初中生學校恐懼心理及其影響因素研究

初中生學?？謶中睦砑捌溆绊懸蛩匮芯?/p>

姚愛貞

（鄭州大學教育系，河南鄭州450001）

[摘要]采取分層抽樣法抽取289名初中生，利用問卷調(diào)查法對其進行學?？謶?、自我效能感、應對方式、家庭關(guān)懷指數(shù)、社會支持等方面的調(diào)查。結(jié)果表明：（1）農(nóng)村初中生學校恐懼得分顯著高于城市初中生，初三學生學校恐懼得分顯著高于初一學生；（2）自我效能感、指向問題的應對方式、成長度、社會支持、主觀支持、客觀支持及對支持的利用度對降低學?？謶志哂蟹e極作用，指向情緒的應對方式對降低學?？謶志哂邢麡O作用；（3）自我效能感、指向情緒的應對方式、成長度、適應度、對支持的利用程度對初中生學?？謶中睦砭哂休^好的預測作用。

[關(guān)鍵詞]初中生；學?？謶?；心理社會因素

[中圖分類號]G844.1

[文獻標識碼]A

[文章編號]1674-3652（2015）02-0136-05

[收稿日期]2014-12-25

[作者簡介]姚愛貞，女，河南鞏義人。主要從事中小學職業(yè)發(fā)展與教育研究。

Abstract:Loyalty and piety have been playing an important role in carrying the social ethics in traditional Chinese moral culture. Since the imperial regime of Qin and Han dynasties was established,“l(fā)oyalty”has become the basic principle of political moral. The combination of“piety”with“l(fā)oyalty”leads to the interpretation of“be loyal to the emperor with the piety”and“serve the emperor with piety”. The moral propaganda of piety and loyalty as a unity and the identification on different social strata have become an influential cultural phenomenon in the history of Chinese ideology. In the mainstream ideology of traditional Chinese moral,“l(fā)oyalty”plays a more important role. The so-called“be loyal to emperor with piety”and “seek loyalty from piety”are an embodiment of the special relations between“l(fā)oyalty”and“piety”. There has been a new round of research upsurge of Chinese chieftain system and chieftain culture. In 2013, the research was mainly conducted in the following aspects: 1. research of the basic theory and methods for chieftain system study; 2. research of the classic works about Chinese chieftain system and culture; 3. research of Chinese chieftain system itself; 4. research of changing from chieftain to flowing officials; 5. research of chieftain culture; 6. research of application of the list of world heritage. These researches have not only laid solid academic foundations for the construction of chieftain study, but also provided possibility for the effective exploitation of chieftain culture. However, there still exist some deficiencies in terms of research perspective, discourse system, research contents and methods, document sorting, academic monographs, and team cooperation. This article mainly focuses on the last three aspects. Taking Yongshun ancient chieftain town as a case study, this article explores the protection of historical sites. The value of historical sites is mainly embodied in its relevance of physical space with history. The space of the ancient chieftain town is an emblem of the power relationship between chieftain and local masses, and between chieftain and central imperial court. Its continuation of history relies on the belief ritual and daily life of the local masses. Currently, with the protection of historical sites and planning of space display, the protection conception of outer planners is contradictory to the local residents’daily life and future development. The writer of this article holds that the view of dynamic protection by agglomerating local cultural identity should be the new direction for the protection of historical sites. A lot of bronze weapons were found to have been destroyed in the tombs in Ba and Chu areas during the period from Warring State to Western Han and Eastern Han Dynasties. This peculiar funeral custom was in fact the inheritance and continuation of the funeral custom of Central Plains during Western Zhou period. Apart from the primitive religious ideas about exorcism and counteracting evil force and the differences of weapon between human and ghosts, it was closely related to the change of social climate at that time. Situated in the remote southwest, Guizhou had not been well-known to the outsiders until Ming and Qing dynasties when, with the entrance of the central power, there were more and more scholars from outside, causing a surge of writing about social life in Guizhou. Some of the guest scholars left a lot of texts about Miao people’s living, food, clothes, rituals, and customs, displaying to the outside people the colorful life of Miao people. But the majority of descriptions are based only on the writers’life experience, with some