自我发展

Firstly, it is a humanized education rooted on human establishing to enrich the students soul, developtheir personality, realize their autoeroticism, self-choice and self-perfection; Secondly, it is a spiritual education, which helps the students to find their spiritual homestead, expand their spiritual space, contradicting their spiritual mediocrity.

我认为，文学教育首先是一种人化教育，以"立人"为根本，旨在丰富学生的心灵，发展学生的个性，实现学生人格的自我反省、自我选择和自我完善。其次是一种精神教育，是让学生寻找精神家园的活动，可以拓展学生的精论中学语文教学中的文学教育神空间、对抗学生精神的平庸，为学生打下"精神的底子"。

The first is a discussion of "anxiety" and "depressing memory" from the level of psychology, spirit and culture, which are regarded as both obstacle and impetus of self-identity. Next is self-identity's image cast upon intimate relationship, that is, Electra complex, Oedipus complex, homosexuality and heterosexuality among women. The last is an analysis of narcissism that is the source and result of the above intimate relationship, which from individual narcissism to a age's or cultural narcissism, that is from sub-consciousness to historic scene, directly results in the plight of women writers and their writings.

首先对作为自我认同的障碍和动力因素的"焦虑"和"创伤性记忆"进行了心理、精神和文化层面的论析；其次对自我认同在亲密关系建立上的具象投射进行了分析和论证，即女性自我所表现出来的恋父情结、恋母情结、同性恋情结和异性恋，并指出其在女性写作发展中的历史表现；最后对作为以上亲密关系的根源和结果的自恋情结进行了分析，从个人的自恋到时代和文化的白恋，即自恋的从潜意识场景到达历史场景，直接造成了女性写作者和女性写作本身的困境。

From these 4 studies, we could got the following conclusions:(1) The CPAI 22 traits could be divided into two categories, with the changing of age, period and cohort, type I traits didn't change, they were Logical vs Affective Orientation, Enterprise, Responsibility, Inferiority vs Self-Acceptance, Optimism vs Pessimism, Face, Family, Defensive, Graciousness vs Meanness; While with the changing of age, period and cohort, type II traits changed, they were Leadership, Self vs. Social Orientation, Veraciousness vs Slickness, Traditionalism vs Modernity, Harmony, Renqing, Meticulousness, Extraversion vs Introversion, Emotionality, Practical Mindedness, Internal vs External Locus of Control, Thrift vs Extravagance, Discipline.

总结上述四个研究的结果，我们可以得出如下结论：（1）CPAI所包含的人格特质可以分为两类，第一类人格特质不随社会发展的时间与空间分布以及年龄、代群发生明显的变化，这些人格特质包含：理智-情感、开拓性、责任感、自卑-自信、乐-悲观、面子、亲情、防御性、宽容-刻薄；第二类人格特质随着社会发展、年龄与代群三个纵向变量的发生一致性变化或者交互变化，这些人格特质包含：领导性、自我-社会取向、老实-圆滑、传统-现代性、和谐性、人情、严谨性、外向性、情绪性、务实性、外控性、节俭性、纪律性；同时，功能差异项目构成的问卷揭示出五个受社会环境影响很大的心理特征，它们分别是：犬儒-现实主义的生活态度、心理适应性、外圆内方的应对风格、自我效能感、个体主义的价值观。

Female neg ative self consciousness is not inherent.It is result of social expectation for sex in the development of self consciousness.

女性消极的自我意识不是天生的，它是在性别角色的社会化过程中，在自我意识发展的同时，逐渐将社会对性别的期待内化到自我意识中的结果。

Educational factors: The weakness of special-education and insufficiency of skill-training may limit MFPs,career-development. However, they can enrich their lives through constant self-advancement.

教育因 素：虽然学校特殊教育的薄弱及技艺训练的不足造成生涯发展的限制，然而口足画家却以不断自我进修来发展自我潜能、丰富自己的生命。

When he has developed to the stage where he has clear self-awareness and self-controlling ability, he can decide his own development purposefully and self-consciously, that is, he has been provided with life self-consciousness, which means a high level of man's spirit.

当人的发展水平达到具有清晰的自我意识和达到自我控制的水平时，人能有目的地、自觉地影响自己的发展，即个体具备了生命自觉。"生命自觉"是人的精神世界能量可达到的一种高级水平。

Based on the analysis of the connotation and extension of math self-controlling ability, and through means of quantitative and qualitative researches, we manage to design a questionnaire of our own to collect data, and then we have a quantitative analysis, and last we begin our qualitative analysis of structures, developing laws and regulating factors of self-controlling ability.

本论文在分析中学生数学学科自我监控能力内涵与外延的基础上，设计了定量化与定性化的研究，采用自编的中学生数学学科自我监控能力问卷收集数据，以数量化的证据为依据对中学生数学学科自我监控能力的结构、发展规律及其影响因素进行了定性分析。

The author put forward the self-monitor strategies during the process of mathematics study based on the problems is : Consolidate cognitive self-guidance and promote the development of thinking;Better self-confidence in the study of mathematica and active study of the students;Exer...

本文针对数学学习中的问题，提出数学学习过程中的自我监控策略：强化认知性自我指导，促进思维发展；提高数学学习的自我效能感，增强主动学习；运用适当的归因训练，转变学习态度，并进行相关的实验研究。

Therefore it is an inevitable selection for college to set up self-supervised and self-limited mechanism effectively.

建立起一个有效的自我监督、自我约束机制，是高校获得更多生存和发展机会，保护自我利益不受损害的必由之路。

A series of related sub-studies were conducted on the influential factors, regulation patterns, features of self-regulation and the effective strategies of the teacher learning.In the first study, we interviewed 44 primary school and middle school teachers, through which, we made an exploratory work on the content of the teacher learning, the influential factors on their learning both individually and situationally, the traits of teacher learning behaviors and features of their control and regulation.

本研究尝试以学习化社会理论、自我导向学习理论和社会认知的自主学习理论为基础，在教师专业发展的背景下，讨论教师学习问题，探究教师在其专业发展过程中是如何学习的，围绕教师学习的影响因素，教师学习的调节模式，教师学习的自我调节特点，教师学习的有效策略等问题，展开一系列的相关研究。

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。