at this moment, pedagogues shall have to adopt an appropriate compulsive method to restore such kind of freedom to its correct state.

儿童的教育自由亦是有限度的，此种限度为教育的强制提供了一种合理性的担保，即当儿童的自由超越了这个限度，对教育秩序、他人利益以及儿童自我发展产生消极的影响时，教育者就必须通过正当的强制手段，而恢复儿童的基本的教育自由之状态。

Through difference significance tests and analyses, it finds that (1) man students more possibly form identity achievement, and woman students more possibly form identity foreclosure and identity diffusion; and (2) the difference of self-identity status between man and woman students is associated with various domains; and (3) self-identity status between man and woman students have some similarities that identity exploration has the same importance to both; and (4) grade-one is a period when students face up to more identity crises, and grade-two is key period of identity formation, and grade-three is a developmental period of identity that provides the basis for re-solution of the emergence of new identity crises in grade-four;(5) there is a gradually enhanced direction from lower self-identity statuses to advanced ones from grade-one to grade-three, but there is also a direction that reentry into the identity crisis by grade-four. It indicates that the identity achievement formation does not mean the end of development of self-identity and proves that there is a continuous MAMA cycle in self-identity development; and (6) that students self-identity status mainly is identity moratorium provides some evidence for which there is a Moratorium in student development, and which self-identity formation is not easy; and (7) the development of student self-identity is associated with various domains, what students pay most attention to firstly is vocation, secondly life philosophy, and lower interesting in political and religious domains in ideology; for relational domains, students pay more attention to dating and friendship compared to sex role and recreation domain.

通过差异显著性检验和分析发现：(1)男生更可能形成成就型同一性，女生则更可能形成排他型和弥散型同一性；(2)男女大学生自我同一性的差异与不同的领域相关；(3)男女大学生自我同一性也存在相似性，同一性探索对于男女大学生同样重要；(4)大学一年级是同一性危机面对较多的时期，二年级为同一性形成的关键期，三年级为同一性的发展期，所形成的同一性为四年级所出现新的同一性危机的解决提供了基础；(5)从一年级到三年级存在从低级的自我同一性向高级的自我同一型转变的渐进增强，但到四年级又有重新进入同一性危机的趋势，说明大学生成就型自我同一性的形成并不意味着自我同一性发展的结束，证明了自我同一性发展的MAMA周期持续存在的特点；(6)学生自我同一性状态主要还处于延缓型同一性状态，进一步证明大学生发展心理合法延缓期的存在，以及自我同一性形成不是一件很容易的事情；(7)大学生自我同一性的发展与领域相关，大学生较为关注职业领域，其次为人生观领域，而对政治和信仰领域兴趣较低；另外，大学生对友谊、交往领域较为关注，对性别角色和活动领域关注程度相对较低。

Considered dangerous by most people, most witches are only interested in self-gain, no matter who gets in their way.

被绝大多数人们认为是危险的，大部分魔女都倾向于自我发展，不管别人挡了路。

The introduction of complex science requires us, by surpassing the traditional thinking ways, to take education as a system, complex and stable yet dynamic and self-developing at the same time, which provides us with a new angle and thinking way in our education research.

复杂科学的引进，要求我们超越传统思维方式，把教育看作一个复杂的、稳定的而又动态、自我发展的系统，为我们进行教育研究提供了新的视角和思维方式。

The main intension of self-reliance back-nurture is to mobilize the subjective initiative of the back-nurtured and strengthen their self-developing abilities.

以发挥反哺相对人的主观能动性、提升反哺相对人的自我发展能力为主要诉求的自力反哺，是实施反哺工作的有机组成部分。

The other is that world economic expansion is no longer hyper-dependent on the North Atlantic area.

在中国和印度的带领下，亚洲已走上自我发展的轨道。

Nonconformists - lower need to conform indicating self-reliance.

不墨守成规--很少遵守规则意味着能自我发展。

Rilke's Pink Hydrangea - While reading Rilke's poem "Pink Hydrangea," the picture of a beautiful flower appears before the reader - but the image of a flower step by step dissolves in the image of pink color as a separate and self-developing substance; and this is, I believe, one of the most important means in this poem to express its meaning and to create the necessary images in the head of the reader....

里尔克的粉红八仙-在阅读里尔克的诗句：&粉红色八仙&，塑造了一个看似美丽花朵读者面前，但花形象一步步溶化在粉红色彩形象作为单独和自我发展的实质；这就是我相信，其中最重要的就是这首诗来表达自己的意思，并创造必要的意象团长读者

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。