自我概念

The main purpose of this project was to distinguish self-worth of domains of self-evaluation and self-worth of processes of self-evaluation, and verify the bidimensional model of self-worth in a fully Jamesian perspective, and construct a concept system on self-worth, and explore the function of self-worth.

本论文的目的是区分自我评价领域的自我价值感和自我评价过程的自我价值感，确认自我价值感的二维模型，构建自我价值感的概念体系和探索自我价值感的作用机制。

H. Erikson (1946, 1950) introduced identity to psychology and set up ego-identity, the concept of self-identity has been applied to social psychology, personality psychology, developmental psychology, educational psychology, counseling psychology and cultural psychology.

Erikson，1946、1950）将同一性概念引入心理学并于1963年首创自我同一性概念后，自我同一性被广泛地应用于社会心理学、人格心理学、发展心理学、教育心理学、咨询心理学和文化心理学。

Through reviewing the literatures on Jamesian model of self and self worth, main theoretical constructs and empirical studies, the study verified the process of self-worth, and divided it into self-worth of glass-of-self, self-worth of self-perception and self-worth of social comparison.

通过文献综述阐明自我价值感的概念、理论模型和实证研究，提出了自我评价过程的自我价值感，并把自我评价过程的自我价值感区分为镜中自我的自我价值感、自我知觉的自我价值感和社会比较的自我价值感。

The teaching term took sixteen periods. The curriculum contained two topics,"acid and base", and "Taiwan's climate". Experimental treatments were teaching method. The research tools utilized in the study were " Science Concept Comprehension Test, Science-related Attitudes Scale, Problem Solving Ability Test and Questionnaire on the Attitude toward Science Teaching". A pretest administered before the experimental treatment and a posttest was held after the treatment. The data of SCCT, SRAS, and PSAT collected from pretest and posttest were analyzed by two-way ANOVA. Responses from the QAST were analyzed by ANOVA.

本研究的实验处理为以问题为中心的合作学习教学，研究工具包括「科学概念理解问卷」、「科学相关态度量表」、「问题解决测验」、「对自然科的教学态度问卷」、「教学检核量表」及「问题中心教学自我评估量表」，分析「科学概念理解问卷」、「科学相关态度量表」和「问题解决测验」资料时，以前测经验和教学法为自变项，后测为依变项，进行二因子变异数分析；「对自然科的教学态度问卷」采用单因子变异数分析；「教学检核量表」及「问题中心教学自我评估量表」则用来检核研究者的教学是否符合研究者的研究设计；在质性资料的部分，则分析学生的上课纪录、教师教学反省纪录及对自然科教学的态度问卷的理由。

Since the above six are self-sufficient man likes to do the job, and the pursuit of self-worth, feel self-care, personal space, respect for another's privacy, pay attention to personal style and taste, do not follow the crowd, there is awareness of the law of "80 After "will consciously dislike these acts: for example, talk to others for no reason," 80 after the "more agreeable to the West are more concerned about the self-opinion, very few non-Road, concerned about others; such as, enjoy preaching others," 80后" from an early age from schools, parents, etc. too much preaching, preaching and therefore acts very much, resulting in antagonistic, their attention; For instance, to belittle the advantages of others,"80 after" consider embodies self-worth is not to derogate others premise, the more The more derogatory of others to explain their value enough, are their attractions; For instance, smoking in the office,"after 80" would be a focus on self and respect for others the organic integration of generation, because these two are not always contradictory, if that "after 80" only know that take care of their own convenience, on the wrong; such as, the mentality of not enough sunlight,"80后" feel self-care, therefore, delighted to do anything on an individual basis or as a premise, we think that good , but their psychological upset, does not endorse, they will not act in accordance with the meaning of the U.S., the ultimate manifestation of personal values on the individual feel, are their characteristics; For instance, loud make personal phone calls,"80, after" personal space, respect for others Privacy, therefore, in a public office area will be less and less to see the "80 after" unscrupulous people talking about the workplace their own affairs, the concept of privacy, especially popular in this generation will be reflected in the workplace in the past.