imagined elements which deviate from the historical fact. Wulingshan area in southeast Chongqing is functionally established as limited and forbidden development area on the national level and ecological protection development area on Chongqing municipal level. As the limited and forbidden development area is a typical problem area, the promotion of functional area needs the nation to construct and improve special development policy which should focus on the following five aspects: central public financial policy, national ecological compensation policy, public service policy, new urbanization policy, and green ecological industrial policy. China’s international status has been one of the foci of history study. Based on the research achievements in the past 20 years, the writer of this article focuses on the analysis of the major views related to the field, and at the same time summarizes the causes for the changes of China’s international status during the war of resistance against Japanese, as well as the relationship between the changes and international order. On the basis of the researches of former scholars, the writer attempts to provide some suggestions for extending the research field. Of the linguistic characteristics of legal materials on bamboo slips in Qin and Han dynasties, abbreviation is remarkable. Through textual research, the writer of this article finds that“zhan wei cheng dan”is abbreviated from“zhan zuo zhi wei cheng dan”，“fa er yue”from“fa zi lao er ge yue”，“yuan”from“yue yuan”and“xia”from“qu xia”，“qu”is from“qu shu，“dian”from“l(fā)i dian”，“l(fā)ao”from“wu lao”and “mian lao”. The knowledge of these abbreviations will help us correctly understand the legal texts of Qin and Han dynasties and better know ancient China’s legal system. In the context of repeated review of classics, heterogeneity of Hibiscus Town is found to have overthrown the heroic tradition in the mainstream literary narration and created a weak and incompetent male world. Through bold and ethnic writing of female body, the novel expresses the rationality of personal desire concealed by the state discourse. While borrowing the mainstream narration mode, the novel makes use of a lot of local resources to form knowledge of locality with independent perspective. We may regard the novel as an important resource for constructing the current literary tradition. On January 17th, 2014, People’s Daily published a written conversation discussing the relationship between current literature and history. After that, Literary Review launched another written conversation on the second issue of 2014 on“l(fā)iterature cannot be devoid of history”. After analyzing some literary phenomena, the writer of this article holds that although literature is related to history, it cannot replace history and vice versa. Both Socrates and Plato were the founders and great achievers of ancient Greek philosophy, but they were quite different in their pursuit of social justice and goodness. From the perspective of ethics, the writers of this article focus on the differences in terms of background, contents, goal and influences of their ethical theories, so as to achieve a deeper understanding and cognition of their thoughts. The knowledge value, method value, thought value and humanity value in the socialist core value are the value soul of school curricula, the value standard for the development of school curricula, and conciseness of core concept and objection reconstruction; they are the value scale and method choice of content innovation organization of school curricula, and the spiritual pursuit of school curricular practictioners. They act on the curricular practice in every way and throughout the whole process. By the identification of curricular practioner with socialist core value, they are integrated into the value objective of school curricula.

一、問題的提出

良好的心理素質(zhì)是中小學生素質(zhì)教育中的重要組成部分。初中生正處于身心發(fā)展的加速期和過渡期，隨著生理及心理的發(fā)育和發(fā)展、社會閱歷及思維方式的擴展和變化，他們將面臨學習、生活、人際交往、升學就業(yè)和自我意識等諸多方面的心理困惑及壓力。張向葵（2001）指出，學校是初中生接觸最多的場所，學校生活是否順利對初中生的心理健康有直接的影響[1] [2]。國內(nèi)外有關(guān)學?？謶值难芯看蠖嗉杏趯W齡兒童，有關(guān)初中生學校恐懼的研究不多。然而現(xiàn)實表明，初中生的學?？謶忠殉蔀橛绊懗踔猩鷮W習及生活的重要因素，并給家長、學校及社會帶來很大的困擾。

