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双语推荐：思维活动序列

为了探究积极情绪对注意范围和思维活动序列的影响，125个大学生参与两项实验，在每个实验中，随机安排不同性别的被试观看使人产生高兴、安宁、中性、悲伤、愤怒情绪的视频片段。实验1用整体-局部视觉加工任务测量被试的注意范围，实验2用一个含有20个句子的开放式问卷测量被试的思维活动序列。结果发现：积极情绪对注意范围的影响受到性别因素的影响，积极情绪拓宽女生的注意范围，缩小男生的注意范围；积极情绪拓宽思维活动序列，不存在性别差异。

The research is to explore the effects of positive emotions on the scope of attention and thought-action repertoires. We conducted two experiments with 125 college students as subjects. In each, participants viewed a film that elicited happiness, serenity, neutrality, sorrow or anger. Scope of attention was assessed using a global-local visual processing task ( experiment 1) and thought-action repertoires were assessed using a Twenty State-ments Test (experiment 2) . The results showed that: the impact of positive emotions on the attentional scope was influenced by gender, positive emotions broaden the attentional scope of girls but narrowed the scope of boys;positive emotions broadened thought-action repertoires, with no difference in gender.

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借鉴Kahan等的教学过程和基本要素研究框架,以情意原理、序进原理和活动原理作为解析课堂教学的框架,调查师范生融合内容的教学知识的实然水平。师范生的教学水平大致分布在三个等级上,师范生对学与教的理解有明显的缺失。如果师范生对知识的发生发展过程认识较为深刻,那么知识教学的序列安排就与知识发生的历史过程拟合得较好;如果师范生对做数学的一般机制有一定的体会,那么学生思维过程的设计就与历史上人们做数学的活动经验较为相似。数学发生发展的知识是影响师范生课堂教学水平的重要因素之一。

Drawing on Karan’s framework of teaching process and the basic teaching elements, we develop the Qingpu principles to analyze the classroom teaching. We investigate pre-service teachers’ knowledge of the content and teaching of trigonometric functions. The levels of pre-service teachers distribute three different ranks, in addition to a small number of them with high scores, most of the rest with low scores. This shows pre-service teachers lacking of understanding of learning and teaching. If the pre-service teachers have a more profound understanding of the genesis and development of mathematics knowledge, the arrangement of the sequence of knowledge teaching will ift well with the historical process. If the pre-service teachers know the general mechanisms of doing mathematics, the design of the process of students’thinking will be similar to the mathematics activities experience of the people in the history. The knowledge of the genesis and development of mathematics hav