因为，上述6条都是不够自我的职场中人喜欢做的，而追求自我价值、在乎自我感受、重视个人空间、尊重他人隐私、讲究个人风格与品味、不随波逐流、有法律意识的"80后"会自觉地不喜欢这些行为：比如，无端议论他人，"80后"比较认同西方人较为关注自我的观点，很少道人是非，关注别人的事；比如，喜欢说教别人，"80后"从小受到来自学校、家长等的太多说教，因此对说教行为很反感，从而产生逆反，自己注意；比如，贬低别人优势，"80后"认为体现自我价值不是以贬损别人为前提的，越贬损别人越说明自己的价值不够，是他们的过人之处；比如，在办公区吸烟，"80后"将是注重自我和尊重别人有机结合的一代，因为这两者始终不矛盾，如果认为"80后"只知道照顾自己的方便，就大错特错了；比如，心态不够阳光，"80后"在乎自我感受，因此，任何事情是以个人高兴与否作为前提的，大家觉得好，但自己心理不高兴、不认可，便不会根据大家的意思行事，个人价值最终体现在个人感受上，是他们的特点；比如，大声打私人电话，"80后"重视个人空间、尊重他人隐私，因此，在公共办公区将越来越少地看到"80后"职场人肆无忌惮地谈论自己的事情，隐私的概念在这一代特别流行，将会体现到职场中来。

" Ego is then defined as incessant movements of grasping at a delusory notion of "I" and "mine, self and other, and all the concepts, ideas, desires, and activities that will sustain that false construction.

自我的藏文是dakdzin，其意为&我执&，是对&我&和&我的&、自我和他人的虚幻概念，以及因之产生的所有概念、欲望和行为的不断执著。

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。

Self-consistency of negative feedback develops over positive feedback, under negative feedback, Self-consistency promotes by grade, under positive feedback, self-concept enhances.d. The consistency and stability of high self-view is high, The consistency of high self-viewer rises during 2, 3grade, but grade7 of low self-viewr.

高学业概念水平的自我一致性高、稳定性好；高学业概念水平组低年级时自评一致性就得到较好发展，而低学业概念组在7年级才得到较好发展，但高学业概念组的低年级更容易自我提升，中高年级发展稳定。

There exists a positive correlation in the analysis of the relationship between the students" proficiency test of self-explanation and academic performances in the correlation reaearch of the students" proficiency test of self-explanation and academic performances: there is a close relationship between academic performances of students and the mastery level of chemical concept study. As for the students with higher level of self-explanation,their quality of learning is higher and their academic performances are relatively better, proving that there is a close positive correlation between the academic performance of the test subjects and their self-explanation ability.

在对自我解释水平与学科成绩方面的相关性的研究中通过对被试学生的自我解释水平测试与学科成绩之间的分析发现了两者之间存在着正相关；学生的化学学科成绩与化学概念学习掌握水平之间存在着密切的关系，自我解释水平较高的学生化学概念学习质量较高，学科成绩也比较好，化学学科成绩与学生自我解释水平的存在着密切的正相关。

The conclusions of the study were as follows: 1 Prompts to self-explain promoted procedural learning, procedural near transfer, procedural far transfer. But prompts to self-explain didn"t promoted students" success on the conceptual assessment. 2 Direct instruction on a correct procedure and the cause lead to greater procedural learning, procedural near transfer, procedural far transfer than direct instruction on a correct procedure only. The difference was remarkable. But it didn"t promote students" success on the conceptual assessment. 3 Self-explanation promoted the invention and using of various correct procedures. The subjects, which under direct instruction on a correct procedure and the cause condition, made further use of correct procedures and more averagely. Both self-explanation and instruction of the cause strengthened correct procedures and weakened incorrect procedures.

通过实验一和实验二，研究得出如下结论： 1、问题解决中促进学习者自我解释，对程序的学习、程序的近迁移、程序的远迁移有促进作用，但对概念知识没有促进作用； 2、教授一个程序及原因与只教授一个程序相比，对程序的学习、程序的近迁移、程序的远迁移的促进作用，前者显著优于后者，但对概念知识没有促进作用； 3、自我解释促进了多种正确程序的发现和使用，教授一个程序及原因条件下的被试使用正确程序的种类增多而且使用频率平均化，自我解释和教授原因都抑制了错误程序的发现和使用。

This paper discusses design and realizable methods of remote test output interface from logical design angle.

本文从逻辑设计的角度讨论遥测输出接口的设计及实现方法。

This also 星体投射plies to buildings, structures and geological features.

这也适用于建筑物和地质特征。