學?？謶质乔嗌倌曛谐Ｒ姷囊环N心理障礙,學校恐懼并不是一個專用的醫(yī)學術(shù)語，有些人也稱它為“學校拒斥”“學?？植馈薄皯謱W癥”。綜合他人的研究成果，我們將學?？謶侄x為：學生對學校產(chǎn)生厭惡傾向并伴有試圖回避學校的行為。關(guān)于不同類別初中生學?？謶植町惖难芯拷Y(jié)果主要集中在以下幾個方面：

第一，初中女生較之男生更容易產(chǎn)生學?？謶謨A向[3] [4]。

第二，農(nóng)村初中生較之城市初中生更容易產(chǎn)生學校恐懼傾向[3]。

第三，關(guān)于初中生學?？謶值哪昙壊町悾芯拷Y(jié)論不盡相同[5] [6]。

已有研究表明，初中生的自我效能感、應對方式、家庭關(guān)懷度、社會支持均顯著影響學?？謶諿7-14]。這里通過對初中生學?？謶痔攸c及心理社會影響因素的研究，希望為初中生心理健康教育提供借鑒。

二、研究過程

（一）研究對象

采取分層整群抽樣法，于2014年在杭州市機場路中學發(fā)放150份問卷，回收有效問卷150份；在涪陵九中發(fā)放150份問卷，回收有效問卷139份。共回收有效問卷289份，其中，初中一年級學生92人，初中二年級學生108人，初中三年級學生89人；男生140人，女生149人；城市學生150人，農(nóng)村學生139人。

（二）研究工具

自編初中生學?？謶謫柧怼Ｍㄟ^參閱大量有關(guān)焦慮、恐懼、學?？謶?、學校焦慮等文獻，對30名初

中生及6名初中教師進行訪問，并參照閆榮雙對初中生學校恐懼的結(jié)構(gòu)劃分，將學?？謶值膬?nèi)涵界定為“在學校情景中，學生感知到由學習壓力、同伴交往、教育方法、校園暴力、學校紀律及教學設(shè)備等因素產(chǎn)生的威脅，從而誘發(fā)的情緒反應?！盵15]圍繞這一內(nèi)涵界定，結(jié)合收集到的有關(guān)學?？謶值木唧w內(nèi)容，反復篩選，擬將20道具有代表性的題目作為學校恐懼的問卷項目。根據(jù)對學?？謶值亩x和部分心理學老師、研究生及初中老師的意見，最終擬定學?？謶謫柧碛梢韵?方面構(gòu)成，即對逃離學校環(huán)境的幻想、對學校壓力的認知、對學校情境中易出現(xiàn)問題的擔心和對學校人際關(guān)系的焦慮，最后形成包括4個項目的最終問卷，每個題目設(shè)置5個選項即“總是”“經(jīng)?！薄坝袝r”“偶爾”“從不”，采用反向計分法。在問卷初步編制后，對100名初中生進行預測驗，結(jié)果表明，克龍巴赫系數(shù)為0.701。

一般自我效能感量表（General Self-Efficacy Scale）。采取張建新和Schwarzer編制的一般自我效能感量表，共10個項目，采用李克特4級評分，此量表為單維量表，只統(tǒng)計總量表分。該量表的克龍巴赫系數(shù)為0.87，重測信度為0.83，折半信度為0.82。

中學生應對方式量表（Coping Style Scale For Secondary Student）。采取張作記編制的中學生應對方式量表，該量表有2個分量表即“指向問題的應對方式”與“指向情緒的應對方式”。該量表的克龍巴赫系數(shù)為0.92，重測信度為0.89，因素分析結(jié)果顯示量表的結(jié)構(gòu)效度較好。

家庭關(guān)懷度指數(shù)（Family APGAR Index）。采取Smilkstein醫(yī)師設(shè)計的家庭關(guān)懷度指數(shù)量表，包括適應度（Adaptation）、合作度（Partnership）、成長度（Growth）、情感度（Affection）、親密度（Resolve）等5個因子，共5個項目，采用3級評分。該量表的再測信度為0.8-0.83，且具有良好的預測效度。

社會支持評定量表（Social Support Rating Scale）。采取肖水源編制的社會支持評定量表，包括客觀支持（共3個條目）、主觀支持（共4個條目）和對社會支持的利用度（共3個條目）等3個因子。該問卷的克隆巴赫系數(shù)為0.90，重測信度為0.92，且具有較好的預測效度。

（三）研究過程及數(shù)據(jù)處理

以班級為單位進行團體施測，被試逐項填寫，5份問卷一次性完成。利用SPSS19.0對數(shù)據(jù)進行t檢驗、單因素方差分析、相關(guān)分析及多層回歸分析。

三、研究結(jié)果與分析

（一）初中生學?？謶值幕厩闆r

對初中生在學校恐懼問卷上的得分進行描述統(tǒng)計，采用獨立樣本t檢驗對初中生學?？謶值男詣e、城鄉(xiāng)差異進行比較，統(tǒng)計結(jié)果見表1。

表1　不同性別、來源初中生在學校恐懼問卷的得分情況（M±SD）

從表1可知，初中男生在學校恐懼問卷上得分略高于女生，但不具有統(tǒng)計學意義，說明男女生在學?？謶謫栴}上基本相同；農(nóng)村初中生在學?？謶謫柧砩系梅诛@著高于城市初中生的得分。對初中各年級在學校恐懼問卷上的得分進行描述統(tǒng)計，并進行單因素方差分析，統(tǒng)計結(jié)果見表2。

表2　不同年級初中生在學?？謶謫柧砩系牡梅智闆r（M±SD）

從表2可知，不同年級在學?？謶謫柧砩系牡梅植町惙浅ｏ@著，初三學生的學?？謶值梅肿罡?，初二

次之，初一最低。采用LSD（即最小顯著法）對不同年級學生在學?？謶謫柧砩系牡梅诌M行事后檢驗，結(jié)果發(fā)現(xiàn)，初一與初三學生得分差異非常顯著；初二與初三、初一與初二學生之間差異不顯著。

（二）初中生學?？謶峙c心理社會因素的相關(guān)分析

為考查學校恐懼與心理因素的關(guān)系，采用皮爾遜相關(guān)法對自我效能感、指向問題的應對方式、指向情緒的應對方式和學?？謶謨蓛芍g分別計算相關(guān)系數(shù)，結(jié)果見表3。

表3　初中生學校恐懼與心理因素的相關(guān)系數(shù)（r）

從表3可知，學校恐懼與自我效能感、指向問題的應對方式呈顯著負相關(guān)，與指向情緒的應對方式呈顯著正相關(guān)，表明自我效能感、指向問題的應對方式對學?？謶钟蟹e極作用，指向情緒的應對方式對學校恐懼有消極作用。

為考查學?？謶峙c社會因素的關(guān)系，采用皮爾遜相關(guān)法對家庭關(guān)懷指數(shù)、適應度、合作度、成長度、情感度、親密度、社會支持和學?？謶謨蓛芍g分別計算相關(guān)系數(shù)，結(jié)果見表4。

表4　初中生學?？謶峙c社會因素的相關(guān)系數(shù)（r）

從表4可知，學校恐懼與成長度、社會支持、主觀支持、客觀支持、對支持的利用度呈顯著負相關(guān)，表明成長度、社會支持、主觀支持、客觀支持、對支持的利用度等對學?？謶钟蟹e極作用；學?？謶峙c合作度、情感度、親密度、家庭關(guān)懷指數(shù)總分呈負相關(guān)，與適應度呈正相關(guān)，但均不具有統(tǒng)計學意義。

（三）心理社會影響因素對初中生學?？謶值亩嘣鸩交貧w分析

以學?？謶挚偡譃橐蜃兞?，以自我效能感、指向問題的應對方式、指向情緒的應對方式、適應度、合作度、成長度、情感度、親密度、主觀支持、客觀支持、對支持的利用度等因子為自變量進行多元逐步回歸分析，結(jié)果發(fā)現(xiàn)有5個因子進入了回歸方程（進入水平0.05，剔除水平0.10）。其回歸方程的多元相關(guān)系數(shù)R=0.62，決定系數(shù)R2=0.38，調(diào)整后的R2=0.37，方差分析結(jié)果是F=34.85，P=0.000，說明此回歸方程的有效性是較好的，具體結(jié)果見表5。

表5　心理社會影響因素對初中生學?？謶值亩嘣鸩交貧w分析

從表5可知，在進入回歸方程的5個自變量中，自我效能感對學校恐懼的預測作用最大，指向情緒的應對方式對學?？謶值念A測作用最小。具體說來，自我效能感、成長度、對支持的利用程度對學校恐懼具有積極作用；指向情緒的應對方式、適應度對學?？謶钟邢麡O作用。

四、討論

（一）初中生學?？謶值幕厩闆r

在性別變量上，研究發(fā)現(xiàn)初中男生的學?？謶致愿哂谂?，但無顯著性差異，研究結(jié)果與他人研究有出入。在青春期，女生發(fā)育比男生早，心智也更加成熟，這使得女生在面對學校問題上，和男生有一樣的甚至有更為成熟靈活的處理能力，因而在面對學校問題時，女生的表現(xiàn)也不比男生差。

在城鄉(xiāng)變量上，研究發(fā)現(xiàn)農(nóng)村初中生的學校恐懼顯著高于城市初中生，與他人研究結(jié)果一致。這可能與農(nóng)村的生活環(huán)境、生活條件有關(guān)。心理健康教育、教學環(huán)境等教育因素也會影響初中生對學校的態(tài)度。近年來，農(nóng)村校園安全隱患日益成為威脅農(nóng)村初中生學習生活的一大因素。

在年級變量上，研究發(fā)現(xiàn)初三學生學?？謶值牡梅诛@著高于初一學生。這可能是因為初三學生相比初一和初二學生，面臨著升學壓力。本研究于3月份進行，中考壓力對初三學生的影響更是顯而易見。

（二）影響初中生學?？謶值男睦砩鐣蛩?/p>

1.自我效能感。調(diào)查發(fā)現(xiàn)，初中生自我效能感與學?？謶殖曙@著負相關(guān)，且自我效能感對學校恐懼有很好的預測作用，這說明初中生的自我效能感越高，學?？謶炙絼t越低。根據(jù)班杜拉等人對自我效能感的定義，可以推斷，自我效能感也會影響學生在學習上的努力程度和堅持性，影響學生在學校遇到困難時的態(tài)度，左右學生在學校的情緒。當學生確信自己有能力取得好成績、有能力應付在學校出現(xiàn)的各種問題、有能力處理好同伴關(guān)系、有能力對自己的行為負責時，便能更好地融入學校環(huán)境。所以，要幫助初中生更好地適應學校生活，自我效能感的培養(yǎng)應成為學校及家庭教育的重要內(nèi)容。

2.應對方式。調(diào)查發(fā)現(xiàn)，指向情緒的應對方式與學?？謶殖曙@著正相關(guān)，且指向情緒的應對方式對學?？謶志哂泻芎玫念A測作用，說明當學生采取指向情緒的應對方式時，更容易產(chǎn)生學校恐懼。這與大多數(shù)研究結(jié)果一致。有研究表明，對初中生來說，當壓力可控時，使用“以問題為焦點”的策略比較好，較少出現(xiàn)學?？謶帧W校是初中生經(jīng)常接觸且不可避免的場合，倘若采用指向情緒的應對方式，企圖以忍耐、逃避、發(fā)泄情緒、幻想、否認等方式來應對學校恐懼，這顯然是不可取的，且失敗的應對結(jié)果又加劇了學生對學校的恐懼，形成惡性循環(huán)。

采取指向問題的應對方式與學校恐懼呈顯著負相關(guān)，說明采取指向問題的應對方式，例如問題解決、尋求社會支持、積極的合理化解釋等，將減輕學?？謶謱Τ踔猩耐{。所以，應努力培養(yǎng)初中生形成以解決問題為主的應對方式。

3.家庭關(guān)懷。調(diào)查發(fā)現(xiàn)，家庭關(guān)懷指數(shù)中的4個因子（適應度、合作度、情感度、親密度）與學?？謶值南嚓P(guān)不明顯，與已有研究結(jié)論不一致。這可能暗示，進入中學階段后，初中生與同伴及老師的交往比與父母的交往更密切，即使家庭給予再多的關(guān)懷，也是“遠水解不了近渴”，故清除學校恐懼應更多地依賴個人的內(nèi)部力量，如自我效能感、應對方式等。

成長度與學?？謶殖曙@著負相關(guān)，且成長度對學?？謶志哂泻芎玫念A測作用。成長度指家庭成員在身心發(fā)展上得到其他成員支持與引導的程度。很明顯，這個因子相比于其他的4個因子，強調(diào)對孩子提供實際的幫助和指導。正如前面所論述的那樣，學校壓力對初中生來說是長期存在且不可避免的一種困擾，因而，如果父母注意用現(xiàn)實經(jīng)驗指導孩子處理學習生活中的常見問題，教會技巧，而非純說教式的教育，將有利于緩解學?？謶值男睦?。

此外，適應度對學?？謶制鸬斤@著的消極作用，這有悖于我們的常識經(jīng)驗，這一點有待后續(xù)研究的深入探討。

4.社會支持。調(diào)查發(fā)現(xiàn)，學校恐懼與社會支持、主觀支持、客觀支持、對支持的利用度有非常顯著的負相關(guān)關(guān)系，且“對支持的利用度”對學?？謶志哂休^好的預測作用，說明初中生獲得的社會支持越多，學校恐懼水平越低，這與大多數(shù)研究結(jié)果一致。個體良好的社會支持網(wǎng)絡(luò)使其容易獲得自尊和自我效能

感，從而抑制心理問題的產(chǎn)生，尤其是當個體面對學校壓力時，社會支持一方面會降低個體對壓力的感受程度，另一方面也為個體提供了問題解決的途徑，從而弱化學?？謶謱Τ踔猩挠绊憽?/p>

對支持的利用度也在緩解學?？謶址矫姘l(fā)揮著重要作用，這就提示我們，個體對社會支持的利用存在差異，有的學生雖然擁有眾多的社會支持資源，但卻不善于發(fā)現(xiàn)這些資源，甚至拒絕別人的幫助，這肯定不利于學?？謶謫栴}的解決，所以應將“獲得社會支持資源”與“善于利用社會資源”擺在同等重要的位置。

參考文獻：

[1]張向葵.青少年心理問題研究——當代青少年心理問題反思與回應對策[M].長春：東北師范大學出版社，2001：212-219.

[2]秦曉霞，黃永進，丁寶坤.學?？植腊Y的臨床特點與心理社會因素分析[J].心理發(fā)展與教育，2003（3）：11-13.

[3]錢昀，施慎遜，杜亞松.學校恐懼癥的研究進展[J].上海精神醫(yī)學，2005（2）：112-114.

[4]朱月龍.青少年的6堂心理課[M].北京：海潮出版社，2006：33-35.

[5]馬玉玲，柴壽文.抓住中學生心理發(fā)展的關(guān)鍵階段，加強中學生心理健康教育[J].心理健康教育，1995（11）：11-13.

[6]鄭雪.中學生心理健康教育[M].廣州：廣東高等教育出版社，2004：278-287.

[7]谷丹.初中生父母教養(yǎng)方式、學業(yè)自我效能感與學業(yè)成績的關(guān)系[D].東北師范大學，2010.

[8]谷崴.初中生師生關(guān)系、學業(yè)自我效能感與學業(yè)適應的關(guān)系[D].東北師范大學，2010.

[9]李婷婷.初中生學業(yè)歸因、學業(yè)自我效能感與學習倦怠關(guān)系的研究[D].沈陽師范大學，2010.

[10]張文新.青少年發(fā)展心理學[M].濟南：山東人民出版社，2002：17-25、506-507.

[11]陳樹林，鄭全全.中學生應激源、應對方式和情緒相關(guān)性研究[J].中國心理衛(wèi)生雜志，2002（5）：337-339.

[12]王曉瓊.探討初中生厭學的原因和對策[J].中國教師，2009（8）：474.

[13]王軍，李永超，伍毅.初中生焦慮情緒與家庭養(yǎng)育方式相關(guān)研究[J].中國臨床心理學雜志，2006（2）：98-99.

[14]葉曼.湖南省農(nóng)村留守初中生心理健康狀況及影響因素的研究[D].中南大學，2011.

[15]閆榮雙.初中生學校恐懼的特點研究[D].山東師范大學，2004.

[責任編輯：慶來]

Piety with Loyalty vs. Loyalty with Piety: An Investigation of China’s Moral History

WANG Zi-jin
(School of Chinese Classics, Renmin University of China, Beijing 100872, China)

Key words: loyalty; piety; piety with loyalty; loyalty with piety; political moral; social moral

A 2013-Annual Report of Researches in Chinese Chieftain System and Culture

China Chieftain System and Culture Research Team
(Yangtze Normal University, Chongqing 408100, China)

Key words: Chinese chieftain system; chieftain culture; researches; annual report

Space, Emblem and Protection of Historical Sites --A Case Study of Yongshun Ancient Chieftain Town

LI Ling-xia
(School of History and Cultural Study, Jishou University, Jishou, Hunan 416000, China)

Key words: space; emblem; cultural heritage; Yongshun ancient chieftain town

An Investigation and the Relevant Cognition of“Weaponry Destruction”in the Tombs of Ba and Chu Areas

ZHU Shi-xue
(Museum of Enshi Autonomous Prefecture, Enshi, Hubei 445000, China)

Key words: Ba people; weaponry destruction; investigation; cognition

Social Life of Miao People in the Perspective of Guest Scholars to Guizhou in Ming and Qing Dynasties

SUN Jing
(School of History and Political Science, Guizhou Normal University, Guiyang, Guizhou 550001, China)

Key words: Ming and Qing dynasties; Guizhou; guest scholars; Miao people; social life

Construction and Perfection of Development Policy in Forbidden Development Area --Based on the Investigation of Wulingshan Area in Southeast Chongqing

YAO Yuan-he
(Qianjiang Branch of CPC Chongqing Municipal Party School, Qianjiang, Chongqing 409000, China)

Key words: forbidden development area; strategy of major function-oriented region; policy construction and perfection

A Summary of the Researches of China’s International Status during the Anti-Japanese War

GENG Mi
(Chongqing Research Center for Anti-Japanese War in the Un-occupied Area, Southwest University, Chongqing 400715; School of Administration, Southwest University of Political Science and Law, Chongqing 401120, China)

Key words: the War of Resistance against Japanese; China’international status; review of the researches

Abbreviation of Legal Terms on the Bamboo Slips in Qin and Han Dynasties

ZHAO Jiu-xiang
(School of Liberal Arts, Yangtze Normal University, Chongqing 408100, China)

Key words: Bamboo slips in Qin and Han dynasties; legal terms; abbreviation

Yan Jun’s“Village Eclogue”--On the Writing of Gender and the Knowledge of Locality in Hibiscus Town

KANG Bin, TAN Mei
(School of Literature and Journalism, Sichuan University, Chengdu, Sichuan 610064; Chengdu Normal University, Chengdu, Sichuan 610106, China)

Key words: Hibiscus Town; gender; male image; rogue discourse; writing of female body; knowledge of locality

How Can Literature Be Devoid of History?

WEI Wei, MA Yue-yue
(Modern Chinese Poetry Research Institute, Chinese Literature Research Institute, Southwest University, Chongqing 400715, China)

Key words: literature; history; literature“devoid”of history

A Comparison of Socrates’and Plato’s Ethical Thought

LI Yin-bing, YANG Zheng-jun
(School of Political Science and Law, Yuxi Normal University, Yuxi, Yunnan 653100, China)

Key words: Socrates; Plato; ethical thought; comparison

Exploring the Integration of Socialist Core Value with School Curricula

JIN Yu-jun
(School of Marxism, Southwest University, Chongqing 400715, China)

Key words: socialist core value; school curricula; value identification

[英文編輯：曾文武]